Rajiv Gandhi university of health sciences Bangalore, Karnataka
PERFORMA SYNOPSIS FOR REGISTRATION OF SUBJECT FOR DISSERTATION.
DISSERTATION PROPOSAL
A STUDY TO ASSESS THE EFFECTIVENESS OF PLANNED TEACHING
PROGRAMME REGARDING ‘INFLUENCE OF MASS MEDIA ON VIOLENCE
ON KNOWLEDGE AMONG ADOLESCENTS IN SELECTED PU COLLEGES
AT RURAL BANGALORE, KARNATAKA.
SUBMITTED BY
Mr. TIBY THANKACHAN
1ST YEAR MSc. NURSING STUDENT
ROYAL COLLEGE OF
NURSING, BANGALORE, KARNATAKA
-1-
RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES
BANGALORE, KARNATAKA
PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION
Mr. TIBY THANKACHAN
1
NAME OF THE
CANDIDATE AND
ADDRESS
1ST YEAR MSc. NURSING STUDENT
ROYAL COLLEGE OF
NURSING, BANGALORE,
KARNATAKA.
2
NAME OF THE
INSTITUTION
ROYAL COLLEGE OF
COURSE OF THE STUDY
MASTER OF SCIENCE IN NURSING,
AND SUBJECT
PSYCHIATRIC NURSING
DATE OF ADMISSION TO
COURSE
01/06/2011.
TITLE OF THE STUDY
A
STUDY
TO
ASSESS
THE
EFFECTIVENESS
OF
PLANNED
TEACHING
PROGRAMME
REGARDING ‘INFLUENCE OF MASS
MEDIA
ON
VIOLENCE
ON
KNOWLEDGE AMONG ADOLESCENTS
IN SELECTED PU COLLEGES AT
RURAL BANGALORE, KARNATAKA.
STATEMENT OF THE
PROBLEM
A
STUDY
TO
ASSESS
THE
EFFECTIVENESS
OF
PLANNED
TEACHING
PROGRAMME
REGARDING ‘INFLUENCE OF MASS
MEDIA
ON
VIOLENCE
ON
KNOWLEDGE AMONG ADOLESCENTS
IN SELECTED PU COLLEGES AT
RURAL BANGALORE, KARNATAKA
NURSING, BANGALORE,KARNATAKA
3
4
5
5.1
-2-
6. BRIEF RESUME OF THE INTENDED STUDY:
INTRODUCTION
“Children are the world's most valuable resource and its best hope for the future”
John Kennedy
Media plays a very imperative role in shaping our thoughts, beliefs, and behavior
in society. It is a powerful entertainment and education tool for us in numerous ways;
however, media can also have negative impact on children and adolescents. Do we ever
stop to think “What is media teaching our children?” Our society is rampant with much
evil and crime and to evade the fact that media does not play a role in fuelling aggressive
behavior, particularly in the younger generation, would be an understatement. Nowadays
children and adolescents are very much exposed to violence, sex, profanity and much
more in media. To parents, over-exposure to violence in media is seen as a threat to their
children’s behavior.
Media is an influential entity when it comes to impressionable teenage minds.
Media is an inseparable part of life for most of the teenagers. There are different types of
mass media that are inherently a part of the routine life of teenagers for example
television, computer, mobile phone or a music player. Considering the current influence
of media, we need to agree on the fact that media plays an important role in shaping up
opinions of teenagers. Media is a double-edged sword and hence there are positive effects
of media as well as negative influences of media.1
During adolescence (age 12 to 17), the middle school to high school years,
children become capable of high levels of abstract thought and reasoning, although they
rarely use these abilities when watching television, continuing to invest little mental
effort. They watch less television than they did when they were younger, and watch less
-3-
with their families. Their interests at this age tend to revolve around independence, sex
and romance, and they develop a preference for music videos, horror movies, and (boys
particularly) pornographic videos, which deal with these topics, although usually in
negative ways.2
Adolescents in middle school and high school are much more likely than younger
children to doubt the reality of television content and much less likely to identify with
television characters. The small percentages of those who continue to believe in the
reality of television and to identify with its violent heroes are the ones likely to be more
aggressive, especially if they continue to fantasize about aggressive-heroic themes. Their
superior abstract reasoning abilities and their tendency at this age to challenge
conventional authority make adolescents particularly susceptible to imitating some kinds
of television violence, crime and portrayals of suicide. However, these imitative acts
affect only a small percentage of adolescents.
