RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES



“EFFECTIVENESS OF PARENTAL TEACHING PROGRAMME ON KNOWLEDGE REGARDING MANAGEMENT OF BEHAVIOR RESULTING FROM CARTOON PROGRAMME VIEWING AMONG SCHOOL GOING CHILDREN AT SELECTED URBAN RESIDENCIES OF BIJAPUR”

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,

BANGALORE

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PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

MR. APPANAGOUD .M. PATIL

MENTAL HEALTH NURSING

FIRST YEAR M.Sc NURSING

YEAR 2012 -2014

BLDEA’S SHRI B M PATIL INSTITUTE OF NURSING SCIENCES SOLAPUR ROAD, BIJAPUR - 586103

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

KARNATAKA, BANGALORE

ANNEXURE II

PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION

|1 |NAME OF THE CANDIDATE AND ADDRESS |APPANAGOUD.M.PATIL |

| | |I YEAR MSC. NURSING |

| | |BLDEA’S SHRI. B. M. PATIL INSTITUTE OF NURSING SCIENCES |

| | |BIJAPUR - 586103 |

|2 |NAME OF THE INSTITUTION |BLDEA’S SHRI B.M.PATIL INSTITUTE OF NURSING SCIENCES, BIJAPUR. |

|3 |COURSE OF THE STUDY AND SUBJECT | |

| | |I YEAR M. Sc. NURSING |

| | |MENTAL HEALTH NURSING. |

|4 |DATE OF ADMISSION TO THE COURSE |16.08.2012 |

|5 |TITLE OF THE STUDY |

| |“EFFECTIVENESS OF PARENTAL TEACHING PROGRAMME ON KNOWLEDGE REGARDING MANAGEMENT OF BEHAVIOR RESULTING FROM CARTOON |

| |PROGRAMME VIEWING AMONG SCHOOL GOING CHILDREN AT SELECTED URBAN RESIDENCES OF BIJAPUR ‘’ |

|6. |BRIEF RESUME OF THE INTENDED WORK |

| | |

| |6.1 INTRODUCTION |

| | |

| |“A Child’s life is like a piece of paper on which everyone who passes by leaves an impression” |

| | |

| |- Chinese proverb |

| |Children are often considered to be the closest reflection of the omnipotent creator of the world. Innocence and purity |

| |personified, they are unmarred by the corrupt thoughts and practices .They resemble wet clay, enthusiastic and ever ready to be|

| |signed in the manner the potter wants to mould them1 |

| |When we are born we have the capacity for motivation, experience, and training and because of this our minds are very |

| |impressionate. Therefore our brains development is a dynamic mix of nature and nurture so it is important to choose a healthy |

| |environment for all children. Children ranging from the age or 6 months to about 12 years of age go through various stages of |

| |emotional and physical development ,during this age however they have extremely impeccable minds due to which external stimuli|

| |have a major role in shaping their personalities |

| |Children are one third to our population and they are our future, the care survival and development of children are our |

| |concern. Bringing up children is complicated and strenuous experience, but it can also be great fun and very rewarding .Issues |

| |regarding behavioural problem resulting from cartoon programme viewing such as attention deficit, mental and psychological |

| |effect are faced by parents, It is ironic that despite the fact that it is one of the most important jobs anyone ever does, |

| |it does not receive that recognition and there is virtually no training available |

| |Television viewing thus is a part of external stimuli in a child’s life. A means of mostly entertainment and sometimes |

| |education, television viewing in children mostly comprises Cartoons and children shows. Children have become much more interest|

| |in cartoons over many years and it has become primary action to some lives, typically children begin watching cartoons on |

| |television at an early age of six months and by the age2 |

| | |

| |The children who watches too much cartoons on television are more likely to have a Mental and Psychological Effects. From |

| |school age up to their graduation and a child watches television around 18,000hrs.This comparison is an outrage because of the |

| |amount of television that is watched by a child will have an effect on their brain, emotions and their sense to feel pain |

