COMPARATIVE STUDY TO ASSESS THE

BEHAVIORAL PATTERN OF SINGLE CHILD AND

CHILD WITH SIBLING BETWEEN THE AGE GROUP
OF 6-12 YRS IN SELECTED AREAS AT
MANAMADURAI.

A DISSERTATION SUBMITTED TO THE TAMILNADU

DR. M.G.R MEDICAL UNIVERSITY, CHENNAI IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF MASTER OF SCIENCE IN NURSING

APRIL-2012
 COMPARATIVE STUDY TO ASSESS THE
BEHAVIORAL PATTERN OF SINGLE CHILD AND
CHILD WITH SIBLING BETWEEN THE AGE GROUP
OF 6-12 YRS IN SELECTED AREAS AT
MANAMADURAI.

By
Reg. No. 30105414
 
 

A DISSERTATION SUBMITTED TO THE TAMILNADU

DR. M. G. R MEDICAL UNIVERSITY, CHENNAI IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF MASTER OF SCIENCE IN NURSING

APRIL -2012
 MATHA COLLEGE OF NURSING

(Affiliated to the TN Dr. M.G. R. Medical University),

VAANPURAM, MANAMADURAI – 630 606,

SIVAGANGAI DISTRICT, TAMILNADU.

CERTIFICATE

This is the bonafide work of MS.KALAIVANI .C M.Sc., Nursing

(2010 – 2012 Batch) II year student from Matha College Of Nursing,
(Matha Memorial Education Trust) Manamadruai – 630 606, submitted in
partial fulfillment for the Degree of Master of Science in Nursing, under
the Tamilnadu Dr. M. G. R. Medical University, Chennai.

SIGNATURE : ……………………………………………..

Prof. Mrs. SHABERA BANU, M.Sc., (N), (PhD)

Principal,
Matha College of Nursing,
Manamadruai.

COLLEGE SEAL :

APRIL – 2012
 COMPARATIVE STUDY TO ASSESS THE
BEHAVIORAL PATTERN OF SINGLE CHILD AND
CHILD WITH SIBLING BETWEEN THE AGE GROUP
OF 6-12 YRS IN SELECTED AREAS AT
MANAMADURAI.

Approved by the dissertation committee on : ……………………………

PROFESSOR IN NURSING
RESEARCH ……………………………………
Prof. Mrs. SHABERA BANU, M.Sc., (N), PhD

Principal cum HOD, Maternity Nursing,

Matha College Of Nursing, Manamadruai.
CLINICAL SPECIALITY
EXPERT ……………………………………
Prof. Mrs. KALAIKURUSELVI, M.Sc., (N), PhD,
Vice Principal cum HOD, Pediatric nursing,
Matha College Of Nursing, Manamadruai.
MEDICAL EXPERT ……………………………………
Dr. PRABHAKAR NAVAMANI, MD., DCH,
Navamani child specialty hospital,
Madurai.

A DISSERTATION SUBMITTED TO THE TAMILNADU

DR. M. G. R MEDICAL UNIVERSITY, CHENNAI IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF MASTER OF SCIENCE IN NURSING
APRIL-2012
 ACKNOWLEDGEMENT

I wish to cherish my heartfelt gratitude to God almighty for his

abundant grace, love, wisdom, knowledge, strength and blessing in
making this study successful and fruitful.

I wish to express my sincere thanks to Mr. Jeyakumar, M. A,

B.L., founder chairman and Mrs. Jeyapackiam Jeyakumar , M.A.,
Bursar of matha memorial educational trust, Manamadruai for their
unstinted support, encouragement and providing the required facilities for
the successful completion of this study.

I am extremely grateful to Professor Mrs. Jebamani Augustine

M.Sc., (N), Dean, Head of the department of Medical Surgical Nursing,
Matha college of Nursing, Manamadruai, for her erudition elegant
pointed direction and valuable suggestion in completing this study.

It is my pleasure and privilege to express my sincere thanks to

Professor. Mrs. Shabera Banu, M.SC.,(N),(PhD) principal and Head
of the Department of Obstetrics and Gynecological Nursing, Matha
College of Nursing for her valuable guidance and support throughout this
study.

I extend my special thanks to Professor Mrs. Kalaikuru Selvi

M.Sc (N), (PhD) Vice principal, Head of the department of Pediatric
Nursing, Matha college of Nursing, Manamadruai, for her valuable
suggestions and advice given throughout this study.

I extend my special thanks to Professor Mrs. Thamarai Selvi

M.Sc (N), (PhD) additional Vice principal, department of obstetrical
Nursing Matha college of Nursing, Manamadruai, for her valuable
suggestions and advice given throughout this study.
 I offer my earnest gratitude to my guide, Mrs. Kalaikuruselvi
M.SC.(N), (PhD) Associate professor, department of Child health
Nursing, Matha college of Nursing, for her constant guidance, great
concern, immense help and support without which the study would never
have taken this commendable shape and form.

I express my special thanks to Dr. prabhakar navamani, MD.,

DCH, Navamani child specialty hospital for his valuable suggestions and
guidance.

I acknowledge my thanks to Professor. Mrs. Agnes merin M.Sc

(N) lecturer in child health nursing for her valuable support, unending
words and guidance to carry out this dissertation and being my
inspiration.

I extend my sincere thanks to all the panel members of judges in

the dissertation committee and all my respectful Professors, Associate
Professors, Lecturers of Matha College of nursing for their valuable
suggestions and guidance during proposal and throughout my study
which were very valuable for successful completion of this study.

I also express my thanks to the editor Mrs. M.Sandhiya, M.A.,

B.Ed., M.Phil., for editing and their valuable suggestions.

I also thankful to the Librarians of Matha college of Nursing,

Manamadruai for their help with literature work and for extending library
facilities throughout the study.

I owe my sincere thanks profoundly to Dr. Mr. Mani. PhD.

Professor of Biostatistics, for his immense help and guidance in statistical
analysis.
 I reminisce those Clients for their love and co-operation during the
process of data collection and interaction with them. I always cherish
those moments with them.

I have no words to pen down to express the affection and

inspiration given by my father, Mr. C.P. Chitrarasu, M.A, D. Cop, my
mother Mrs. Valarmathi, my sister Mrs. Durga Thirugnanam, B.E
and my lovable brother Mr. Ranjith, B.E,. They have expressed a true
display of devotion. I owe a great deal of them.

I am very thankful to Sai communications, Manamadruai for their

sincere effort, patience, and fullest cooperation and help to bring this
study into printed form.

This would have not been possible to complete the study without the
cooperation of my friends and special thanks to all my batch mates.

As a final note, my sincere thanks and graduate to all those who

directly or indirectly helped in the successful completion of this
dissertation.
 TABLE OF CONTENTS

CHAPTERS CONTENT PAGE NO

CHAPTER I INTRODUCTION 1

Need for the study 5

Statement of the problem 8

Objectives 8

Hypotheses 9

Operational definitions 9

Assumptions 10

Limitations 10

Projected outcomes 10

Conceptual Framework 11

CHAPTER II REVIEW OF LITERATURE 14-26

CHAPTER III RESEARCH METHODOLOGY 27

Research approach 27

Research design 27

Setting of the study 27

Population 28

Sample size and sampling technique 28

Criteria for Sample Selection 28

Description of the tool 29

Scoring procedure 30

Content validity 30
 Reliability 30

Pilot study 31

Procedure for data collection 31

Data analysis 32

Protection of Human subject 33

CHAPTER IV ANALYSIS AND 34-58

INTERPRETATION OF DATA

CHAPTER V DISCUSSION 59-63

CHAPTER VI SUMMARY, IMPLICATIONS, 64

RECOMMENDATIONS AND
CONCLUSIONS

Summary 64

Major findings of the study 65

Implications for nursing practice 67

Implications for nursing education 68

Implications for nursing administration 68

Implications for nursing research 69

Recommendations 70

Conclusion 71

REFERENCES 72

APPENDICES 77
 LIST OF TABLES

TABLE TITLE PAGE

NO NO

1 Frequency and percentage distribution of 36

samples according to selected demographic
variables

2 Level of behavior pattern of single child and 48

child with siblings

3 Compare the behavior pattern of single child 50

and sibling child

4 Association of single child behavior with 51

demographic variables.

5 Association of child with siblings behavior 55

with demographic variables.
 LIST OF FIGURES
FIGURE TITLE PAGE
NO NO

1 Conceptual framework based on Becker. M. Health 13

belief model.

2 Distribution of samples according to mother’s age. 42

3 Distribution of samples according to educational status. 42

4 Distribution of samples according to occupation. 43

5 Distribution of samples according to income. 43

6 Distribution of samples according to religion. 44

7 Distribution of samples according to type of family 44

8 Distribution of samples according to parenting style. 45

9 Distribution of samples according to child age. 45

10 Distribution of samples according to sex. 46

11 Distribution of samples according to birth order. 46

12 Distribution of samples according to educational status. 47

13 Distributions of samples according to no of children in 47

the family.

14 Distributions of samples according to level of behavior 49

pattern of single child.

15 Distributions of samples according to level of behavior 49

pattern of sibling child.
 LIST OF APPENDICES

APPENDIX LIST OF APPENDIX

NO

I Letter seeking permission to conduct study

II Letter seeking experts opinion for content validity

III Certificate for validation

IV List of experts opinion for content validity

V Demographic data

• Mother

• Child

VI Behavioral check list.

VII Self instructional module on improve the behavior of

children.

VIII Visual aids.

  

 
 ABSTRACT

INTRODUCTION

Behavior it includes not only the conscious behavior and activities

of the human mind but also the subconscious and unconscious.
Consequently it covers not only the overt behavior but also the covert
behavior involving the inner experiences and mental processes. Only
children have poorer interpersonal skills, results in less effective or
fulfilling relationships. The behavioral pattern of a child can be affected
by physical illness, changes at school, with the family unit, peer group
pressure and simply growing up and finding their feet.

STATEMENT OF THE PROBLEM

A comparative study to assess the behavioral pattern of single

child and a child with siblings between the age group of 6-12 yrs in
selected areas at Manamadurai.

METHODOLOGY

The quantitative research approach was adopted for this study. A

comparative research design was used in this study. This study was
conducted at Manamadurai, Sivagangai district. Convenience sampling
technique was used for sample selection. The samples consist of 100
children in the age group of 6-12 years. Among them 50 samples were
single child and 50 samples were a child with siblings who fulfilled the
inclusion criteria.

OBJECTIVES

¾ To assess the behavioral pattern of a single child.

¾ To assess the behavioral pattern of child with siblings.
 ¾ To compare the behavioral pattern of a single child and the
child with siblings between the age group between 6-12 yrs.
¾ To find out the association between the behavioral pattern of
a single child and their selected demographic variables such
as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth order
and educational status.
¾ To find out the association between the behavioral pattern of
children with siblings and their selected demographic
variables such as mother’s age, educational status,
occupation, income, parenting style, and child age, sex, type
of family, birth order and educational status.

