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Khadi, P. B.
- Influential Factors on Parental Involvement in Promoting Social Skills of Mentally Challenged Children
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Authors
Affiliations
1 Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), IN
1 Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), IN
Source
Asian Journal of Home Science, Vol 10, No 2 (2015), Pagination: 309-316Abstract
A correlation design used to know the parental involvement in promoting social skills of 53 mentally challenged children from 3 special schools of Hubli and Dharwad city during the year 2008-09. BASIC-MR by Peshawaria and Venkatesan (1992) was administered to assess the social skills of children. Parental involvement was assessed by using self-structured tool. Results revealed that majority of the children (37.73%) had acquired moderate level of social skills followed by 32.08 and 30.19 per cent children who fell under high and low category, respectively. Majority of parents (71.70%) fell in low involvement in developing the skills among children while none of the parents were in high level. Results also illustrated low involvement of parents regarding specific social skills, viz., acquisition of social tasks such as showing sympathy for others, when they are sad (3.8%), apologizing if he or she hurts the feelings of others (7.5%), greeting other children (9.4%) etc. None of the parents were involved in promoting communication tasks. Parents were highly involved in enhancing social activities like responding appropriately when introduced to others (17%) and in community use items viz., recognizing and naming buildings (26.4%), carefully crossing the road (18.9%), making small purchases (17%) etc. Child's age, degree of disability, associated disability, age at admission to special schools and degree of constraint had significant influence on the parental involvement. A significant positive relation between parental involvement and social skills of children indicated that parental involvement was higher in children with higher skills. It may be due to the reciprocity in interactions with more parental involvement, children respond more or vice-versa. Parents gain confidence in promoting social skills in children who are mildly mentally challenged than those who are moderately challenged. This implies the need for parental programmes to empower and enhance their involvement in acquisition of social skills.Keywords
Parental Involvement, Mentally Challenged Children, Social Skills.
References
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- Impact of Socio-Economic Factor on Resiliency of Children in Late Childhood
Abstract Views :272 |
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Authors
K. M. Sangma
1,
P. B. Khadi
1
Affiliations
1 Department of Human Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad (Karnataka), IN
1 Department of Human Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad (Karnataka), IN
Source
Asian Journal of Home Science, Vol 11, No 2 (2016), Pagination: 298-305Abstract
Resilience is the capacity to bounce back from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability. The present study examined socio-economic status effect on resiliency and vulnerability of children in late childhood. The sample consisted of 310 children i.e., 145 from Dharwad, Karnataka and 165 from Tura, Meghalaya regions. The samples were drawn by sociometric technique. Child's resiliency was assessed by using Embury's (2006) scale, whereas socio-economic status was measured by using socio-economic status scale by Aggarwal et al. (2005). Results revealed positive significant correlation between resiliency and socio-economic status. Further, children from low socioeconomic status were found to be vulnerable than high and medium level of socio-economic status children.Keywords
Resilience, Vulnerability, Socio-Economic Status.- Interrelationship Between Familial Characteristics and Marital Satisfaction of University Teachers in Northern Karnataka-A Gender Analysis
Abstract Views :154 |
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Authors
Affiliations
1 ICAR-KVK, Chintamani, Chikkaballapura (Karnataka), IN
2 Department of Human Development and Family Studies, College of Community Science, University of Agricultural Sciences, DHARWAD (KARNATAKA), IN
1 ICAR-KVK, Chintamani, Chikkaballapura (Karnataka), IN
2 Department of Human Development and Family Studies, College of Community Science, University of Agricultural Sciences, DHARWAD (KARNATAKA), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 338-344Abstract
An ex-post-facto design on “Interrelationship between familial characteristics and marital satisfaction of University teachers in Northern Karnataka-A Gender analysis” was carried out on a sample of 150 University teachers drawn from three cities of Northern Karnataka. Teachers offering UG/PG courses in agriculture/science faculty belonging to Assistant professor to Professor and above cadre were randomly selected. Familial characteristics included family environment, family involvement and social support of University teachers assessed using family environment scale developed by Bhatia and Chadha (1993), family involvement scale by Misra et al. (1990) and social support questionnaire by Sarason et al. (1983). Marital satisfaction was assessed using questionnaire developed by Haynes et al. (1992). Results revealed that more than half of State Agricultural University (67.0%) and Non- State Agricultural University (67.3%) teachers had high level of family environment and none of them fell in low level. The family environment of both SAU and Non-SAU teachers differed significantly by gender, indicating that females had better family environment compared to male teachers. Most of the SAU (84.5%) and Non-SAU (85.5%) teachers revealed high level of family involvement and none were in low level. With regard to social support, teachers of SAU (73.8%) and Non-SAU (70.0%) received high social support but none were in low level. High level of marital satisfaction was observed in most of the SAU (83.8%) and Non-SAU (94.1%) teachers and the rest were in average levels. Statistical analysis through ANOVA indicated that there were no main and interactionary effects of university, gender and cadre on marital satisfaction. Positive and significant correlation was observed between family environment and family involvement with marital satisfaction of SAU and Non-SAU teachers. This indicated that the more conducive the family environment the higher the marital satisfaction of both the groups of teachers and vice versa.Keywords
Family Environment, Involvement, Social Support, Marital Satisfaction.References
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