| |The American Psychological Association passed a resolution in February of 1985, informing broadcasters and the public about the|

| |dangers violence on the television has on children. Three major effects have been proven by psychological research caused by |

| |children seeing violence on television are that the child may become less sensitive to the pain and suffering of others; |

| |children who watch violence do not fear violence nor are they bothered by violence in general and the children are more likely |

| |to become aggressive or use harmful actions towards others. This means cartoons with violence will be unhealthy for a child |

| |because in general, being interactive with any environment enhances the development of a successful brain. As a result, a |

| |tremendous amount of childhood involvement with electronic media can limit social interact3 |

| | |

| |6.2 NEED FOR THE STUDY |

| |The preschool age children begin watching television with an "exploration" approach. They actively search for meaning in the |

| |content, but are still especially attracted to vivid production features, such as rapid character movement, rapid changes of |

| |scene, and intense or unexpected sights and sounds. Because television violence is accompanied by vivid production features, |

| |preschoolers are predisposed to seek out and pay attention to violence particularly cartoon violence. It is not the violence |

| |itself that makes the cartoons attractive to preschoolers, but the accompanying vivid production features. With this preference|

| |for cartoons, preschoolers are being exposed to a large number of violent acts in their viewing day4 |

| |Television can have two major effects on children's health. First, children who watch a lot of television are less physically |

| |fit. They spend less time running; jumping, etc. and doing all the other things that help children develop strong hearts, |

| |lungs, and muscles. The second effect is on children's nutrition and their ideas about eating. Children are more likely to |

| |choose foods they see on television commercials and that means their choices are not very healthy5 |

| |Television viewing patterns in preschool age Hispanic children were studied in order to explore the role of television in the |

| |establishment of early childhood health behaviours The television viewing habits and patterns of children and parents and |

| |parental co-viewing regulation and encouragement practices were examined , using the dimension of regulation and encouragement,|

| |four parental typologies were established: laissez –faire restrictive , promotive and selective .Children in this study |

| |watched television 3-4 hours a day , half of which consisted of viewing adult shows. This amount of time is significantly |

| |higher than the guidelines of less than 2 hours a day suggested by the American Academy Of Paediatrics (AAP). Relationships |

| |between television viewing, injury behaviours, risk taking, and acculturation were established and implications for primary |

| |care, school and community health care nursing are discussed6 |

| |A survey was conducted regarding violence on children's television in Britain. A total of 943 children’s programmes were |

| |coded in an exercise which content analyzed more than 4,700 hours of programmes broadcast on eight television channels. Thirty |

| |nine per cent of these children's programmes contained violence. More than 4,000 violent acts and 7.2 hours of violence |

| |occurred in these programmes. More than half of the violence occurred in general children's programmes, with somewhat under |

| |half being found in children's cartoons. The violence mostly involved shootings or various forms of physical assault, using |

| |hand-held weapons or the hand or food7 |

| |Researchers from the University of Virginia showed 60 children’s, 4-year olds a 9-minute chunk of what they call an "animated |

| |kitchen sponge" cartoon. The experts then tested the children's memory and thinking skills and compared their scores to other |

| |youngsters, who had watched a slow-paced educational cartoon or drew pictures with crayons and markers. The pre-schoolers who |

| |watched the fast-paced shows did much worse on the thinking tests than those in the two other groups, who scored about the |

| |same. The researchers suspect that the brain gets overtaxed or tired from all of the stimulation from the fast-paced cartoons |

| |leading to lower scores. But what this means for children long term is still an open question. Several other studies have found|

| |a link between heavy television viewing and problems with children's attention spans, especially in young children, while |

| |others have not. Some researchers are concerned, however, because the ability to concentrate and not get distracted often |

| |shapes how well children do in school. Preschoolers watch at least 90 minutes of TV a day, according to the study, but other |

| |researchers estimate young kids watch between two and five hours of TV daily8 |