HYPOTHESES

There was a significant difference between the single child and the
child with siblings in behavioral pattern.

There was a significant association between the behavioral

pattern of a single child and their selected demographic variable
such as mother’s age, educational status, and occupation, parenting
style, and child age, sex, type of family, birth order and educational
status.

There was a significant association between the behavioral

Pattern of children with siblings and their selected demographic
variables such as mother’s age, educational status, and occupation
income, parenting style, and child age, sex, type of family, birth
order and educational status.
MAJOR FINDINGS

™ A majority of 22 (44%) mothers were between the age group of

28-31 yrs.

™ A majority of 18 (36%) mothers was having higher secondary

education.

™ The majority of single child mothers 21 (42%) were

professionals, Sibling child mothers 20 (40%) were cooly
workers.

™ The majority of the children‘s mother monthly income was

about 24 (48%) 2001-5000 .

™ The majority of samples were Muslim 24 (48%).

™ Single child 21 (42%) was nuclear family. Sibling child 19

(38%) were joint family.

™ Single child 19 (38%) parents were uninvolved. Sibling child

21(42%) parents were permissive.

™ Single child 22 (44%) falls between the age of 9-10 yrs. Sibling
child 25 (50%) falls between the age of 9-10 yrs.

™ Sibling child 32 (64%) were female.

™ Sibling child 33 (66%) were second child.

™ Single child 14 (28%) was V STD. Sibling child 14 (28%)

where IV STD.

™ Sibling child 34 (68%) was having two children in the family.

 ™ Behavior pattern was classified as good, average and poor. The
majority of single child 33 (66%) had an average behavior
pattern. Sibling child 35 (70%) good behavior pattern.

™ There was a significant association between the behavior

pattern of a single child and selected demographic variables
such as type of family, parenting style and number of children.
There was no significant association between the behavior
pattern of the single child and demographic variables such as
age, educational status, occupation, income, religion and birth
order.

™ There was a significant association between the behavior

pattern of sibling child and selected demographic variables
mothers income. There was no significant association between
the behavior pattern of sibling child and demographic variables
such as age, type of family, parenting style, educational status,
occupation, number of children, religion & birth order.

RECOMMENDATIONS

The following recommendations are made based on the findings of the

study.

¾ A similar study can be done on a large sample.

¾ A study can be done to find out the behavior problem of the

single child family.

¾ A study can be done to find out the risk for altered growth and
development of children living with behavioral problems.
 ¾ A study can be done to find out the problem of school
children.

¾ A study can be conducted to identify the effectiveness of a

structured teaching program in modification of children’s
behavior.

¾ A comparative study can be done to find out the behavior

problem of pre term and term children.

CONCLUSION

Childhood period is important in the life. During this period , the

child undergoes a remarkable change in the life. Parents and school

teachers have to understand the child problem and to solve them. Many of

single child having poor interpersonal skills, it results from the less

effective relationship. The parents must realize their problem and mingle

with them. In order to help and guide the children to lead their life in a

healthy manner both physically and mentally.

As a part of the curriculum, the researcher has taken to comparing

the s behavior pattern of a single child and sibling child as my

dissertation work. When the researcher collected the data many of the

only children having psychological problems. Each child has different

level of behavior pattern. Proper counseling is necessary to treat and

evaluate the behavioral problem. Mothers can spend as much time as

possible to express their feelings and thoughts to make memorable them.

 1

CHAPTER-I
INTRODUCTION

“If children live with security,

They learn to have faith”
“If children live with acceptance & friendship,
They learn to find love in the world”
“Behavior is any manifestation of life is activity” [Wood worth
(1984)] and behavior is a collection name for these activities. The term
behavior includes the motor (or) Cognitive activities [Like walking,
Swimming, Dancing etc.], Cognitive activities [Like thinking, Reasoning,
Imagining etc] and effective activities [Like feeling, happy, Sad & angry
etc.]

Behavior includes not only the conscious behavior and activities

of the human mind but also the sub-Conscious and unconscious.
Consequently it covers not only the overt behavior but also the covert
behavior involving the inner experiences and mental processes.

Behavior problem includes problems that represent a significant

deviation from the normal behavior. These problems are relatively stable,
internalized and difficult to treat than the adjustment problems. Positive
forms of behavioral control such as maturity demands, limit setting,
reasoning, monitoring, and supervising, are most often employed by
parents. Parents are tending to engage in harsh, negative forms of
behavioral control such as verbal hostility and physical punishment
(Brody 2011).
 2

The growing years of a child are perhaps the most difficult a family
has ever had. It is during these years that a child comes to terms with
various concepts of life, like belonging, discipline Social norms etc.

The environment that a child is raised place a big part in their

personal development. Consequently many children will exhibit different
character traits and characteristics depending on their birth order or if
they are the only child.

Birth order characteristics are most often explained by relationships

with parents. Only children can be of particular interest and extreme case
of first born. Later born only ever have divided attention. Twins are an
extreme case of late born, no child rearing interval between them. Twins
are singletons are not differed by their biological aspect but through their
personality development.

First born children desire control and they will typically become a
complaint nurturer or a more aggressive mover and shaker. They are
usually high achievers (or) over achievers because of parental pressure
and expectations and a desire to win back. Parental approval if they fail,
they are being replaced by younger siblings.

The middle child will demonstrate the great variety of character traits
but opposite of their older sibling. They learn to be independent and
adventurous. Some as a result of greater freedom, having fewer
responsibilities that first born which they often, interpret as inferiority.
This often discourages the development of leadership qualities.

Younger children are usually very different from their older siblings.
They tend to be more social and funny. They don’t have as much
responsibility and they are carefree. They experience good social
 3

relationships outside the home and generally popular but infrequently

have leadership qualities.

Only children have traits similar two older children but usually to a
great degree. Only children need to be given plenty of opportunities to
socialize with children at their own age. Although only children often
mature beyond their age, do not burden your child with adult information.
Remember they are still a child.

Only children have poorer interpersonal skills, results in less

effective or fulfilling relationships. Only children may have to reconcile
dealing with loneliness and intrusion. There is some evidence that
children’s are actually under –represented among other children.

Birth of siblings results in significant changes in the family

environment. Positive interactions with an older child may diminish,
especially if the birth interval is short and mother adopts a more
controlling and parenting style (Baydar1997).

Siblings of children with disabilities have been found to perceive that

their mothers were more partial to their disabled siblings, than without
disabled children. They experience more stress and have a higher risk of
developing behavioral problem (Bischoff & Tingstrom 1991).

Research suggests that many popular beliefs about only child are
unfounded; they are intelligent, affiliate and achieve.

The behavioral pattern of a child can be affected by physical illness,

changes of school, with family circle, peer group pressure and simply
growing up and finding their feet.
 4

Children can be confused and frustrated by the changes in their

behavioural patterns as parents. It is important for parents to try and
identify significant changes and deal with them appropriately.

The family serves as a unit of socialization for the child through

child rearing practices by which the child gains self knowledge. Through
family, the child learns about other people, cultivates interpersonal
relationship, experiences pleasure, gives and receives affection. Each
movement of a child’s life support in contact with his parents has some
effort on both his present behaviors and potential future actions.
 5

NEED OF THE STUDY

In the medieval times childhood was not regarded as a

psychologically distinct period. Children were merely viewed as under
developed adults. Sigmund Freud states the world with the suggestion
that experiences of the childhood account for unusual behaviors of the
individual.

The child behavioral pattern will inevitably change over time and
even on a daily or hourly basis at times, and it is important to recognize
that is completely normal and can be a result of a wide range of events
and situations.

Health information about India (1991) states that one third of the
population in India is school age children, out of this 14% belongs to the
age group of 6-12years. The crucial pre adolescence is a period of
dynamic growth and development.

According to Erikson the development needs of children between 6-

12 years is stated as Industry Vs Inferiority. Mobility and active
participation in the daily activities help the child to fulfill the
developmental task (Health information of India).

India’s various studies reveal that 5-25% of children suffer from

some kind of psychiatric disorder or maladjustment. Maladjustment can
be evidenced by deviation in behavior (Julia & Murthy RS).

Suggest that 5587 subjects had committed crimes between the ages
of 15-32yrs .They determine that they are the risk for antisocial behavior
.Four thousand nine hundred and eighty four subjects had grown up with
siblings and 257 had been only children as per finish registry1996.
 6

World around 13-14% of all school children had behavioral

problem. A cross sectional study was conducted in the urban squatter
settlements. Behavioral problems of these children were estimated by
using the self reported under a version of the strengths and difficulties
questionnaires.

The prevalence of behavioural problems among working children

was found to be 9.8%. Peer problems were most prevalent 16.9%
seconded by conduct problem 16.7%.

The prevalence of the behavioral pattern of school children

identified that overall prevalence was 20.11% among boys and 19.67%
among girls. Total prevalence was 19.89% as per parents report. As per
teacher report total prevalence was 17.3% as per Fernades (2005)

Developing country the prevalence of behavioural problem

Age Group Prevalence of Behavioural Problem

10-13 Yrs 242

14-17 Yrs 196

The prevalence of behavioral problem measured using the

behavioral check list ranged from 17.6-39%. Dyslexia is a neurological
condition, which according to some estimate, may affect as much as 10%
of all children in India.
 7

Reported 5.8 million (15%)of all children between the ages of 5-14
years have a behavioral problem . Average 65% of children spent time
between 2-9 hrs home alone as per census survey about United States
(2002)

10% of children extremely suffer the alter behavioral pattern that

put a strain on their family situation.BBC reported in 2003 about 70%
children with ADHD in the children’s are living in a single child. About
18% American families had only children, as compared with21% in1981.
Some parents are selecting single child because of reduced conflict in
dividing time and attention among children, greater financial flexibility as
per National statistics (2004)

3% of children are dangerously violent towards a sibling This

excludes slaps, pushes, kicks, bites, and punches, which are more
prevalent. 36 million individual acts of sibling’s aggression as per State
university (1994)

During the researcher’s clinical experience she had come across

many children with altered behavioral pattern. And she he interacted with
them she found that the children were very depressed and had the feeling
of separation, not mingling with others loneliness, not sharing the feelings
and not interested to go to school. So the researcher decided to choose
this topic to compare the behavior pattern of a single child and the child
with siblings.

“As the only son of prosperous parents is adopted to be split

especially so in India”.

” A child gets split if given too much of good advice”

 8

STATEMENT OF THE PROBLEM

A comparative study to assess the behavioral pattern of a single

child and the child with sibling between the age group of 6-12 yrs in
selected areas at Manamadurai.

OBJECTIVES

¾ To assess the behavioral pattern of a single child.

¾ To assess the behavioral pattern of children with siblings.

¾ To compare the behavioral pattern of a single child and the

child with sibling between the age group between 6-12 yrs.

¾ To find out the association between the behavioral pattern of

a single child and their selected demographic variables such
as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth
order and educational status.