Adolescents are much more likely than younger children to doubt the reality of
television content and much less likely to identify with television characters. Those who
continue to believe in the reality of television and to identify with its violent heroes are
the ones likely to be more aggressive, especially if they continue to fantasize about
aggressive-heroic themes. Although concerns about imitative violence most often focus
on adolescents, with their lack of life experience and their belief in television's reality, it
is actually copycat crimes or other acts of violence committed by adolescents that most
often come to public attention. Programs adolescents are likely to copy are those that
demonstrate, in detail, the method of committing a crime. With their superior abstract
reasoning ability, adolescents are capable of imagining and planning a real-life reenactment, including detecting and correcting the gaps or flaws that may have caused the
-4-
television crime to fail. In addition, their newfound appreciation of the relativity of
rightness and wrongness, along with their tendency to challenge conventional authority,
probably makes this the only group of viewers with a significant tendency to admire the
wrong ideas3.
-5-
6. 1) N E E D FOR THE STUDY:
"We shall not grow wiser before we learn that much that we have done was very foolish."
- F. A. Hayek (An economist and philosopher )
Youth violence is a growing problem worldwide. Research on adolescent violence
in India is limited. In Chandigarh, selected high school students were investigated to
study the prevalence and demographic characteristics of witnesses, victims and
perpetrators of violence and to see the impact of violence exposure on their psychosocial
adjustments. Sixty nine percent of students had witnessed violence in real life and 28%
were of serious nature. Media violence exposure was universal. The prevalence of victims
and perpetrators was 27% and 13% respectively. Bullying was prevalent. Male sex was
the most important predictive risk factor for witnessing and perpetrating violence.
Victims were predominantly females. Those having exposure to violence had poorer
school performance and adjustment17. Thus violence exposure is prevalent even in the
lives of Indian adolescents and gender differences exist.
Violence is a form of aggressive behaviour that has a debilitating effect on the
optimal growth and development of our youth. Violence pervades the lives of a
significant proportion of all adolescents in the world, but has a particularly devastating
impact on males and minority youth. Adolescent are more likely to be victimizers and
victims of violence and aggression. For all adolescents, exposure to violence at home,
school, or in the community is associated with aggression later in life, the development of
supportive attitudes toward aggression and violence, psychological distress, school
absenteeism, academic dysfunction, and subsequent injury. Violence has historical,
cultural, and societal roots in our world. Until and unless we begin to understand where
violence fits on the continuum of aggressive behaviour and until we address the politics
-6-
of violence, we will remain conflicted and paralyzed by the dangers our youth face4. In
modern days we are seeing so many news regarding youth violence and most of the
violence are caused by because of media violence and its imitation .As a post graduate
psychiatric nursing student researcher felt the need of assessment of media violence and
its effect on adolescence. In vulnerable period in adolescence is age between 15- 17 years,
so selected samples as PU college students.
-7-
6.2) REVIEW OF LITERATURE.
1. Studies related to violence in media.
2 Studies related to adolescence violence.
3. Studies related to influence of mass media on violence in adolescences.
1. Studies related to violence in media.
The study was conducted in Germany on ‘The frequency of exposure
to media violence and eight additional risk factors were path-analyzed in a 2-year
longitudinal study’. Researchers assed the exposure to media violence affected students'
later violence and later violent delinquency more strongly than other risk factors. Direct
effects were also caused by risk factors assessed in various times, which in turn were
reinforced by the remaining risk factors on the second or third of analysis. The study
result shows, playing violent electronic games is the strongest risk factor of violent
criminality and both media-stimulated and real experiences of aggressive emotions
associated with the motive of revenge are core risk factors of violence in school and
violent criminality.5
The research was conducted in United States of America on ‘The effects
of media violence’ . The researchers were collected data from general population and
used meta-analyses. The study result shows that media-violence viewing consistently is
associated with higher levels of antisocial behaviour, ranging from the trivial
(imitative violence directed against toys) to the serious violence, with many consequential
outcomes. Desensitization is another well-documented effect of viewing violence. During
research researchers examined the uses and effects of movie ratings, television ratings,
and the V-chip, and the effects of media literacy programs and public education efforts
-8-
The study recommends future research to explore important individual differences in
responses to media violence and effective ways to intervene in the negative effects.6
The report by “UNESCO Global Study on Media Violence", conducted by
World Organisation of the Scout Movement and Utrecht University. More than 5,000
children aged 12 years from 23 countries including India participated in the study. The
objectives were to find out the role of media particularly T.V. in the life of children, and
relationship between media violence and aggressive behaviour among children. Results
revealed that 93% of the subjects had access to a TV set, the most powerful source of
information and entertainment for school children. School children spent more than 50%
time with TV than with any other out-of-school activity, including home work, being with