| |Parents can distract their children’s of cartoon viewing through , Keeping a track of the time spent by children watching TV|

| |programmes and find ways to reduce the time, Encourage the child to watch good TV programmes which can help to improve |

| |knowledge, Avoid watching TV programmes which are not meant for children in front of your children , Do not force children to |

| |stop watching TV, Make them understand calmly and softly about the side-effects of watching TV programmes, Do not cut the |

| |cable connection if your child is not listening to you as such things may make them aggressive, Play with the child or |

| |purposefully indulge them with you in completing household chores if they are watching useless programmes on TV, Try to occupy|

| |them in some other tasks to divert their attention from TV9 |

| |Power Rangers [PR], the cartoon superheroes who fight evil forces on the Jetix Ton Disney channel are wreaking havoc in many |

| |homes and schools. In the past children had broken their ribs imitating superhero Shaktiman, now parents and school authorities|

| |are extremely concerned about their near fatal attraction towards the Power Rangers. Shocking incident, a UKG boy studying in a|

| |T. Nagar school recently jumped off from the first floor of his flat, imagining himself to be a super character, and broke his |

| |ribs. And in a school in Tambar-am, a student had punched a classmate on his nose, causing injuries. ‘When questioned, he even |

| |quoted dialogues in Tamil from the PR show on Jetix Toon Disney, and said the forces of good were battling the forces of |

| |evil… parents have complaints about children hitting each other outside the campus. ‘Tom & Jerry and Bugs Bunny are something |

| |that the children can grow up on, but the negative influence of Power Rangers is alarming10 |

| |Child is always the passive recipient a treatment and hardly has only choice of taking decision concerning itself. Early |

| |diagnosis and early intervention have tremendous rewards and importance in children as compared to an adult. Behavioural |

| |modification at an early stage can prevent many tragic squeals as compared to an adult , where early intervention may not be |

| |that much cost effective11 |

| |Family members especially parents are often the main providers of health care to the family .The children should not be |

| |neglected and should be provided with love, affection and emotional security. |

| |The review of literature revealed that most of the studies are done abroad regarding the behaviour resulting from cartoon |

| |programme viewing and very few studies have been done among parents in India, though some non-research literature is available|

| |but no researched literature could be traced out regarding parent’s knowledge on management of behaviour resulting from |

| |cartoon programme viewing among school going children This promoted the researcher to take this study, which aims to evaluate |

| |the effectiveness of parental teaching programme on knowledge regarding management of behaviour resulting from cartoon |

| |programme viewing among school going children |

| |6.3 REVIEW OF LITERATURE |

| |A controlled experimental study was highlighted on the immediate impact of different types of television among preschool aged |

| |children with the objectives whether a fast paced television show immediately influences preschool aged children’s executive |

| |function an 60 children’s, 4year olds were randomly assigned to watch a fast paced television cartoon or an educational cartoon|

| |or draw for 9 minutes. They were then given 4 tasks tapping executive function, including the classic delay of gratification |

| |and tower of Hanoi tasks. Parents completed surveys regarding television viewing and child’s attention. The results showed that|

| |children who watched the fast-paced television cartoon performed significantly worse on the executive function tasks than |

| |children in the other 2 groups ,when controlling for child attention, age, and television exposure. They concluded that just 9 |

| |minutes of viewing a fast-paced television cartoon had immediate negative effects on 4yr olds executive function, parents |

| |should be aware that fast-paced television shows could at least temporarily impair young children’s executive function8 |

| | |

| | |

| |An experimental study to assess the effectiveness and attitude of mother of preschool children regarding prevention of |

| |television induced behaviour problems with the objective to assess the effectiveness and attitude of mother of preschool |

| |children regarding prevention of television induced behaviour problems. A study was carried out an Ninety-three preschool |

| |children, enrolled in a nine week nursery school session, were shown one of three types of television programs each day |

| |during the middle four weeks of the session. The programs were aggressive cartoons ("Batman" and "Superman"), prosocial |