¾ To find out the association between the behavioral pattern of

children with siblings and their selected demographic
variables such as mother’s age, educational status,
occupation, income, parenting style, and child age, sex, type
of family, birth order and educational status.
 9

HYPOTHESES

™ There will be a significant difference between the single

child and the child with siblings in behavioral pattern.
™ There will be a significant association between the
behavioral pattern of a single child and their selected
demographic variable such as mother’s age, educational
status, and occupation, parenting style, and child age, sex,
type of family, birth order & educational status.
™ There will be a significant association between the
behavioral Pattern of children with siblings and their
selected demographic variables such as mother’s age,
educational status, and occupation income, parenting style,
and child age, sex, type of family, birth order & educational
status.

OPERATIONAL DEFINITION

1. Behavioral Pattern

Behavioral pattern refers to the activities of children such as

obedience, friendliness, mingling with others, punctuality, proper
schooling, absenteeism, adamant, helping others, exploring, independent
making choice arts as measured by behavioral check list.

2. Single Child

It refers to children those who are not having siblings in the family
among the age group of 6-12years.
 10

3. Child with siblings

It refers to children those who are living with brothers and Sisters
in their family between the age group of 6-12years.

ASSUMPTIONS
™ Behavioral patterns of single child will differ from child with
siblings.

LIMITATIONS
The study was limited to children between the age group of 6-
12years.
The study was limited to school children studying in selected
area at Manamadurai.
The study was limited to 6 weeks of data collection.

PROJECTED OUTCOME

¾ The findings of the study will help the researcher to determine the
behavioral pattern of a single child and the child with siblings.

¾ The study will help the health professional especially nurses to

make measures to improve the child’s behavior.

¾ The experiences would be a stepping stone to conduct more

research in this topic.
 11

CONCEPTUAL FRAME WORK

A conceptual framework is an interrelated concept or abstractions that

are assembled together in some rational scheme by virtue of their relevance
to a common theme (polite and hunger, 1995)

A conceptual framework for a particular study is the abstract and

logical structure that enables researchers to link findings to the body of
knowledge in nursing. It is developed from the existing theory and helps in
identifying and defining the concept and interest and proposing relationship
among them. The models give direction for planning research design, data
collection and interpreting the findings. The present study is based on Rosen
stock’s and Becker and Health Belief Model (1974).

Rosen stock’s and Becker and Health Belief Model (1974) addresses
the relationship between a person’s belief and behavior. It provides a way of
behavior in relation to their health and how they will comply with health
care therapies.

Individual perception

The first component of this model involves the individual

perception. In this individual perception it consists of behavioral pattern
like obedience, friendliness, mingling with others, punctuality, proper
schooling, absenteeism, adamant, helping others, exploring, independent
making a choice. They are thought to be influenced by certain
demographic variables such as mother’s age, educational status, and
occupation, parenting style, and child age, sex, type of family, birth order
& educational status. Individual perception may vary with these systems.

Modifying factors
 12

The second component of this model consists of modifying factors.

Modifying factors are the knowledge level of behavioral pattern. These
factors can be modified through education. Behavioral pattern assessed
through behavioral checklist. Behavioral pattern was graded as good,
normal, poor.

Likelihood of action
The third component of the model consists of likelihood of taking
action. It includes perceived threat of preventive action. In this study
the perception and modifying factors together influences the perceived
threat of behavioral pattern.
13
 14

CHAPTER-II
REVIEW OF LITERATURE

A literature review involves a systematic, identification,

location, scrutiny and summary of written material that contains
information on research problems.

-Polite and beck (2009)

Review of literature serves as evidence and essential background

for any research. It is an important step in the development of a research
project. The review is broad, systematic and critical collection and
evaluation of the important, published scholarly literature and
unpublished research findings.

The development of each individual child follows a unique path,

yet there are common identifiable and predictable patterns of change that
occur with age (Springer –Verlag 1992).

When children reach the age of six they learn to trust others and
develop a sense of autonomy. The stage that the children pass through
before they reach 6 years are probably the most important for healthy
personality development. Children who do not achieve the expected level
of each stage are likely to remain handicapped, unless help is given to
them.

Mafia 1963 considers abnormal behavior as an asymptomatic

expression of emotional disturbances or environmental maladjustment.
David (2003) describes behavioral problem is common in childhood it is
defended as “behavior thoughts or feelings differ quantitavely from the
 15

norm and as a result of his difference the child, is either suffering or

development is being affected significantly’’.

Cottrell (2000) describes that the behavior problems are more

prevalent among school children. Children in the age group of 4-6 years
have 7% of prevalence rate. Children in the age group of 7-12 years have
27% of prevalence rate.

LITERATURE RELATED TO BEHAVIOUR PROBLEM OF

SCHOOL AGE

World health organization (WHO) statistics (2006) report on

Aboriginal and Torres strait IS lender children aged 4-14 years were more
likely to have a behavioral problem as long term condition than other non
indigenous children.

¾ 14% Australian children and adolescents have behavioral

problems. Boys are more likely to experience behavioral
problem than girls.

National statistics (2004) reported on 10 % of children in the UK suffer

extreme behavioral or emotional problems that put a strain on their
family.

¾ British Medical Association (BBA) 2006 reported in Million

children encountering behavioral problems including
depression, violence. Self harm.

International statistics (2009) reported on over1000 members had been

receiving end of physical violence by a student .

¾ Australia (2008) 175 violent attacks against a student .

 16

Review of literature deals with related literature that was reviewed

to broader the understanding and to gain insight into the selected area
under study. Therefore literature was reviewed and relevant extract
pertaining to present study was presented under the following area.

• Studies related to behavior problem to 6-12 yrs children.

• Studies related to single child.

• Studies related to children with siblings.

STUDIES RELATED TO BEHAVIOUR PROBLEM OF 6-12 YRS

CHILDREN;

Averdijk M., Et al (2011) assessed the relationship between

parental separation and aggressive and internalizing behaviors. Parents
retrospectively reported life events and problem behavior for first 10
years of the child’s life on a quarterly basis using an event history
calendar. The time sequences of separation and child problem behavior
were analyzed .Parental separation affected both aggressive and
internalizing behaviors even maternal depression, financial difficulties,
parental conflict were included. Parental separation exerted a differ
effected on child problem behavior as well as maternal depression.

Xing X et al., (2011) Conducted a study to examine gender

differences in the reciprocal relations between parental physical
aggression and child externalizing problem of behavior. A total of 454
school children reported on a study. The findings suggest that the child
externalizing problem behavior some different for boys and girls.
 17

Feldman HM et al., (2011) Assessed the risk for behavior

problems in preterm children. Studies examining contributions of
intellectual and environmental factors to behavioral outcomes. Using the
child behavior checklist. Parents' reports for 63 preterm children were
compared to 29 full term children of similar age, gender and intellectual
ability to behavioral symptom scores. It shows preterm children had
higher total and internalizing scores compared to a full term child. And
had lower IQ. Conclude as preterm children had increased behavioral
problem.

Garner RE.,Et al (2010) held a study on the parenting behaviors

influence child well-being and development. Parenting behaviors
(positive interactions, consistency and ineffective parenting) among
caregivers of children with neurodevelopment disorders and/or
externalizing behavior problems. These associations largely remained
after accounting for child and family social-demographic characteristics.
He concludes as children with multiple health conditions can be
associated with less positive, less consistent and more ineffective
parenting.

Unpin GL., et al (2009) analyzed the use of medications to

manage behavior problem in children. The aim was to assess the efficacy
of atypical antipsychotic medication in managing problem behavior in
children with intellectual disabilities and borderline intelligence. A
systematic review was conducted for placebo-controlled randomized
double-blind trials. The included studies (N=6) showed that risperidone
was significantly more effective than placebo in managing problem
behaviors and most studies highlighted adverse events and weight gain.
 18

Concluded as adverse events, these medications have to be used with

caution.

Luangrath A., et al(2008) Conducted a study of Australian

children aged 4-12 years experience externalizing behavioural problems
such as aggression and hyperactivity. Similarly, around 12% experience
internalizing problems such as anxiety and depression. Another common
behavior problems, such as temper tantrums, arise as the child strives to
achieve developmental milestones. He concludes as behavioral
difficulties arise as a result of an interaction between biological
vulnerabilities and environmental stresses. In most cases, behavioral
difficulties are temporary, and occur as children.

Sophia (2008) conducted a study on behavioral problem among 60

school children. The stratified random sampling technique was used .
Behavioral problem was measured by modifying Reutter scale. The mean
behavioral problem was average 21.53 (SD=5. 40) among school
children’s.

Salinger S ., et al (2006) examines processes of internalizing and

externalizing problems. Child's parent and peer relationships and
individual characteristics -- were examined for mediating, moderating or
independent roles in predicting problem behavior among 667 children
over three years of middle school. Mediation was not found, parent and
peer variables moderated the association between exposure and
internalizing problems. Under high exposure, normally protective factors
(e.g., attachment to parents) were less effective in mitigating the
exposure's effects than under low exposure; attachment to friends was
 19

more effective. Individual competence was independently associated with

decreased internalizing

Aalsma MC et al., (2006) Surveyed parental practices on problem

behavior based on gender and age effects with urban child. Participants
were 8-13 years old (N = 3,658; 66%) and logistic regression models
were conducted. Females, decreased friend monitoring was related to
high problem behavior, maternal support and decreased home monitoring
were significant. And where males are lack of home monitoring.
Strategies for preventing problem behavior within urban communities
will be more effective if they are tailored to gender and development
factors.

Catrin (2005) studied on parenting behavior and school children

behavioral and emotional problems among 1359 boys and girls aged 10-
14 years in the Netherlands, to investigate their parenting are directly or
indirectly associated with the emotional (depression , stress , low self
esteem) and behavioral (delinquency, aggression) problems . Self
reported questionnaire was used to assess parenting behavior. Descriptive
analysis and multiple regression analysis were used . The value of
delinquency M (428), S.D (39) in boys (1.08) S.D (0.20) in girls value
(11.22). Aggression M (1.31), S.D (. 29) for boys M (1.20), S.D (0.22)
at (7.53) . The analysis yielded a comparable patters for the relations
between parenting and stress and self esteem.

Jane Q et al (2002) compared the parenting styles and child

behavioral problems in108 females care givers of 6-10 years old children
of African American school children. To examine the relations between
parenting styles and child behavior in African American school children.
 20

Co relational analysis and hierarchical regression and analysis was used.

The results provided strong support for the cross cultural validity of
parenting styles.

STUDIES RELATED TO SINGLE CHILD

Guest (2009) analyzed on the personality characteristics of only

children. It provides a baseline, archival resource on 16 different
personality domains and personality development. Results found that
only children scored significantly better than another group achievement
motivation and personal development. Achievement motivation
especially reliable, persisting several groups conclude as only children
were comparable in most respects to their sibling counterparts.