family or friends, or reading.7
2 Studies related to adolescence violence.
The study was conducted in Unites States of America on Role Model
Behaviour and Youth Violence: A Study of Positive and Negative Effects .Researchers
investigated how role models’ behaviour may positively or negatively influence African
American early adolescents’ attitudes toward violence and violent behaviour. Participants
in this study included 331 African American seventh and eighth graders from low-income
neighbourhoods in an urban, Midwestern city. The study results revealed role model pro
social behaviour is indirectly related to less violent behaviour through adolescents’
attitudes toward violence, role model antisocial behaviour is directly linked to increased
violent behaviour and indirectly linked to increased violent behaviour through
adolescents’ attitudes toward violence, and role model antisocial behaviour appear to have
-9-
a stronger effect on African American early adolescents’ violent behaviour than role
model pro social behaviour. 8
The study was conducted in Canada on ‘Are there detrimental effects of
witnessing school violence in early adolescence?’ with the objectives of testing the extent
to which witnessing school violence predicts psychosocial and school adjustment in
students while accounting for their prior psychosocial characteristics and peer
victimization. Questionnaires were administered to 1104 students from five high schools
from, Canada at the beginning, middle, and end of seventh grade. Self report measures
included socio demographic characteristics, victimization, witnessing violence, feelings
of insecurity, internalizing and externalizing behaviour problems, and measures of
engagement, achievement, and truancy as indicators of school adjustment. The result
shows there was a positive relation between witnessing violence an school violence in
early adolescence. The researcher recommends further large group studies on violence.9
The study was conducted in USA on Threats of School Violence in
Pennsylvania after Media Coverage of the Columbine High School Massacre Examining
the Role of Imitation. The objectives of the study are to establish that the clustering of
threats of school violence following the Columbine massacre was initiated by imitation.
The study design was database of threats of school violence reported to the Pennsylvania
Emergency Management Agency, Harrisburg, during the 50 days following the
Columbine incident was examined to determine the daily frequency of threats. The study
results Pennsylvania school districts reported 354 threats of school violence during the 50
days after the Columbine massacre. The frequency of these threats over time
demonstrated a crescendo-decrescendo pattern. Fifty-six percent of the threats were made
- 10 -
on or before day 10 after the incident, and more than one third occurred on days 8, 9, and
10.10
The study was conducted in USA on The Relationship between Children's
Threats of Violence and Violent Behaviours. The objectives of the study were examining
the
relationship
between students'
threats
of
interpersonal violence and
self-
reported violent behaviours. Anonymous self-report questionnaires were administered to
students in grades 3 through 12 in schools located in Colorado, Arizona, and Ohio. A
survey of 9487 students from 33 public schools was performed. Ages ranged from 7 to 19
years. The study results, Multivariate logistic regression analyses revealed that threatening
others infrequently or frequently was significantly associated with violent behaviours.
Students who infrequently threatened were about 3 to 4 times more likely to report
exhibiting each of the violent behaviours than students who did not threaten others. The
relationship between frequently threatening others Findings suggest that students' threats
of harm toward others should be taken seriously, and that policies and procedures should
be developed to ensure that children who threaten others receive proper assessment and
management, and violent behaviours was especially and highest for the most severe forms
of violence.11
The study was conducted in Chandigarh, India on ‘Adolescent Violence
Exposure, Gender Issues and Impact’. Researchers were taken 1500 high school students
were investigated to study the prevalence and demographic characteristics of witnesses,
victims and perpetrators of violence and to see the impact of violence exposure on their
psychosocial adjustments. Result shows 69% of students had witnessed violence in real
life and 28% were of serious nature. The prevalence of victims and perpetrators was 27%
and 13% respectively. Male sex was the most important predictive risk factor for
- 11 -
witnessing and perpetrating violence .Victims were predominantly females. Those having
exposure to violence had poorer school performance and adjustment scores (P< 0.05).