| |programs ("Misterogers Neighbourhood"), and neutral films. Observations of aggressive and prosocial interpersonal behaviour, |

| |and self-regulation in free play were carried out during the entire nursery school session. The effects of the programs were |

| |assessed by the changes that occurred from the baseline period to the periods during and after exposure to the programs. Those |

| |children, the group who saw the aggressive programs showed more interpersonal aggression than those who saw the neutral |

| |programs12 |

| |An experimental study to assess the effects of TV cartoon network on the aggressive behaviour of school going children with the|

| |objective to identify the impact of children viewing cartoon network. Data are collected from 192 (96boys and 96 girls) school |

| |going children .the study showed that children spend more time on watching cartoon and acquiring much information not only |

| |about type of cartoon characters but also they are familiar with the action ,dress and name of almost all major cartoon |

| |characters, it was also observed from the empirical findings that watching cartoons on the television screen has |

| |tramendesouly increased aggressive behaviour among children liked fighting more than female children .it was further observed |

| |that significant majority of the overall, male and female children often fought inside and outside homes, but the male fought |

| |somewhat more with other children than the female children13 |

| |An experimental study was conducted to find out the effectiveness of interactive programmes among children from 2-5years of age|

| |with the objective to analyze the interactive content of children’s television like chutti, Disney, and pogo and to find out |

| |the effectiveness of these programs among children from 2-5years of age. Children while watching, do they discuss the programme|

| |after watching, are they enjoy and also parents of 2-5years old children’s, teachers of primary school or class and experts in |

| |child psychology is been interviewed. The children were showed pre-recorded interactive programme from these channels, the |

| |researcher also conducted in depth interview from parents, teachers, and experts in the field related to children to find the|

| |need for interactive programme content in children14 |

| |A contemporary research on the influence of television advertising directed to children with the objectives (CTS) to provide |

| |for children to be specifically catered for in programming, including Australian programme, and to provide for the protection |

| |of children from the possible harmful effects of television. An sample of more than 200 sources of children and television |

| |advertising including 100 referred primary sources and was prepared as input to a review of the CTS by the Australian |

| |communications and media, the advertising provisions are a subset of the CTS and regulate the amount, content and |

| |presentation of commercial advertising material directed to children, these provisions were designed to address concerns about|

| |advertising directed to children. Finally it is concluded that underlying premise for these restrictions is to ensure that |

| |advertising material directed to children is presented clearly and in a way that children can understand15 |

| |An experimental trial was conducted for the effects of television viewing by infants and preschooler with the objectives to |

| |conduct a systematic review of experimental trials for the effects of television viewing by infants and preschoolers. Searches |

| |were conducted on several bibliographic databases for the disciplines of medicine, psychology, education, and communications, |

| |relevant bibliographies were also reviewed. Finally the study reveals that number of gaps remain in the literature, although |

| |the amount of time children spend viewing television raises concern ,the studies presented here focus only on content despite |

| |the fact that infants are the fastest growing television market segment ,the controlled trials only include children aged equal|

| |or below 3 years .Finally the clinical utility of the findings are questionable given that most studies included small |

| |group sizes, all took place in non-naturalistic settings ,and all but 1 study only evaluated short-term effects of television|

| |viewing16 |

| |An experimental study was conducted to assess the perceived impact of cartoon films on children with the objective of this |

| |research was to find the impact of cartoon films on thinking, feeling and behaviour of children, and to study the perception of|

| |the parents about the same on their children. The sample size contained 120 individuals- 60 children 30 male 60 females parents|

| |selected randomly from the population of Indore. The findings stated that the children had favourable perception towards |

| |cartoon films (thinking, feeling) while non-favourable towards cartoon films (behaviour). The perception of males and females |

| |children did not differ but perception of male children was significantly higher than that of female children towards |

| |behaviour. Parents had favourable perception towards cartoon films (thinking, feeling) and non favourable towards behavior17 |