Faldo T (2008) analyzed the developmental outcomes of only

children in the US have been found to be greatly affected by 4 groups of
factors 1) the strong cultural expectation that only children are selfish,
lonely and maladjusted. These beliefs can influence the judgments of
observers and even cause the expected behavior. 2) The voluntariness of
having a single child. In the past, Americans were choosing to have 1
child were few and tended to be somewhat deviant. Women involuntarily
having 1 child came from more traditional backgrounds and were
unhappy because of their failure to fulfill their fertility desires. 3) The
number of adults in the family unit. In the US the incidence of single
parents is higher for 1-child families. The widely accepted confluence
model of intellectual development suggests that the more adults and
fewer children that live in the home, the greater the child's intellectual
development. 4) The age of the child studied. It seems likely that the
differences between only children and others vary according to the age of
 21

the child, and that maturation and family size have an interacting
influences on social development. 3 recent studies have shown that only
children in the US are advantaged in terms of educational attainment. 4
recent literature reviews have concluded that only children are no
different from others in personality characteristics. They appear from
research results to be no more lonely or maladjusted than other children,
although they may be less sociable. The concept of selfishness is difficult
to operationalize and measure objectively the flawed studies attempting
to do so have yielded mixed evidence regarding the selfishness of an only
child

Hesketh T., Et al (2007) conducted a study to determine levels of

behavior problem in primary school children, and to explore key
determinants relevant to the Chinese context being an only child, urban
living, school stresses, being bullied and physical punishment. Scores
showed that 13.2% of the children had a behavior problem. Girls
manifest more emotional problems (2.3%) and boys more conduct
problems. Emotional problems were most strongly associated with being
an only child was not associated with behavior problems.

Tai JJ (2007) analysis a single-child family is considered to be

completely uninformative. This shows that such a family can provide
information on linkage disequilibrium, even if it provides no information
on linkage equilibrium. A transition matrix consisting of the
recombination fraction and the phase proportion is proposed to study the
genetic transmission from a pair of parents to their single child. The
information about linkage for a single-child family is shown to be
confounded by the phase proportion. This explains why such a family
 22

used to be considered uninformative under the assumption of linkage

equilibrium.

Alexandria VA (2006) conducted a negative stereotype of only

children are pervasive despite a growing trend towards single child
families and evidenced of the only child’s strengths. People maintain
definite beliefs about the characteristics of each ordinal position in a
family, typically viewing only children as lonely, spoiled, and
maladjusted. Literature provided an accurate understanding of stereotype
of only children, their assets, and the challenges they face.

Baraka S (2006) China has an increasing number of households

with only one child. Most experts on child rearing, that children from
one-child families are cause for public concern. The main problem is with
parents' attitudes, prejudices, and perceptions about the kind of education
they think should be provided to their children. Parents' education directly
influences children. 70% of parents want their children to go to college,
while more than 90% are most concerned with their children's academic
performance. These parental preoccupations and attendant demands
weigh heavily upon children. Teenagers from one-child families
responding to a survey of Sister Zhixin's hotline complained that parents
regard them as slaves instead of as independent human beings and that
they are lonely at home. While it may be true that parents of single
children in China regard their children as property, anecdotal evidence
suggests that this perspective on parenthood is changing for the better.

Jing Q (2002) assessed China's population explosions of the

early one-child population policy, can be expected to have an effect on
the country's demographic structure that will persist for another 60-80
 23

years. The proportion of the population over 60 years of age should

increase from 7.6% to a peak of 25.3% by 2040. As a result, by the mid-
21st century, a labor force comprised of half the population will be
supporting equal numbers of young and aged people. Although political
and economic utility factors make it unlikely that China's fertility rate
will ever fall below 2.0, the steady aging of society will have long-term
social as well as demographic consequences. Increased material and
emotional investment in children, brought about by the one-child policy,
may compete with investments in the needs of the aged. Recommended is
a consolidation of a three-generation family system in which
grandparents help to maintain family interdependence and provide child
care in exchange for support from their adult children.

STUDIES RELATED TO CHILD WITH SIBLINGS;

Richmond MK, Stocker CM (2008) conducted a longitudinal

association between parents hostility and siblings externalizing behavior
in the context of marital discord. The sample included 116 families
(mothers , fathers & siblings) assessed in middle childhood, when
siblings on average 8 & 10yrs .Results indicated both within the family
and between family effects specifically the child .Who received more
parental hostility than his or her siblings showed greater increases in
externalizing problems than his or siblings.

Stefan C Walter (2008) conducted a sibling rivalry. A rivalry of

Switzerland, a study analyzed the sibling size and birth order effect on
educational achievement in the basis of data. We find an overall sibling
size to effect sibling size and birth order effect, the sibling is a product of
substantial and significant negative size effect for families with lower
 24

socioeconomic status and a positive effect is small. Negative families

with a higher socioeconomic status compared to single child families with
the same background. The hypothesis is that parents of larger families
spend on average less time with their children is also tested and shows
that expected negative effect of the sibling size.

Gas’s K et al (2007) conducted a longitudinal study on sibling

relationships protective. Although the protective effects of family and
parental support have been studied extensively in the child
psychopathology literature, few studies have explored the protective
quality of positive sibling relationships on the child adjustment for
children experiencing stressful life event and child adjustments. Older
siblings assessed the quality of relationships between stressful events.
The protective effect of positive sibling was evident regardless of mother-
child relationship quality. Positive sibling relationship is the important
source of support for children experiencing stressful life events.

Julia et al (2007) conducted a study into sibling rivalry and birth

order. In the research how birth order influences an individual’s
personality and the way react academic sibling rivalry. She found that
last born siblings are more likely to feel academic rivalry . She found that
last born sibling are more likely to feel academic rivalry compared to first
born. She noted distinct variation of the first born to last. First born were
also shown to be more dutiful.

Kith Kimberly L (2007) conducted a study on coping with sibling

conflict. Her research consisted of a sample of 46 people in total males
and females, each having only one brother and sister. Her work raises
possible publications in a variety of psychological domains including
 25

education, development, psychotherapy and health. She also tested to see

whether there was any evidence that first born are less agreeable than last
born to which there seemed to be no difference between two. The
research also revealed that last born more open to experiences just not
statistically so.

Kim JY et al (2007) conducted a study on longitudinal linkages

between sibling relationships and adjustment from middle childhood to
adolescence. The links between changes in sibling conflict and intimacy
and changes in perceived peer social competence and depression
symptoms were examined from middle childhood through adolescence.
Participants were mother, father and first and second born siblings.
Sibling relationship, sibling and parent adjustment, increase in sibling
conflict were linked to increases in sibling intimacy were linked to
increases in peer competence and for first girls decrease in depression
symptoms.

Pike A et al (2005) conducted a study on sibling relationships in

early /middle childhood links with individual adjustment. The
overarching goal of the study was to identify links between sibling
relationship quality in early/middle childhood with adjustment having
accounted for the effect of parent –child relationship quality. The sample
consist 100 working and middle class families with 2 children ages 4-8
yrs. Parents provided a report of sibling relationship quality. The children
also provided reports of their familial relationship with an interview.
Results indicated that sibling relationship quality was associated with the
older siblings, adjustment, controlling for the children’s relationship with
the parents. Findings suggested that positivity within the sibling
 26

relationship was more strongly linked with child adjustment than sibling
conflict.

Sunder DK (2005) conducted studies on the consequences of

antisocial behavior older male siblings for younger brothers and sisters.
The siblings adolescent adjustment problems were examined in the
context of parenting. Ineffective parenting during younger siblings'
childhood had no direct effect on adjustment was mediated by siblings
copartcipation in deviant activities with their older brothers during
adolescence. Early siblings conflict and Co participation in deviant
activities increased the risk for younger siblings adolescence. Early
sibling conflict and Co participation in deviant activities increased the
risk for younger siblings adolescent adjustment problems.

Brandie SJ (2004) Conducted a study on perceived support in

sibling relationships and adolescent adjustment. Siblings may support
each other, but also reveal fierce rivalry and mutual aggression.
Supportive sibling relationships have been linked to the development of
psychological competence of children. The relation of sibling problem
was examined while controlling support from parents and friends and
over time controlling for the aggressive effects of the problem. A sibling
is most negatively related to externalizing the problem. Siblings problem
behavior is strongly related to internalizing problems. The result indicates
that adolescent's relationships with both older and younger siblings are
characterized by modeling process.
 27

CHAPTER-III

RESEARCH METHODOLOGY

The methodology of research indicates the general pattern to gather

empirical data for the problem under investigation.

This chapter comprises the methodology for the study, research

approach, research design, setting of the study, population, sample and
sample size, sampling technique, criteria for selection of samples,
selection of tooling, description of tool, testing of tools, pilot study, data
collection procedure, plan for data analysis and protection of human
rights. The present study aimed at assessing the behavioral pattern of a
single child and sibling child between the age group of 6-12 yrs in
selected areas at Manamadurai.

RESEARCH APPROACH

The quantitative research approach was adopted for this study. The
purpose of the study was to assess the behavioral pattern among single
child and children with siblings in the selected area at Manamadurai.

RESEARCH DESIGN

A comparative research design was used in this study. It comes

under descriptive study.

SETTING OF THE STUDY

This study was conducted at Manamadurai, Sivagangai district.

Manamadurai is a Panchayat town and have a population of 46,284 and
the areas selected for the study was a railway colony, Sundaraja Puram
 28

and kizhakarai and is located about 7kms away from Matha college of
nursing, vannapuram, Manamadurai. The samples were taken under
convenient sampling technique.

POPULATION
The target population of the study was a single child and the child
with siblings in the age group of 6-12 years.

SAMPLE
The samples consisted of children those who were in the age group
of 6-12years residing at Manamadurai.

SAMPLE SIZE
The samples consisted of 100 children in the age group of 6-12 years.
Among them 50 samples were single child and 50 samples were child
with siblings.

SAMPLING TECHNIQUE
The data were collected through a door to door survey method to
identify the family with single child and the child with a sibling. After
identifying the children Convenient sampling technique was used to
select the samples.

CRITERIA FOR SELECTION OF SAMPLE

INCLUSION CRITERIA

9 Single child in the family was included.

9 Children living with one or more siblings was included.
9 Children between the age group of 6-12 years
9 Children who were willing to participate in this study.
 29

EXCLUSION CRITERIA

• Children with long term illness.

• Children who were not willing to participate.

• Child those who lost their siblings in their recent time.

DESCRIPTION OF TOOL

Tools were prepared based on the related literature.

SECTION- A-

Demographic data such as mother’s age, educational status,

occupation , income, parenting style, and child age, sex, type of family,
birth order, educational status and health status.

SECTION-B

A tool was developed by Acnenbech’s behavioral check list. The

purpose of this study was to assess the behavioral pattern of a single
child and the child with siblings between the age group of 6 -12 yrs. The
original tool consisted of 102 items through that the tool was have
modified 50 items were selected. It had 3 point scale and a score of 0, 1
and 2 respectively for not true, sometimes true and very true.
 30

SCORING PROCEDURE

SECTION B

A modified behavioral checklist was used to assess the behavior

pattern of children in the age group of 6-12 yrs. There were totally 50
items. Each item had three options. A score of 2 was fixed for the very
truth. A score of 1 was fixed for some time true and score of 0 for not
true. The maximum possible score was 100, according to the total score
they were categorized as follows.