Thus violence exposure is prevalent even in the lives of Indian adolescents and gender
differences exist. Its impact on their psychosocial adjustments is detrimental. Early
identification and corrective interventions of these adolescents is vital.12
3. Studies related to influence of mass media on violence in adolescences.
The study was conducted in Germany on the relations between
adolescents’ habitual usage of media violence and their tendency to engage in aggressive
and prosocial behaviour in a school setting. Researchers were examined in a crosssectional study of 1688 7th and 8th grade students in Germany who completed measures
of violent media exposure and normative acceptance of aggression. For each participant,
ratings of prosocial and aggressive behaviour were obtained from their class teacher. The
study result shows a confirmed a direct positive link from media violence usage to
teacher-rated aggression for girls and boys, but no direct negative link to prosocial
behaviour was found, the study confirms the effect of media and its effect on violence
among children .13
The report in Atlanta on ‘Electronic Media Violence, and Adolescents: An
Emerging Public Health Problem’ has been published in Journal of Adolescent Health
describing about the risk of adolescents to become victims of aggression perpetrated by
peers with new technology. In September 2006, the Centre for Disease Control and
Prevention convened a panel of experts in technology and youth aggression to examine
this specific risk. Journal of Adolescent Health presents the data and recommendations for
future directions. The articles in the Journal support the argument that electronic
aggression is an emerging public health problem in need of additional prevalence and
- 12 -
etiological research to support the development and evaluation of effective prevention
programs.14
The study was conducted in UK on ‘How Children Interpret Screen
Violence’ by Joint Research Programme Broadcasting Standards Commission and
Independent Television Commission, This study focused on children aged 9 - 13, as this
was the age group where parents were least confident about appropriate TV consumption.
These children, aged 9 - 13, were able to distinguish between fictional and real violence.
Children see a variety of violent images either through film or television, and build a
library of such images over time. Their reactions to such images are influenced by their
age, gender, maturity and personal circumstances. . Responses showed that children have
a consistent world view which is different from that of adults, and violent images are seen
within perspectives.15
The study was conducted in Delhi, India on Adolescence perception on
television and violence with an objective to understand the perceptions of violence among
adolescents. The sample consisted of 40 children in the age group of 11-13 years and 1517 years, divided into two groups of 10 boys and 10 girls each. Formal interviews were
conducted with the help of questionnaires and picture presentation. The study revealed
that violence was seen as a negative term and was unanimously condemned by the
respondents. Younger children were unable to distinguish between violence and
aggression. Self-defence was not seen as a form of violence by any of the respondents.
Violence was generally associated with the male sex and this was seen across all ages and
both genders. Media, especially television, was seen to have massive impact on children’s
perceptions of violence, being the main source of information. The study recommends the
further large group studies on adolescence violence and media violence.16
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6.3) STATEMENT OF THE PROBLEM
“A STUDY TO ASSESS THE EFFECTIVENESS OF PLANNED TEACHING
PROGRAMME REGARDING ‘INFLUENCE OF MASS MEDIA ON VIOLENCE ON
KNOWLEDGE AMONG ADOLESCENTS IN SELECTED PU COLLEGES AT
RURAL BANGALORE, KARNATAKA.”
6.4) OBJECTIVES OF THE STUDY ARE:
1
To assess the knowledge of adolescents regarding influence of mass media on
violence by pre test.
2
To evaluate the effectiveness of planned teaching programme regarding influence
of mass
media on violence among adolescents by comparing pre and post
test knowledge scores of adolescents.
3
To find out the association between knowledge scores adolescents knowledge
regarding influence of media on
violence by comparing
the
pre test
and post test knowledge scores with their selected demographic variables.
6.5) OPERATIONAL DEFINITION
1. ASSESS: - It refers to determine the effectiveness of planned teaching programme on
influence of mass media on violence among adolescent students.
2. EFFECTIVENESS: - It refers to significant increase in the level of knowledge of
under P U college students regarding media violence, which is measured from
the response of pre test, planned teaching program and post test.
3. PLANNED TEACHING PROGRAMME: - It refers to systematically planned
teaching programme designed to provide information regarding influence of
mass media on violence among adolescents.
4. MASS MEDIA: - It refers collectively to all media technologies which are intended to
reach a large audience via mass communication.
- 14 -
5. KNOWLEDGE:- It refers collectively to all facts and information regarding the
knowledge regarding media violence among adolescents
6. ADOLESCENT: - it refers to the students between the age group of 15 to 19years.
7. MEDIA VIOLENCE: - media violence as visual portrayals of acts of physical
aggression
by one human against another.