| |An experimental study was conducted to assess the effect of television on social behaviour of teenagers with the objective to |

| |assess the perception of teenager’s, parents of teenagers with respect to impact of television on their social behaviour and |

| |also to compare the mean perception score of male and female teenagers and parents of teenagers with respect to impact of |

| |television on their children’s social behaviour. The sample size of research was containing 300 individuals, which included 100|

| |teenagers and their 100 father and 100 mothers. The research was survey in nature. The data was collected by a questionnaire. |

| |The findings stated that there was significant impact of television on the social behaviour of teenagers with respect to their |

| |perception and the perception of their parents and there was no significant difference between the mean perception score of |

| |male and female teenager’s and their parents with respect to impact of television of their teenagers’ social behavior18 |

| |An experimental study to assess and discuss an portrayal’s of minority characters in entertaining animated children’s programme|

| |with the objective to note, categorize, and discuss the stereotypes of African Americans in animated children’s cartoons and |

| |also to compare to them..Researchers still do not completely know how these depictions differ in terms of positive and |

| |negative character traits. A content analysis of two cartoons finds that characters do act in stereotypical ways. A |

| |quantitative analysis of 76 cartoons supports these findings. Overall, The Proud Family, a cartoon of the 21st century, is more|

| |stereotypical than Fat Albert and the Cosby Kids, a cartoon from 30 years ago. Though primary characters display the same |

| |amount of stereotypical behaviour, secondary characters show an increase in the amount of stereotypical behavior19 |

| |An experimental study to assess the effectiveness of video spots in the terms of sensitizing the teenagers, With the objectives|

| |to produce a video spot on obesity and polypacks and compare the mean sensitivity scores of the experimental group with that of|

| |the control group towards obesity and polypacks taking pretest as covariate and measuring its effectiveness in terms of |

| |sensitizing the teenagers. A sample group of 50 students of seventh and eighth standard of University Innovative School was |

| |selected. The tool used in this research was AVRC sensitivity scale. This researcher used ANCOVA analysis. The major finding of|

| |this research was that television has profound impact on the kids and they are aware of topics related to their body and |

| |appearance. But on the topics concerning society, science and environment the teenagers need to be propagated20 |

| | |

| |6.4 STATEMENT OF PROBLEM |

| | |

| |Effectiveness of parental teaching programme on knowledge regarding management of behaviour resulting from cartoon programme |

| |viewing among school going children at selected urban residences of Bijapur. |

| | |

| | |

| | |

| |6.5 OBJECTIVES OF THE STUDY |

| | |

| |To assess the knowledge regarding management strategies adopted by the parents resulting from cartoon programme viewing among |

| |school going children |

| |To determine the effectiveness of parental teaching programme on management of behaviour of school going children resulting |

| |from cartoon programme viewing |

| |To find out the association between post test knowledge of parent regarding management of behaviour of school going children |

| |with their selected demographic variables |

| |6.6 OPERATIONAL DEFINITION |

| | |

| |Effectiveness:-Effectiveness is a measure of the ability of education programme to produce a specific desired effect or result |

| |that can be qualitatively measured |

| |Knowledge: The correct response of the parents of school going children measured by structured knowledge questionnaire and |

| |expressed in terms of knowledge scores |

| |Behaviour : Reaction of children influenced by watching television such as: wrestling, cartoon horror programmes, stunt shows |

| |and some child programmes which evoke violence act, nightmares, aggressive behaviour and fear of being harmed, among school |

| |going children |

| |Cartoon programme:-A act of presenting a play or a piece of music or other entertainment that increases the attention span of |

| |school going children and a film made by photographing a series of cartoon drawing to give the illusion of movement, when |

| |projected in rapid sequence |

| |Parental teaching programme:-An education programme that includes a module to enhance the knowledge of parent regarding |

| |management strategies’ adopted to distract their school going children from cartoon viewing and to manage behaviour of their |

| |children through power point presentation |

| |Urban residencies:-An urban area is characterized by higher population density and vast human features in comparison to areas |

