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Chaudhary Charan Singh Haryana Agricultural University, Hisar

Chaudhary Charan Singh Haryana Agricultural University popularly known as HAU, is one of Asia's biggest agricultural universities, located at Hisar in the Indian state of Haryana. It is named after India's seventh Prime Minister, Chaudhary Charan Singh. It is a leader in agricultural research in India and contributed significantly to Green Revolution and White Revolution in India in the 1960s and 70s. It has a very large campus and has several research centres throughout the state. It won the Indian Council of Agricultural Research's Award for the Best Institute in 1997. HAU was initially a campus of Punjab Agricultural University, Ludhiana. After the formation of Haryana in 1966, it became an autonomous institution on February 2, 1970 through a Presidential Ordinance, later ratified as Haryana and Punjab Agricultural Universities Act, 1970, passed by the Lok Sabha on March 29, 1970. A. L. Fletcher, the first Vice-Chancellor of the university, was instrumental in its initial growth.

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Subject: Human Development and Family Studies × End date: 2014 × Start date: 2014 × Thesis Type: Ph.D ×
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    ThesisItemOpen Access
    Social and Emotional Skills of Institutionalized Adolescents: An Action Research
    (CCSHAU, 2014) Renu Bala; Sangwan, Sheela
    The present study was conducted purposively in two institutions each from Haryana State and Delhi. Adolescents equally representing both the sexes i.e. 50 girls and 50 boys were selected on random basis from both the institutions. Hence, a total of 200 adolescents constituted the sample for the study to assess the existing social and emotional skills.The adolescents were further assigned to experimental (50) and control (50) group. Life Skills Assessment Scale (LSAS) developed by Nair.et al. (2010) was used to assess the social and emotional skills among the adolescents. Beck et al. (1996) was used to estimating depression among adolescents. Test-Anxiety Scale (TAS) developed by Sharma (1978) was used to measure the level of anxiety among the adolescents. A Life Stress Scale developed by Agarwal and Naidu (1986) was used to study the level of stress among the adolescents. After assessing the existing social and emotional skills of adolescents, results showed that the performances of boys and girls adolescents on all six dimensions of social and emotional skills were found in average level. Age, gender relationship with peers and teachers were found significantly associated with social and emotional skills among adolescents. Majority of adolescents had moderate level of depression, anxiety and stress and significant and negatively correlated with most of the social and emotional skills dimensions. To a large extent intervention program enhanced the social and emotional skills of institutionalized adolescents. There were significant improvements in the mean scores of adolescents after giving intervention program. Age and gender wise significant improvement was found in all six dimensions of social and emotional skills.
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    ThesisItemOpen Access
    Impact of Intervention Program for Aggressive Behaviour among Adolescents
    (CCSHAU, 2014) Sharma, Deepika; Sangwan, Sheela
    The study was conducted in Hisar district of Haryana and Kangra district of Himachal Pradesh where one school each from rural and urban area was selected. From each of the four selected schools of rural and urban area of Hisar and Kangra district, five hundred adolescents in the age group of 13-15 year were included. Self prepared questionnaire was used to delineate socio-personal variables. Dimensions of Temperament Scale by Chadha and Chandna (1996) was used for assessing temperament of adolescents. Family Environment Scale developed by Bhatia and Chadha (1993) was used to measure the family environment of the adolescents. A Positive Proactive Coping Inventory for adolescents developed by Greenglass et al. (2008) was used to assess the coping skills of adolescents. Aggression Scale developed by Mathur and Bhatnagar (2012) was used to study the nature of adolescent aggressive behavior. The results revealed that adolescents residing in rural area of Haryana had more aggression while in Himachal Pradesh aggression was more in adolescents of urban area. Gender wise significant differences were found in physical, verbal, relational and overall aggression in adolescents of both states. Adolescents of Himachal Pradesh were significantly better in most of the positive dimensions of temperament and family environment. Proactive and reflective coping was better in adolescents of Himachal Pradesh whilst emotional and avoidance coping was more in adolescents of Haryana state. Age, parental education, paternal occupation, caste and family income had negative yet significant correlation with aggression and positively influenced by ordinal position in both the states. Gender, family income, ordinal position, age, paternal education and maternal education were the significant predictors for aggression in adolescents of Haryana. But in Himachal Pradesh, residential area, family income, number of siblings, maternal occupation, gender and paternal education came out as significant predictors for aggression in adolescents. Age, gender and area wise significant improvement was found in physical, verbal and relational aggression among experimental group adolescents in both states after execution of intervention programme. Overall, aggression was significantly reduced in adolescents of both Haryana and Himachal Pradesh at post-testing stage.
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    ThesisItemOpen Access
    Intervention on socio-emotional school readiness
    (CCSHAU, 2014) Seema Rani; Dhanda, Bimla
    The present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.
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    ThesisItemOpen Access
    Intervention on socio-emotional school readiness
    (CCSHAU, 2014) Seema Rani; Dhanda, Bimla
    The present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.