8. PU COLLEGE: - It refers to an institution of higher education after
the successful completion of SSLC.
9. RURAL: - It refers the place where people live with minimum living standards and far
from the town and cities.
6.6) HYPOTHESIS
H1: There will be a statistically significant difference among the pre and post test
knowledge scores of adolescents regarding influence of mass media on violence.
H2: There will be a statistically significant association between the knowledge score
of adolescents with their selected demographic variables.
6.7) ASSUMPTION
This study assumed that: 1.
The knowledge of adolescents can be measured by self administered questionnaires
regarding media and influence on
violence
among
adolescents
in
rural
Bangalore
2.
There may be a significant knowledge deficit regarding media and influence on
violence among adolescents in rural Bangalore.
3.
The planned teaching programme may improve the knowledge of rural adolescents
regarding the media influence and violence.
6.8) PILOT STUDY:
The pilot study is planned with 12 samples
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6.9) VARIABLES: STUDY VARIABLES:Independent variable: - Planned teaching programme on regarding influence of mass
media on violence among adolescents.
Dependent variable: - Knowledge of adolescent students regarding of mass media on
violence
7. MATERIAL AND METHODS OF STUDY
7.1)SOURCE OF DATA -; Data will be collected from adolescent of the selected rural
PU colleges.
7.2)METHODS OF COLLECTING DATA-:
7, 2.1Research design: -The research design used is pre experimental one group pretest
post test design.
SCHEMATIC PLAN OF THE STUDY
80
Pre test
adolescents
R
O1
Intervention
X
KEY WORDS
01- Pre test
02- Post test
- 16 -
Post test
O2
X- Planned Teaching Programme. (Intervention)
R- Rural adolescent students studying in PU colleges of Rural Bangalore.
7,2.2) Research setting: - The study will be conducted in the selected rural Pre
University Colleges of Rural Bangalore.
7,2,3) Population: - All the adolescent students studying in selected rural PU colleges of
Rural Bangalore.
7,2.4) Sample Technique:
Non Probability sampling

Convenience sampling method will be used
7,2.5) Sample :- The adolescents who all are In the age group of 15- 19 years and they
are studying in selected rural PU colleges of rural Bangalore.
Sample Size: - All the adolescent students fulfill the inclusive criteria are the samples.
Sample comprised 80 adolescent students from selected PU colleges of Rural Bangalore.
7) Collection of Data: - Collection of data is done by using self-administered
questionnaires.
7,2.6) CRITERIA FOR SELECTION OF SAMPLE
 INCLUSION CRITERIA
1.
PU College adolescents who are in the age group of 15- 19 years.
2.
PU College adolescents who all are willing to participate in the study.
3.
PU college adolescent who are present at the time of data collection
3.
The adolescent students studying in rural PU colleges of Rural Bangalore.
 EXCLUSION CRITERIA
1. PU College adolescents who are selected for pilot study.
- 17 -
2. The adolescent students who are below 15 years or above 19 years.
3. The adolescent students who are physically handicapped.
7,2.7) TOOL FOR DATA COLLECTION.
Section A – Socio demographic data.
Section B – Structured questionnaire .
7,2.8) METHODS OF DATA COLLECTION.
Data will be collected using Structured questionnaire to assess knowledge
7,2.9) PLAN FOR DATA ANALYSIS: Descriptive statistics: -The descriptive statistical analysis includes frequencies,
percentages, means, and Standard deviation for the adolescent’s knowledge regarding the
influence of mass media on violence.
Inferential statistics: -Test difference knowledge score will be analyzed by using
individual t-test and an association between demographical variables and level of
knowledge regarding knowledge regarding the influence of mass media on violence will
be analyzed using Pearson chi-square test/ Yates corrected chi-square test.
7.3 Does the study requires any investigations or interventions to the patients or
human beings or animals?
Yes data will be collected from the adolescents studying in PU colleges.
7.4) Has ethical clearance been obtained from the institution?: - 18 -
Yes. Ethical clearance has been obtained from the institution. Consent has been taken
from the PU College.
- 19 -
12) LISTS OF REFERENCES
1. Media
violence
and
child.
Indian
academy
of
Pediatrics
http://pediatrics.aappublications.org/content/124/5/1495.full.html.
2. http://www.mediaawareness.ca/english/resources/research_documents/reports/viol
ence/tv_violence_child.cfm.
3. http://www.buzzle.com/articles/positive-effects-of-the-media.html.