CATEGORY SCORE

• Good behavior pattern - 0 to 54

• Average behavior pattern - 55 to 77

• Poor behavior pattern - 78 to 100.

TESTING OF THE TOOL

VALIDITY

The validity of the tool to assess the behavioral pattern of a single

child and the child with sibling was established .To evaluate the content
validity the tool was given to 5 experts in the field of nursing.

RELIABILITY

The test and retest method was used to establish the reliability of
the child behavior checklist, to assess the behavior pattern of a single
child and sibling child. The reliability value was found to be r=0. 821
which was found to be reliable. So the tool was accepted as reliable.
 31

PILOT STUDY
A pilot study was conducted with10 children who fulfilled the
inclusion criteria. Among them 5 children were a child with siblings and
5 children were a single child .It was conducted in the manner of which
the real study was done .Those subjects were excluded from the final
study.

DATA COLLECTION PROCEDURE

The data were collected from the samples using the behavioral check
list to assess the behavior pattern of a single child and sibling child
between the age group of 6-12years at Manamadurai.

The data collection was scheduled in the month of August 2011.

Before the data collection researcher got formal permission from the
Manamadurai Panchayat office. The house was visited on the first week
of the data collection period.

The researcher introduced herself to the mothers and children of the

area and explained the purpose and the method of study. The main study
was conducted for six weeks at Manamadurai, Sivagangai district. The
investigator explained about the tool to each sample in person after
establishing rapport with them individually. The data were collected
through a door to door survey method to identify the family having a
child with siblings and single child. After identifying the children, a
convenience sampling technique was used to select the samples. Each
sample was given 30 minutes for answering the tool (100 children who
met the inclusion criteria). The data collection procedure was conducted
at Manamadurai from 8am – 4 pm. For each child approximately 30 – 45
 32

minutes were spent. The investigator collected data from 4 – 5 samples

per day. The data collection procedure was terminated by giving thanks to
the respondents. The investigator found no difficulties during the data
collection period. Confidentiality of the data was maintained.

PLAN FOR DATA ANALYSIS

The data to be analyzed was planned on the basis of objective and

hypotheses of the study. The data obtained was analyzed using
descriptive and inferential statistics such as mean, standard deviation,
frequency percentage, independent ‘t’ test and chi-square was used to
assess the behavior of a single child and child with siblings.
 33

Data
S. Methods Remarks
No analysis
1. Descriptive Frequency and Used to identify the behavior
statistics percentage pattern of a single child.

Used to identify the behavior

pattern of sibling child.
2. Inferential Used to compare the behavior
statistics Independent ‘t’ pattern of a single child and
test sibling child.

Used to associate the behavior

of a single child and selected
demographic variables.

Chi-square Used to associate the behavior

pattern of sibling child
and selected demographic
variables.

PROTECTION AND SUBJECT RIGHTS

The research proposal was approved by the dissertation committee

prior to the pilot study .The permission was obtained from the principal
and head of the departments of the Matha college of nursing &permission
obtained from the subjects. Oral consent was obtained from each
member. Assurance was given to the study that anonymity each
individual child was maintained.
 34

CHAPTER-IV
DATA ANALYSIS AND INTERPRETATION

Data analysis is the systematic organization and synthesis of

research data and testing of research hypothesis using those data.
Interpretation is the process of making sense of the result and examining
their implication. Analysis is the method of rendering qualitative data
meaningful and providing intelligible information, so that the research
problem can be studied and tested, including the relationship between the
variables.
According to Denis polite (2005) Analysis is the method of
organizing, sorting, and scrutinizing data in such a way that the research
question can be answered.
The analysis and interpretation of the study were based on the data
collected through a modified behavioral checklist to assess the behavioral
pattern of a single child and a child with siblings. The result was
computed by using descriptive and inferential statistics based on the
objectives of the study.

THE OBJECTIVES OF THE STUDY

¾ To assess the behavioral pattern of a single child.
¾ To assess the behavioral pattern of child with siblings.
¾ To compare the behavioral pattern of a single child and the child
with siblings between the age group between 6-12 yrs.
¾ To find out the association between the behavioral pattern of a
single child and their selected demographic variables such as
mother’s age, educational status, occupation, income, parenting
style, and child age, sex, type of family, birth order and educational
status.
 35

¾ To find out the association between the behavioral pattern of

children with siblings and their selected demographic variables
such as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth order and
educational status.

ORGANIZATION OF THE STUDY FINDINGS

Section I- Distribution of samples on selected Demographic variables.

Section II- Level of behavioral pattern of single child &child with

siblings.

Section III- Compare the behavioral pattern of a single child and the

child with siblings.

Section IV- Association between the behavioral pattern of single child

and the selected demographic variables.

Section V- Association between the behavioral pattern of child with

siblings and selected demographic variables.

 36

SECTION 1

Table 1: Distribution of samples on selected demographic variables

of single child and child with siblings.

Child with
Single child
S. siblings
Demographic variables N=50
No N=50
F % F %
MOTHER
1. Age
a) 20- 23 yrs 11 22 8 16
b) 24-27 yrs 5 10 8 16
c) 28-31 yrs 22 44 21 42
d) Above 32 yrs 12 24 13 26
2. Educational status
a) Illiterate 7 14 6 12
b) Primary 9 18 12 24
c) Secondary 18 36 18 36
d) Higher secondary 11 22 8 16
e) Graduate 5 10 6 12

3. Occupation
a) Home maker 9 18 11 22
b) Cooly worker 16 32 20 40
c) Professional 21 42 13 26
d) Any other 4 8 6 12
 37

4. Monthly income
a) Rs. 1500-2000 12 24 14 28
b) Rs. 2001-5000 24 48 24 48
c) Rs. 5001-10000 14 28 12 24
5. Religion
a) Hindu 12 24 14 28
b) Muslim 24 48 24 48
c) Christian 14 28 12 24
6. Type of family
a) Nuclear family 21 42 21 42
b) Joint family 16 32 23 46
c) Extended family 13 26 6 12
7. Parenting style
a) Authoritarian 13 26 14 28
b) Permissive 18 36 21 42
c) Uninvolved 19 38 15 30
1. CHILD
Age
a) 6-8 yrs 16 32 16 32
b) 9-10 yrs 22 44 25 50
c) 11-12 yrs 12 24 9 18
2. Sex
a) Male 25 50 18 36
b) Female 25 50 32 64
 38

3. Birth order
a) First child 50 100 14 28
b) Second child - - 33 66
c) Third child - - 3 6
4. Educational status
a) I std 6 12 2 4
b) II std 9 18 11 22
c) III std 10 20 13 26
d) IV std 11 22 14 28
e) V std 14 28 10 20
5. Number of children in the
family
a) One child 50 100 1 2
b) Two child - - 34 68
c) Three child - - 12 24
d) Four child & above - - 3 6
 39

Table -1 Shows on selected demographic variables of a single child

and sibling child:
About the mother of single child 11 (22%) were in the age group of
20- 23 yrs, 5 (10%) were in the age group of 24-27 yrs, 22 (44%) were in
the age group of 28-31 yrs 12 (24%) were in the age group of above 32
yrs. Among educational status 7 (14%) were illiterate, 9 (18%) were
primary, 18 (36%) were secondary, 11 (22%) were higher secondary and
5 (10%) were graduates.

Among the mothers with sibling child 8 (16%) were in the age
group of 20- 23 yrs, 8 (16%) were in the age group of 24-27 yrs, 21
(42%) were in the age group of 28-31 yrs 13 (26%) were in the age group
of above 32 yrs. Their educational status 6 (12%) was illiterate, 12 (24%)
were primary, 18 (36%) were secondary, 8 (16%) were higher secondary
and 6 (12%) had graduated.

Regarding the occupation of single child mothers, home maker

were 9 (18%), cooly worker were16 (32%), professional were 21 (42%),
any other 4 (8%) and sibling child mothers, home maker were 11 (22%),
cooly worker was20 (40%), professional were 13 (26%), any other 6
(12%).

The single child mothers were around 12 (24%) which belongs to

the income of Rs. 1500- 2000, 24 (48%) belongs to income of Rs. 2001-
5000, 14 (28%) belong to the income Rs. 5000-10000, and the sibling
child mothers per month around 14 (28%) belong to income of Rs. 1500-
2000, 24 (48%) belongs to income of Rs. 2001-5000, 12 (24%) belong to
the income Rs. 5000-10000.
 40

As for the religion of single child mothers 12 (24%) were Hindu,

24 (48%) were Muslim, 14 (28%) belong to Christian and sibling child
mothers 14 (28%) belong to Hindu, 24 (48%) belong to Muslim, 12
(24%) belong to Christian.

Maximum number of single child mothers 21(42%) were belongs

to the nuclear family, 16(32%) were joint family, 13(26%) were extended
family and the sibling child mother were maximum 23(46%) were in the
joint family, 21(42%) were nuclear family,6(12%) were in the extended
family.

About the parenting style of single child mothers, majority

19(38%) were uninvolved, 18(36%) were permissive, 13(26%) were
authoritarian and parenting style of sibling child mothers majority
21(42%) were permissive, 15(30%) were uninvolved, 14(28%) were
authoritarian.

Regarding the child; the single child 16 (32%) was between the age
group of 6-8 yrs, 22 (44%) were between the age group of 9-10 yrs, 12
(24%) were between the age group of 11-12 yrs between them 25 (50%)
male children, 25 (50%) were female children. And the sibling child16
(32%) were between the age group of 6-8 yrs, 25 (50%) were between the
age group of 9-10 yrs, 9 (18%) were between the age group of 11-12 yrs
between them 18 (36%) were male and 32 (64%) were female.

The birth order of the child was observed as 50 (100%) first child,
and the sibling child birth order, 14 (28%) were first child, 33 (66%) were
second child, and 3 (6%) were third child.
 41

Regarding the educational status of single child, 6(12%) were in I

std,9(18%) were in II std, 10(20%) were in III std , 11(22%) were in IV
std ,14(28%) V std and the educational status of sibling child, 2(4%) were
in I std, 11(22%) were in II std, 13(26%) were in III std , 14(28%) were
IV std ,10(20%) V std.

About the number of children in the family, single child were 50

(100%) are the only child, and sibling child 1 (2%) were having one
child, 34 (68%) were having two children, 12 (24%) were three children,
3 (6%) four children and above.
 42

Fig.2 Distribution of samples according to mother’s age.

N=100

Fig.3 Distribution of samples according to educational status.

N=100
 43

Fig. 4Distribution of samples according to educational status.

N=100

Fig.5 Distribution of samples according to educational status.

N=100
 44

Fig.6 Distribution of samples according to religion.

N=100

Fig.7 Distribution of samples according to type of family

N=100
 45

Fig.8 Distribution of samples according to parenting style.

N=100

Fig.9 Distribution of samples according to child age.

N=100
 46

Fig.10 Distribution of samples according to sex.

N=100

Fig.11Distribution of samples according to birth order.

