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University of Agricultural Sciences, Bengaluru

University of Agricultural Sciences Bangalore, a premier institution of agricultural education and research in the country, began as a small agricultural research farm in 1899 on 30 acres of land donated by Her Excellency Maharani Kempa Nanjammanni Vani Vilasa Sannidhiyavaru, the Regent of Mysore and appointed Dr. Lehmann, German Scientist to initiate research on soil crop response with a Laboratory in the Directorate of Agriculture. Later under the initiative of the Dewan of Mysore Sir M. Vishweshwaraiah, the Mysore Agriculture Residential School was established in 1913 at Hebbal which offered Licentiate in Agriculture and later offered a diploma programme in agriculture during 1920. The School was upgraded to Agriculture Collegein 1946 which offered four year degree programs in Agriculture. The Government of Mysore headed by Sri. S. Nijalingappa, the then Chief Minister, established the University of Agricultural Sciences on the pattern of Land Grant College system of USA and the University of Agricultural Sciences Act No. 22 was passed in Legislative Assembly in 1963. Dr. Zakir Hussain, the Vice President of India inaugurated the University on 21st August 1964.

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Subject: Human Development and Family Studies × Author: PUSHPA, U. MUDALINGAMMANAVAR × Start date: 1978 × Type: Thesis × Thesis Type: Ph.D ×
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    ThesisItemOpen Access
    BEHAVIORAL PROBLEMS AMONG SCHOOL-AGE CHILDREN: PREVALENCE AND INTERVENTION
    (University of Agricultural Sciences GKVK, Banglore, 20-01-04) PUSHPA, U. MUDALINGAMMANAVAR; PUSHPA, B. KHADI
    BEHARVIORAL PROBLEMS AMONG SCHOOL -AGE CHILDREN: PREVALENCE AND INTERVENTION PUSHPA .U. MUDALINGAMMANAVAR 2002 MAJOR ADVISOR P.B.KHADI ABSTRACT The study on 'Beharvioral Problems Among School -age Children: Prevalence and Intervention' carried out in Dharwad urban area during the year 2000-2002 revealed that the prevalence was ranged from 12.31-17.64 per cent. Higher percent of children (50-80%) had externalizing problems compared to intemalizing problems. Higher percentage of boys among all schools had extemalizing problems compared to girls. Boys from Government and Aided schools had high level of extemalizing problems (hperkinetic, conduct, hostile/aggression). Higher percentage of girls than boys from Government, Aided and Private schools had high level of internalizing problems (withdrawn/solitary, anxiety/depression). Higher percentage of boys had leaming problems and boys and girls were equally on high level. Older children had significantly more of impulsive problems compared to younger children. Children from nuclear families had higher levels of psychosocial problems and were significantly higher had extemalizing problems. Combined effect of psychosocial, demographic and socio - economic factor brought about a significant variation of 33 per cent in externalizing problems and 32 per cent in intemalizing problems. Mother's education was the only factor, which significantly reduced the learning problems among children. Intervention to children had significant impact in reducing the extemalizing problems such as inattention, hyperactivity, total hyperkinetic problems, conduct problems, hostile/aggression, enhancing attention span, perceptual ability, concentration and in improving cooperation, assertion, self control social skills and in reducing leaming problems and scholastic backwardness among children. Intervention to parents had significant impact in reducing psychosocial problems prevailing in the low SES families. About 25per cent of the primary schools were randomly selected from three strata, i.e. Government, Aided and Private schools. Children with behavioral problems were identified using the developed rating scale. Two schools were selected to study psychosocial factors and socio demographic factors influencing the behavioral.problems (N=87). A total sample of 56 children who exhibited a high level of extemalizing behavioral problems were randomly assorted in to two groups (experimental (28) and control (28)) and by matching on age, gender, grade, socio-economic status. The intervention program was provided for children about six months. For their parents/ guardian, knowledge was imparted with the help of developed intervention package and through series of guest lectures from experts in the field of psychology, homeopathy and child development.