4. The Hindu Thursday, Feb 28, 2008.,Online edition
5. Werner H. Hopf , Günter L. Huber, Rudolf H. Wei., Media Violence and
Youth Violence: A 2-Year Longitudinal Study .,Universität Tübingen, Germany16
December2008.
Available
at:-
http://www.sciencedirect.com/science/article/pii/S186411050860011X
6. Joanne Cantor. Journal of Adolescent Health .Volume 27, Issue 2, Supplement 1,
August 2000, Pages 30-34.
Available
at:-
http://www.sciencedirect.com/science/article/pii/S1054139X00001294
7. Carson, David K., et al.Family characteristics and adolescent competence in India:
investigation of youth in Southern Orissa. Laramie, Wyoming, USA: Wyoming
University, Dep of Child and Family Studies. 23 p.
8. Thomas M. Reischl,Marc A. Zimmerman ,Noelle M. Hurd .Role Model
Behaviour and Youth Violence: A Study of Positive and Negative Effects, The
Journal of Early Adolescence April 2011 vol. 31 no. 2 323-354
9. Janosz M, Archambault I, Pagani LS,Pascal S, Morin AJ, Bowen F.Journal of
Adolescent Health. 2008 Dec;43(6):600-8. Epub 2008 Jul 23.Are there
- 20 -
detrimental effects of witnessing school violence in early adolescence? Available
at:- http://www.ncbi.nlm.nih.gov/pubmed/19027649
10. Spencer Kostinsky, MD; Edward O. Bixler, PhD; Paul A. Kettl, MD.Archives of
Paediatric and Adolescence Medicine. 2001; 155:994-1001.
Available.at:http://archpedi.amaassn.org/cgi/content/abstract/155/9/994?maxtoshow=&hits=10
&RESULTFORMAT=&fulltext=media+violence+adolesence&searchid=1&FIRS
TINDEX=0&resourcetype=HWCIT.
11. Mark I. Singer, PhD; Daniel J. Flannery, The Relationship between Children's
Threats of Violence and Violent Behaviours Archives of Paediatric and
Adolescence
Medicine. 2000;154:785-790.Available.at:-
http://archpedi.amaassn.org/cgi/content/abstract/154/8/785?maxtoshow=&hits=10
&RESULTFORMAT=&fulltext=media+violence+adolesence&searchid=1&FIRS
TINDEX=10&resourcetyp
e=HWCIT
12. Ray Munni and P. Malhi Adolescent Violence Exposure, Gender Issues and
Impact. The Department of Pediatrics, Advanced Pediatric Center, Postgraduate
Institute of Medical Education and Research, Chandigarh 160 012, India.
http://indianpediatrics.net/july2006/july-607-612.htm
13. Barbara
Krahé Ingrid
Möller,
Links
between
self-reported media
violence exposure and teacher ratings of aggression and prosocial behaviour
among German adolescents, Adolescence Volume, April 2011, Pages 279-287
Available
from:-
http://www.sciencedirect.com/science/article/pii/S0140197110000679)
- 21 -
14. Corinne David-Ferdon ,Marci Feldman Hertz M.S. ‘Electronic Media Violence,
and Adolescents: An Emerging Public Health Problem, Journal of Adolescent
Health ‘.Volume 41, Issue 6, Supplement, 2007 December, Pages S1-S5
Available
from
http://www.sciencedirect.com/science/article/pii/S1054139X07003643
15. Andrea Millwood, Hargrave , How Children Interpret Screen Violence.
Available.
at:-
http://www.bbc.co.uk/guidelines/editorialguidelines/assets/research/howchildrenin
terpretscreenviolence.pdf
16. Jay Prakash et al. (2008). Kishori Shakti Yojana (KSY) under the ambit of ICDS
in Uttar Pradesh and Rajasthan: final report. New Delhi: Formative Research and
Development Services. 80 pages.
17. http://www.ncbi.nlm.nih.gov/pubmed/16891680
- 22 -
1.
SIGNATURE OF THE
CANDIDATE
2.
REMARKS OF THE GUIDE
3.
NAME AND DESIGNATION
15.1
GUIDE
15.2
SIGNATURE
15.3
CO-GUIDE
15.4
SIGNATURE
15.5
HEAD OF THE DEPARTMENT
15.6
SIGNATURE
4.
REMARKS OF PRINCIPAL
16.1
SIGNATURE
- 23 -