N=100
 47

Fig.12 Distribution of samples according to educational status.

N=100

Fig.13 Distributions of samples according to no of children in the

family.
N=100
 48

SECTION II

Table 2; Level of behavioral pattern of single child & child with

siblings.

Level of Single child (n=50) Child with sibling (n=50)

Behavioral Percentage Frequency Percentage
Frequency
pattern
F (%) F (%)
Good 12 24 35 70
Average 33 66 15 30
Poor 5 10 - -

Based on the score obtained, the behavior pattern was divided

into three categories that were Good behavior, Average behavior and
Poor behavior.

The data presented that among the 50 subject of single child, 12

(24%) had good behavior, 33 (66%) had average behavior, 5 (10%) of the
subjects had poor behavior, and among 50 subject of sibling child, 35
(70%) had good behavior, 15 (30%) had average behavior, no subject had
poor behavior.

The majority of the subjects of sibling child 35 (70%) had good

behavior, 5 (10%) subjects of single child had poor behavior.
 49

Fig.14
Distributions of samples according to level of behavior pattern
Of single child.
N = 50

Single child

10%
24%

Good
Average
Poor
66%

Fig.15
Distributions of samples according to level of behaviorr pattern of child
with siblings
N = 50

30%

Good
70% Average
 50

SECTION III
Table 3: Compare the behavior pattern of a single child and
the child with siblings.

Independent
‘ t’value
S. No Group N Mean SD
Calculated Table
value value
1 Single child
50 63.04 10.66
behavior
6.444*
2 Child with 3.39
(0.001)
siblings 50 49.56 10.27
behavior
*Significant at 1%level

The table shows that independent ‘t’ test was used to find out the
difference in the behavior pattern of a single child and sibling child. The
mean score of single child behavior was 63.04 and SD was10. 66 and the
mean score sibling child behavior was 49.56 and SD 10.27 was found.
The observed ‘t’ value was 6.444.This calculated value was greater than
the table value at 1% level of significance, which showed that it was
highly significant. So the researcher accepted the research hypothesis and
concluded that there was a significant difference in behavior pattern
between single child and sibling child.
 51

SECTION IV
Table 4: associations between single child behavior pattern and
selected demographic variables.
(N=50)
Chi-
Sl. Demographic Table
Level of behavior pattern square
No variables value
value
Good Average Poor
Mother’s
F % F % F %
1. Age
• 20-23 years 4 8 6 12 1 2
• 24-27 years 1 2 2 4 2 4
12.59 7.805NS
• 28-31 years 4 8 16 32 2 4
• >32 years 3 6 9 18 0 0
2. Educational status
• Illiterate
2 4 5 10 0 0
• Primary
2 4 4 8 3 6
• Secondary
6 12 11 22 1 2 15.51 9.54NS
• Higher
1 2 9 18 1 2
secondary
1 2 4 8 0 0
• Graduate
3. Occupation
• Home maker 2 4 2 10 2 4
• Coolie worker 3 6 3 22 2 4
12.59 3.018NS
• Professional 6 12 6 28 1 2
• Any other 1 2 1 6 0 0
 52

4. Income
• Rs.1500-2000 2 4 7 14 1 2
• Rs.2001-5000 3 6 16 32 2 4 9.49 1.524 NS
Rs.5000-10000 1 2 10 20 2 4

5. Religion
• Hindu 4 8 12 24 0 0
• Muslim 4 8 3 6 0 0 9.49 9.185NS
• Christian 4 8 8 16 5 10

6. Type of family
• Nuclear
family 8 16 13 26 0 0
• Joint family 3 6 9 18 4 8 9.49 10.098S
• Extended 1 2 11 22 1 2
family
7. Parenting style
• Authoritarian 1 2 12 24 0 0
• Permissive 9 18 7 14 2 4 9.49 13.446S
• Uninvolved 2 4 14 28 3 6

1. CHILD
Age
• 6-8 yrs 5 10 11 22 0 0
• 9-10 yrs 5 10 13 26 4 8 9.49 4.065NS
• 11-12 yrs 2 4 9 18 1 2
 53

2. Sex
• Male 7 14 15 30 3 6 5.99 1.17NS
• Female 5 10 18 36 2 4

3. Birth order
• First 12 24 33 66 5 10
• Second - - - - - - 9.49 0NS
• Third - - - - - -

4. Educational status
• 1st std 2 4 4 8 0 0
• 2nd std 2 4 7 14 0 0
• 3rd std 4 8 5 10 1 2 15.51 5.998NS

• 4th std 2 4 8 16 1 2

• 5th std 2 4 9 18 3 6

5. No. of children in
family
• One
NS
12 24 33 66 5 10 12.59 O

S= Significant at 0.05 level

NS= Non - significant at 0.05 level
 54

The data presented in the table showed that the chi-square test was
carried out to find out the association between the single child behavior
pattern and selected demographic variables.

The result showed that there was a significant association between

the behavior pattern of a single child and selected demographic variables
such as type of family & parenting style. There was no significant
association between demographic variables and the behavior pattern such
as age, educational status, occupation, income, religion and birth order
of a single child.
 55

SECTION - V
Table 5; associations between child with siblings behavior pattern
and demographic variables [N=50]

Chi-
Sl. Demographic Table
Level of behavior pattern square
No variables value
value
Good Average
Mother’s
F % F %
1 Age
• 20-23 years 7 14 1 2
• 24-27 years 6 12 2 4 7.82 2.898NS
• 28-31 years 15 30 6 12

• >32 years 7 14 6 12

2 Educational status
• Illiterate 6 12 - -
• Primary 9 18 3 6 9.49
• Secondary 13 26 5 10 6.812NS

• Higher 5 10 3 6

secondary 2 4 4 8

• Graduate
3. Occupation
• Home maker 11 22 - -
• Coolie worker 14 28 6 12 7.82 7.473NS
• Professional 7 14 6 12

• Any other 3 6 3 6
 56

4. Income
• Rs.1500-2000 14 28 - -
• Rs.2001-5000 14 28 10 20 5.99 8.33 S
• Rs.5000-10000 7 14 5 10

5. Religion
• Hindu 19 38 4 8
• Muslim 7 14 4 8 5.99 3.39NS
• Christian 9 18 7 14

Type of family
6. • Nuclear family 18 36 3 6
• Joint family 13 26 10 20 5.99 4.491NS
• Extended 4 8 2 4
family

Parenting style
7. • Authoritarian 11 22 3 6
• Permissive 13 26 10 20 5.99 1.225NS
• Uninvolved 11 22 2 4

CHILD
1. Age
• 6-8 yrs 13 26 3 6
• 9-10 yrs 15 30 10 20 5.99 2.414NS
• 11-12 yrs 7 14 2 4
 57

2. Sex
• Male 14 28 4 8
• Female 21 42 11 22 3.84 0.81NS

Birth order
3. • First 9 18 5 10
• Second 23 46 10 20 5.99 1.505NS
• Third 3 6 - -

Educational status
4. • 1st std 1 2 1 2
• 2nd std 8 16 3 6
• 3rd std 10 20 3 6 9.49 5.288NS

• 4th std 7 14 7 14

• 5th std 9 18 1 2

No. of children in
5. family
• One 1 2 - -
• Two 22 44 12 24
7.82 2.71NS
• Three 10 20 - -

• Four & above 2 4 3 6

S= Significant at 0.05 level

NS= Non - significant at 0.05 level
 58

The data presented in the table showed that the chi-square test was
carried out to find out the association between the child with siblings
behavior pattern and selected demographic variables.

The result showed that there was a significant association between

the behavior pattern of sibling child and selected demographic variables
of mother’s income. There was no significant association between the
behavior pattern of sibling child such as age, type of family, parenting
style, educational status, occupation, number of children, religion & birth
order and the selected demographic variables.
 59

CHAPTER-V

DISCUSSION

This chapter presents the interpretation of the statistical findings. It

has been discussed based on the objectives of the study.

The aim of this study was to assess the behavior pattern of a single
child and the child with siblings between the age group of 6-12 years in
selected areas at Manamadurai.

The research design used in this study was comparative research

design. The study population was between the age group of 6-12 years.
The sample size was 100. A convenient sampling technique was used to
collect the data.

The findings of the study had been discussed in terms of the

Objectives and hypotheses of the study.

Objectives

¾ To assess the behavioral pattern of a single child.

¾ To assess the behavioral pattern of child with siblings.
¾ To compare the behavioral pattern of a single child and child with
a sibling's child between the age group between 6-12 yrs.
¾ To find out the association between the behavioral pattern of a
single child and their selected demographic variables such as
mother’s age, educational status, occupation, income, parenting
style, and child age, sex, type of family, birth order and educational
status.
 60

¾ To find out the association between the behavioral pattern of

children with siblings and their selected demographic variables
such as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth order and
educational status.

The results of the study are discussed below

Objective 1 To assess the behavioral pattern of a single child.

Table 2 showed the single child behavior 12 (24%) children had

good behavior pattern, 33 (66%) had an average behavior pattern, and 5
(10%) had poor behavior pattern.

Guest (2009) analyzed on the personality characteristics of only

children. It provides a baseline, archival resource on 16 different
personality domains and personality development. Results found that
only children scored significantly better than another group achievement,
motivation and personal development. Achievement motivation
especially reliable, persisting several groups, conclude as only children
were comparable in most respects to their sibling counterparts.

Hesketh T ., Et al (2007) conducted a study to determine levels of

behavior problem in primary school children, and to explore key
determinants relevant to the Chinese context being an only child, urban
living, school stresses, being bullied and physical punishment. Scores
showed that 13.2% of the children had a behavior problem. Girls manifest
more emotional problems (2.3%) and boys more conduct problems.
Emotional problems were most strongly associated with being an only
child was not associated with behavior problems.
 61

Hence the researcher concluded that the majority of single child

had an average behavior pattern and some of children had poor behavior
pattern. So the researcher gave guidance to the mother to provide
psychological support for the child in order to modify the child’s
behavior.

Objective2 To assess the behavioral pattern of children with

siblings

Table 2 showed the child with sibling behavior 35 (70%) children

had good behavior pattern, 15 (30%) had an average behavior pattern,
and no poor behavior pattern.

Richmond MK, Stocker CM (2008) conducted a longitudinal

association between parents hostility and siblings externalizing behavior
in the context of marital discord. The sample included 116 families
(mothers , fathers & siblings) assessed in middle childhood, when
siblings on average 8 & 10yrs .Results indicated both within the family
and between family effects specifically the child .Who received more
parental hostility than his or her siblings showed greater increases in
externalizing problems than his or sibling.

Stefan C Walter (2008) conducted a sibling rivalry. A rivalry of

Switzerland, a study analyze the sibling size and birth order effect on
educational achievement in the basis of data. We find an overall sibling
size to effect sibling size and birth order effect, the sibling is a product of
substantial and significant negative size effect for families with lower
socioeconomic status and a positive effect is small. Negative families
with a higher socioeconomic status compared to single child families with
 62

the same background. The hypothesis is that parents of larger families

spend on average less time with their children is also tested and shows
that expected negative effect of the sibling size.