| |surrounding it, urban areas may be cities, towns |

| |School going children’s:-An young children attending the school at the age of 6-14 years |

| | |

| |6.7 ASSUMPTIONS |

| | |

| |Parents may have some knowledge regarding management of behaviour of school going children resulting from cartoon viewing |

| |Parental teaching programme may be effective in management of behaviour of school going children |

|7. | |

| | |

| | |

| | |

| |6.8 HYPOTHESES |

| |It will be tested at 0.05 level of significance |

| | |

| |H1: There will be a significant increase in post test knowledge scores regarding management of behaviour of school going |

| |children resulting from cartoon viewing after administration of parental teaching programme |

| |H2: There will be a significant association exists between knowledge regarding the management of behaviour of school going |

| |children with selected demographic variables |

| | |

| |6.9 DELIMITATION |

| | |

| |The study is delimited to Parents of School going children (6 to 14yrs ) at selected urban residential areas |

| | |

| |MATERIALS AND METHOD |

| |Source of data collection |

| |The data will be collected from selected urban residencies of Bijapur |

| | |

| |7.1Research Design |

| | |

| |Pre-experimental design |

| |The research design adopted for this study is pre experimental in nature. |

| |One group Pretest post test study design |

| | |

| |O1 X O2 01 Pre test knowledge |

| |X Parental teaching programme |

| |02 Post test knowledge |

| | |

| |7.1.1 Research Approach |

| |Evaluative research approach will be used |

| |7.1.2 Setting |

| |The study will be conducted in selected urban residences of Bijapur. |

| | |

| | |

| |7.1.3 Population |

| |The population under study includes parent’s of school going children’s urban residences of Bijapur |

| |7.1.4 Samples |

| |Parents of the school going children |

| | |

| |7.1.5 Variables |

| |Dependent variables: |

| |Knowledge regarding management of behaviour of school going children |

| |Independent variable |

| |Parental teaching programme |

| |Associative Variable/Demographic |

| |Age, Sex, Religion, Educational background, Source of information, Hours of cartoon programme viewing, occupation etc |

| | |

| |7.2 Method of data collection |

| |7.2.1 Sampling |

| |The sample for the study will be selected by convient sampling technique. |

| | |

| |7.2.2 Sample size |

| |Total 60 parent of school going children from selected residences of Bijapur. |

| | |

| |7.2.3 Inclusion criteria for sampling |

| |Parents who are willing to participate |

| |Parents who are present at the time of the study |

| |Parents who can read, write and speak English and kannada |

| | |

| |7.2.4 Exclusion criteria for sampling |

| |Parents who are not willing to participate |

| |Parents who are not present at the time of the study |

| |Parents who cannot read, write and speak English and Kannada |

| | |

| | |

| |7.2.5 Instruments to be used |

| |Demographic profile |

| |Structured knowledge questionnaire will be used to assess the management strategies’ adopted by the parents to distract |

| |the school going children from cartoon programme viewing |

| |Parental teaching programme |

| | |

| |7.2.6 Data collection method |

| | |

| |Permission will be obtained from the concerned authority. |

| |Purpose of conducting the study will be explained to the subjects. |

| |Informed consent will be obtained from subjects. |

| |Data would be collected using |

| |Demographic profile |

| |Self structured knowledge questionnaire |

| |Parental teaching programme will be conducted by the investigator on management of behaviour of school going children |

| |viewing cartoon programme |

| |Post test will be conducted with a same self structured knowledge questionnaire on the same day for same group |

| | |

| |7.2.7 Duration of the study |

| |The duration of the study is 4-6 weeks |

|8. | |

| |7.2.8 Data analysis plan |

| | |

| |Demographic Performa will be analyzed using frequency and percentage |

| |Mean knowledge pre-test and post test will be analyzed by Mean, Median, Mode, Standard deviation and Range |

| |Paired ‘T’ Test is used to determine the effectiveness of parental teaching programme |