Hence the researcher concluded that the majority of sibling

children had good behavior pattern. Since children are mingling with
others and sharing their feelings they have good behavior pattern.

Objective3 To compare the behavioral pattern of a single child and

the child with siblings
The hypothesis stated was, there will be a significant difference
between the behavior of pattern single child and children with siblings.
The mean score of single child behavior was 63.04 and SD was 10.66 and
the mean score of sibling child behavior was 49.56 and SD was 10.27.
The observed ‘t’ value was 6.444.this calculated value is greater than the
table value at 1% level of significance which showed that this was highly
significant. So the researcher accepted the research hypothesis and
concluded that there was significant difference in behavior pattern of
single child and sibling child.

Kim JY et al (2007) conducted a study on longitudinal linkages

between sibling relationships and adjustment from middle childhood to
adolescence. The links between changes in sibling conflict and intimacy
and changes in perceived peer social competence and depression
symptoms were examined from middle childhood through adolescence.
Participants were mother, father and first and second born siblings.
Sibling relationship, sibling and parent adjustment, increase in sibling
conflict were linked to increases in sibling intimacy were linked to
increases in peer competence and for first girls decrease in depression
symptoms.
 63

Hence the researcher compared the behavior pattern between single

child and sibling child. It showed the majority of sibling child had good
behavior pattern and a majority of single child had an average and poor
behavior pattern. Since the sibling children were adjusting in the family,
friends and sharing the problems it helps to reduce behavioral
disturbance.

Objective 4 To find out the association between the behavioral

pattern of a single child and their selected demographic variables
such as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth order&
educational status.

The hypothesis stated was, there is a significant association

between the behavior pattern and selected demographic variables of a
single child. In this study there was a significant association between the
behavior pattern and selected demographic variables such as type of
family &parenting style.

Objective 5 To find out the association between the behavioral

pattern of children with siblings and their selected demographic
variables such as mother’s age, educational status, occupation,
income, parenting style, and child age, sex, type of family, birth
order& educational status.

The hypothesis stated was, there is a significant association

between the behavior pattern and selected demographic variables of child
with a sibling. In this study there was a significant association between
the behavior pattern and selected demographic variable of mother’s
income.
 64

CHAPTER-VI

SUMMARY, IMPLICATION, RECOMMENDATION AND

CONCLUSION

This chapter deals with a summary of the study findings and its
implications for nursing and health care services. It clarifies the
limitations of the study, the implications and recommendations given for
different areas like nursing education, nursing practice, administration of
health care delivery system and nursing research.

SUMMARY OF THE STUDY

The purpose of the study was to compare the behavior pattern of a

single child and sibling child. Comparative research design was used to
conduct this study.

OBJECTIVES OF THE STUDY

¾ To assess the behavioral pattern of a single child.

¾ To assess the behavioral pattern of child with siblings.

¾ To compare the behavioral pattern of a single child and the

child with siblings between the age group between 6-12 yrs.

¾ To find out the association between the behavioral pattern of

a single child and their selected demographic variables such
as mother’s age, educational status, occupation, income,
parenting style, and child age, sex, type of family, birth
order& educational status.
 65

¾ To find out the association between the behavioral pattern of

a child with sibling and their selected demographic variables
such as mother’s age, educational status, occupation,
income, parenting style, and child age, sex, type of family,
birth order and educational status.

MAJOR FINDINGS

™ A majority of 22 (44%) mothers were between the age group

of 28-31 yrs.

™ A majority of 18 (36%) mothers was having higher secondary

education.

™ The majority of single child mothers 21 (42%) were

professional, Sibling child mothers 20 (40%) were cooly
workers.

™ The majority of the single child mother monthly income was

about 24 (48%) 2001-5000 .

™ The majority of samples were Muslim 24 (48%).

™ Single child 21 (42%) was nuclear family. Sibling child 19

(38%) were joint family.

™ Single child 19 (38%) parents were uninvolved. Sibling child

21(42%) parents were permissive.

™ Single child 22 (44%) falls between the age of 9-10 yrs. Sibling
child 25 (50%) falls between the age of 9-10 yrs.

™ Sibling child 32 (64%) were female.

 66

™ Sibling child 33 (66%) were second child.

™ Single child 14 (28%) was in V STD. Sibling child 14 (28%)

where IV STD.

™ Sibling child 34 (68%) was having two children in the family.

™ Behavior pattern was classified as good, average and poor. The

majority of single child 33 (66%) had an average behavior
pattern. Sibling child 35 (70%) good behavior pattern.

™ There was a significant association between the behavior

pattern of a single child and selected demographic variables
such as type of family, parenting style and number of children.
There was no significant association between the behavior
pattern of the single child and demographic variables such as
age, educational status, occupation, income, religion and birth
order.

™ There was a significant association between the behavior

pattern of a child with sibling and selected demographic
variables like mother’s income. There was no significant
association between the behavior pattern of sibling child and
demographic variables such as age, type of family, parenting
style, educational status, occupation, number of children,
religion and birth order.
 67

IMPLICATIONS

The findings of the study have implications in various areas of

nursing such as nursing practice, education, administration, and research.

IMPLICATIONS FOR NURSING PRACTICE

The nurse can teach the parents effectively about the behavior
pattern such as adjustment, punctuality and obedience.

The nurse can teach the mother to adopt the relationship of the
child which helps to bring up the child without behavior
problems and adjust to school life and surroundings.

School health nurse can identify the behavior problem and

inform to the parents as early as possible.

The pediatric nurse should educate the mothers to adopt a

positive parenting style in order to bring up the child without
behavior problems.

Educate the mother regarding early identification of problem

deviation from normal behavior pattern in order to prevent
personality disorder and to go for proper referral services that
includes referring them to clinical psychologist and a child
psychiatrist.

School health nurse has to identify the children with behavior

problem and provide proper counseling to the parents and
children.
 68

IMPLICATION FOR NURSING EDUCATION

Nursing curriculum should emphasize more on the practical

aspect of growth and development.

Nursing education must enable the student to assess all aspects

of development including psychosocial, psychosexual, moral,
cognitive, and spiritual.

Nursing education should prepare nurses to motivate the

parents' knowledge regarding child behavior.

Nursing education should help to identify the behavior

problem among the children and need to prevent them.

The nurse must teach and guide the parents regarding the
responsibilities to bring up the child in each stage of
development.

IMPLICATION FOR NURSING ADMINSTRATION

Nurse administrators can utilize the research knowledge into

practice, so that the school children and their parents can be
benefited.

Nurse administrator should plan to organize the educational

program to know the importance of behavioral practice and
positive relationship.

Nurse administrators can create awareness to the school

children regarding the behavior problems.
 69

Nurse administrator should motivate the nursing personnel

to participate and conduct counseling and education program
in order to prevent the behavioral problem.

IMPLICATION FOR NURSING RESEARCH

Extensive research can be conducted to find out the behavior

problem.

The study can be conducted to identify the other influencing

factors of behavior problem.

Research can be focused on behavior modification of children.

Research can be conducted to improve the quality of life

among single child.

Research can provide the baseline information about the

single child family.
 70

RECOMMENDATIONS

The following recommendations were made based on the findings of

the study.

¾ A similar study can be done on a large sample.

¾ A study can be done to find out the behavior problem of the

single child family.

¾ A study can be done to find out the risk for altered growth and
development of children living with behavioral problems.

¾ A study can be done to find out the problems of school

children.

¾ A study can be conducted to identify the effectiveness of a

structured teaching program in modification of children’s
behavior.

¾ A comparative study can be done to find out the behavior

problem of pre term and term children.
 71

CONCLUSION

Childhood period is important in the life. During this period, the

child undergoes a remarkable change in the life. Parents and school

teachers have to understand the child’s problem and to solve them. Many

of single child having poor interpersonal skills, it results from the less

effective relationship. The parents must realize their problem and mingle

with them, in order to help and guide the children to lead their life in a

healthy manner both physically and mentally.

As a part of the curriculum, the researcher took this study to

compare the behavior pattern of a single child and sibling child as a

dissertation work. When the researcher collected the data many of the

only children were having psychological problems. Each child had

different level of behavior pattern. Proper counseling was necessary to

treat and evaluate the behavioral problem. Mothers can spend as much

time as possible to express their feelings and thoughts to make them

memorable.

More time to be spent with the children by the parents irrespective

of their profession will help to reduce the behavioral problem.

 REFERENCES

™ Achara’s (2004), Text book of pediatrics, Hyderabad, drient

Longman limited

™ Alam glasspet et al (2006), Text book of pediatrics and young

people’s nursing ,London; Elseivor churcill living stone publishers.

™ Basvanthappa BT (1998), Nursing research, New delhi,Jaypee

brothers.

™ Behrman(2000) Problem based psychiatry, 1st edition, churcill living

stone publishers, Edinburg.

™ Beattuie and carachi (2005) Text book of practical pediatric problem,

London; Haldler publications.

™ Bhatia M.S (2002), Essentials of psychiatry, New Delhi, CBS

publisher’s likited.

™ Bhoyrub. J.P. and Morton H.G (1983),Psychiatric problems in

childhood -a guide for nurses, pitman publication Ltd.

™ Brooks-Gunn, J.,(2005) The contribution of parenting to ethnic and

racial gaps in school readiness. Future of children.

™ Burns Nancy & Susan k.groove (1993), The practice of nursing

research conduct critique utilization, Philadelphia, W.B saunders
company.

™ Carlson ,J., Kurato, Y .,Ruiz., E., Ng., K.M., &young, J (2004). A

multi-cultural discussion about personality development.
™ Catherine stanger, (1999), Journal of chemical psychology,
agreement among parents, teachers and children on internalizing and
externalizing behavior problem.

™ Chadwick O ,Kusel.,(2008) Factors associated with the risk of

behavior problem in adolescent with sever intellectual disabilities.

™ Debora antain otong (2001) ‘psychiatric nursing, biological and

behavioural concepts’ W.B saunders company.

™ Demsey (1999) Nursing research, Newyork, Little Brown company.

™ Donald E greydances (1999) ‘behavioural pediatrics’ 2nd edition

;Springer verlag company USA.

™ Elizabeth B.hurlock (1980) Developmental psychology A-life span

approach, New Delhi, Tata MC grow Hill puplishing company ltd.

™ Gail .w. stuard et al, principles and practice of psychiatric nursing

Mosby Harcourt, India.

™ Gauss ,chice Y.N (2008) ‘parental characteristics, parenting style, and

behavioural problem among Chinese children with syndrome, sibling
control taiwan’.

™ Ghai .OP(2000) ,Essentials pediatrics, New Delhi, New age Gupta S

.P(1998), Statistical methods, New Delhi, chaos and sons publishers
limited.

™ Gupta ‘prevalence of behavior in school going children’ Indian

journal of pediatrics.