| |The association of post test knowledge score and demographical variables will be tested by using chi-square test |

| |Reliability of the tool will be established by using Karl Pearson’s correlation method |

| |The data will be presented in the form of tables and graphs |

| | |

| |7.3 Does the study require any investigation to be conducted on patients or other human or animals(if so please describe |

| |briefly) |

| |Yes, parental teaching programme will be conducted for the parents with regarding management of behaviour resulting from |

| |cartoon programme viewing |

| | |

| |7.4 Has ethical clearance been obtained from your institution in case of 7.3 |

| |Yes, ethical clearance will be obtained from the institutional ethical committee |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

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| | |

| | |

| |LIST OF REFERENCES: |

| |Gunter, Barrie & Jill McAleer children and television. The one-eyed monster? London.1990. |

| |Gunter, Barrie & Michael Svennevig. Behind and in front of the screen, television's involvement with family life. London. 1987.|

| |Van Evra& Judith. Television and Child Development. Hillsdale, nj: Erlbaum 1990. |

| |Josephson, Wendy l. Television violence: a review of the effects on children of different ages; |

| |Available from: |

| | [29.04.2004] |

| | |

| |Wayne d. Eastman, ed, D Media Culture and Media Violence: Making the television work for young children, parents and early |

| |childhood educators; |

| |Available from: |

| | |

| |presentation_2001_eastman.pdf |

| | |

| |Kennedy CM, Television and young Hispanic children’s health behaviours. Journal of Paediatric nursing 2000 |

| |jun;26(3):283-8,292-4 |

| |Barrie Günter, Jackie Harrison, Violence in children's Programmes on British telelevision, Journal of children & society |

| |1997sept; 11(3): 143–156. |

| |Angeliana.S.Lillard,Jennifer Peterson, Immediate impact of different types of television young children’s executive university |

| |of Virginia 2011 May |

| |Available from: |

| |cgi/doi/10.1542/peds.2010-1919 doi:10.1542/peds.2010-1919 |

| |Http;//kidshealth's control |

| | |

| |Cartoon crazy children create chaos - a report by Anupama Shekar in the new Indian express of September 25, 2006. |

| |available from: ephesians- |

| |An explorative and evaluative study of prevalence of behavioural problem effect of prevalence of behavioural problem teaching |

| |programme regarding management of behavioural problem among parents of school going children at selected schools of Mysore by |

| |Mr. Vinodkumar Patil (Dissertation Submitted to RGUHS) |

| |Monographs of the society for research in child development © 1973 society for research in child development ©2000-2010 Ithaka.|

| |All rights reserved. Jstor®, the Jstor logo, and Ithaka® are registered trademarks of Ithaka. |

| |Muhammad Nawaz Mahsud, Bakht rawan the effects of TV cartoon network on the aggressive behaviour of school going children, |

| |Global Media Journal, 2009, 2(1). |

| |Interactive programmes for children in television essay, Journal of applied developmental psychology, January-February 2001; 22|

| |(1). |

| |Jeffrey E Brand. Television advertising to children .Australian communication and Media. Authority may 2007(Published |

| |Dissertation) |

| |Department of paediatrics. A systematic review for the effects of television viewing by infants and preschooler. Washington |

| |2005. |

| |Neelam verma. Perceived impact of cartoon films on children unpublished masters-level |

| |dissertation. Avrc. Davv, Indore (2004). |

| |Sheetal paliwal a study of the effect of television on social behaviour of teenagers. Unpublished masters-level dissertation. |

| |Avrc, Davv, Indore (2004). |

| |Siobhan Elizabeth smith, the portrayals of minority characters in entertaining animated children’s programs,b,a,xaavier |

| |University of Lousiana,aug 2004(published Dissertation) |

| |Umesh Mishra effectiveness of video spots in the terms of sensitizing the teenagers’ unpublished masters- level dissertation. |

| |Avrc, davv, Indore (2004). |

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