™ Gupta suraj (1995), Text book of pediatric, New Delhi, Jaypee

brothers medical publishers.
™ Hofstede ,G (2001).comparing values ,behavior science, Thousand
oaks,,CA sage publications.

™ Kalpan and shadock’s (1999), synopsis of psychiatry behavioural

sciences ,clinical psychiatry. New delhi B Z waverly pvt ltd.

™ Katz, L., woodin, E.(2002), hostility,hostile detahement, nad conflict

engagement in marriages; Effects on child and family functioning.

™ Kaufman, D., gesten, E., Sannta lucia, R.C., salcedo, O(2000) the
relationship between parenting styles and children’s adjustment,
Journal of child and family studies.

™ Kuppusamy (1984) ,Text book of child behaviour and development

Nikas publishing house.

™ Landerth catherine and Recd (1952) education of the young child,

school manual,London, Campman and hall ltd.

™ Love joy .H(1987), child health encylopedia, the complete guide for
parents, New york,Dell publishing co.

™ Maria stanhope, community and public health nursing 6th edition;

Mosby an affiliation of elsevier.

™ Parthasarathiv ‘’IAP Text book of pediatrics’’; 3rd edition (2007)

Jaypee brothers medical publishers, New delhi.

™ Polit, D & beck ‘gender bias in nursing’ research in nursing health.

™ Polit, dand Hunger ,B (1997) Essentials of nursing research.

Lippincott.
™ Rebecca P.A(2006) Effects of parenting style on personal and social
variables for asian, adolescents,Americal journal of orthopsychiatry.
™ Tamminen T (2006) culture promote the early development of
idenntity.

ONLINE REFERENCES
♣ Pubmed.com
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♣ Gurgle.com
 APPENDIX-I

LETTER SEEKING PERMISSION TO CONDUCT STUDY

MATHA COLLEGE OF NURSING
(Affiliated to the Tamilnadu Dr.M.G.R. Medical University)
Vaanpuram, Manamadurai – 630 606.
Sivagangai District, Tamilnadu.

Prof: Shaberabanu, M.Sc., (N), (PhD)

Principal
To
The President,
Manamadruai Union,
Sivagangai District.

Respected Sir / Madam,

Sub: Project work of M.Sc., Nursing student in urban area
around Manamadruai.
I am to state that Ms. Kalaivani. C one of our final year M.Sc.,
Nursing students has to conduct a project, which is to be a partial
fulfillment of university requirement for the degree of Master of
Science in Nursing.

The topic of research is ‘’A comparative study to assess the

behavioral pattern of single child and a child with siblings between the
age group of 6-12 yrs in selected area at Manamadurai’’. Kindly permit
her to do the research work in your rural area.
Thanking you.
Place : Yours faithfully
Date: Prof:Shaberabanu,M.Sc.,(N), (PhD)
Principal
 APPENDIX-II
LETTER SEEKING EXPERTS’ OPINION FOR CONTENT
VALIDITY OF THE TOOL
From
Ms. Kalaivani .c
M.Sc. Nursing, II Year,
Matha College of nursing, Manamadruai.
To
Through: The Principal, Matha College of Nursing, and
Manamadruai.
Respected madam,
Sub: Requisition for getting expert opinion and suggestion for
content validity of the tool.
I am a second year master degree student in Matha College of
Nursing, Manamadruai in partial fulfillment of Master Degree in Nursing.
I have selected the topic mentioned below for the research project to be
submitted to the Dr. MGR Medical University, Chennai.
Problem statement:
‘A comparative study to assess the behavioral pattern of single
child and a child with siblings between the age group of 6-12 yrs in
selected areas at Manamadurai’’.
I request you to kindly validate the tool and give your expert
opinion for necessary modification and also I will be very grateful if you
refine the problem statement and objectives.
ENCLOUSERS:
Statement of the Problem
Objectives
Hypothesis
Research Tool
Demographic profile
Modified behavioral check list

Thanking you.

Place: Manamadruai Yours faithfully

Date: Ms.Kalaivani.C
 APPENDIX-III
CERTIFICATE FOR VALIDATION

This is to certify that the tool developed for data collection by

Ms. Kalaivani. C Final year student of Matha College of nursing,
Manamadruai (affiliated to Dr.MGR Medical University) is validated and
can proceed with this tool and conduct the main dissertations entitled "A
comparative study to assess the behavioral pattern of single child and a
child with siblings between the age group of 6-12 yrs in selected areas at
Manamadurai."

Date :
Signature :
 APPENDIX-IV
LIST OF EXPERTS

1. Dr.PRABHAKAR NAVAMANI, MD.,DCH,

Navamani child specialty hospital
Madurai.
2. Prof. Mrs. SHABERA BANU., M.SC(N), PhD
Principal
Matha College of nursing
3. Prof. Mrs. THAMARAI SELVI., M.SC(N), PhD
Additional vice principal
Matha college of nursing.
4. Prof Mrs. JASMIMINE SHEELA, M.SC(N),phd
Principal
Mount Zion college of nursing
Pudukottai.
5. Prof Mrs.SARASWATHI,M.SC(N),Phd
Principal
Rama Chandra College of nursing,
5. Prof.Mrs. KAVITHA, M.sc(N)
Sara college of nursing
Dharapuram .
6. Prof. Mrs. HELEN RAJAMANICKAM., M.SC (N)
H O D of community health nursing
Matha College of nursing
 APPENDIX V

DEMOGRAPHIC VARIABLES
MOTHER
1. Mother’s age
a) 2o-23 yrs
b) 24-27yrs
c) 28-31yrs
d) Above 32yrs

2. Educational status
a) Illiterate
b) Primary
c) Secondary
d) Higher secondary
e) Graduate

3. Occupation
a) Home maker
b) Cooly worker
c) Professional
d) Any other

4. Monthly income
a) Rs.1500-2000
b) Rs.2001-5000
c) Rs.5001-10000
5. Religion

a) Hindu
b) Muslim
c) Christian

6. Type of family
a) Nuclear family
b) Joint family
c) Extended family

7. Parenting styles
a) Authoritarian
b) Permissive
c) Uninvolved
CHILD

1. Age
a) 6-8yrs
b) 9-10yrs
c) 11-12 yrs

2. Sex
a) Male
b) Female

3. Birth order
a) First child
b ) Second child
c) Third child

4. Educational status
a) 1st std
b) 2nd std
c) 3rd std
d) 4th std
e) 5th & above

5. No .Of children in the family

a) One child
b) Two child
C) Three child
d) Four child & above
 jdpegh; Gs;sp tpguk;

jhapd; tpguk;:

1. taJ:
m) 20-23 taJ
M) 24-27 taJ
,) 28-31 taJ
<) 32tajpw;FNky;
2. fy;tpj;jFjp:
m) fy;tpmwptw;wth;
M) njhlf;ff;y;tp
,) ,ilepiyf;fy;tp
<) Nky;epiyf;fy;tp
c) gl;ljhhp
3. Ntiy
m) tPl;by; ,Ug;gth;
M) $yp Ntiyghh;gth;
,) fy;tp ngw;wth;
<) gpw
4.khj tUkhdk;
m) &.1500 - 2000
M) &.2001 - 5000
,) &.5001 - 10000
5 kjk;
m) ,e;J
M) K];yPk;
,) fpwp];Jth;
<) gpw
6. FLk;g epiy
m) jdpf;FLk;gk;
M) $l;Lf; FLk;gk;
,) nghpaf;FLk;gk;
7. ngw;Nwhhpd; elj;ij
m) fl;Lghlhdth;
M) fl;Lghby;yhjth;
,) Rje;jpukhd
 jdpegh; Gs;sp tpguk;

Foe;ijapd; tpguk;

1. taJ
m) 6-8 taJ
M) 9-10 taJ
,) 11-12 taJ
2. ghypdk;
m) Mz;
M) ngz;
3. gpwg;G thpir
m) Kjy; Foe;ij
M) ,uz;lhtJ Foe;ij
,) %d;whtJ Foe;ij
4. fy;tpj;jFjp
m) Kjy; tFg;G
M) ,uz;lhk; tFg;G
,) %d;whk;tFg;G
<) ehd;fhk;tFg;G
c) Ie;jhk; tFg;G kw;Wk; mjw;FNky;
5. Foe;ijfspd; vz;zpf;if
m) xU Foe;ij
M) ,uz;L Foe;ijfs;
,) %d;W Foe;ijfs;
<) ehd;F Foe;ijfs; mjw;F
 APPENDIX VI
MODEFIED CHILD BEHAVIOUR CHECKLIST

The modified behavior checklist will be used to assess the

problems of the children. It is a 3 point scale and contains 50 items. Each
item score from 0,1,2 respectively for Not True, Sometimes True, Very
True. Indicate their choice by filling in one tick {/) mark for each item,
using this key.
Name of the child : …………………………………….
Child Status : Single child / Sibling Child

Not Sometimes Very

No Item
True True True
1 Acts too young for his / her age
2 Argues a lot
3 Fails to finish things he/she start
4 There is very little he/she enjoy
5 Bowel movement outside toilet
6 Bragging, Boasting
7 Can't concentrate, can't pay attention for
long
8 Can't get his/her mind off certain thoughts
obsessions
9 Can't sit still, restless or hyperactive
10 Clings to adults or too dependent
11 Complains of loneliness
12 Confused or seem to be in a fog
13 Cries a lot
14 Cruel to animals
15 Daydreams or gets lost in his/her thoughts
16 Demands a lot attention
17 Destroys his/her own things
18 Destroys things belonging to his/her family
or others
19 Disobedient at home
20 Disobedient at School
21 Doesn't eat well
22 Doesn't get along with other kids
23 Doesn't seem to feel guilty after
misbehaving
24 Easily jealous
25 Break rules at home, school, or elsewhere
26 Fears going to school
27 Fears he/she might think or do something
bad
28 Feels he/she has to be perfect
29 Feels or complains that no one loves
him/her
30 Feels worthless or inferior
31 Gets hurt a lot, accident – prone
32 Gets in many fights
33 Gets teased a lot
34 Hangs around with others who get in
trouble
35 Hears sound or voices that aren't there
36 Impulsive or acts without thinking
37 Would rather be alone than with others
38 Lying or cheating
39 Bites fingernails
40 Nervous, high strung, or tense
41 Nervous movement or twitching
42 Nightmares
43 Not liked by other kids
44 Constipated, doesn't move bowelss
45 Too fearful or anxious
46 Feels dizzy or lightheaded
47 Feels too guilty
'48 Overeating
49 Overtired without good reason
50 Overweight
Foe;ijapd; elj;ijf; fhuzpfisf; fz;lwptjw;fhd tpdhg;gl;bay;

Foe;ijapd; elj;ijfisAk;> gpur;ridfisAk; fz;lwptjw;fhd fPo;fz;l

tpdhg;gl;bay; jug;gl;Ls;sJ. 50 tpdhf;fisf; nfhz;l gy;tifj; NjHT tpdhthFk;.
xt;nthU tpdhtpw;Fk; 0>1>2 vd;w Kiwapy; kjpg;ngz; toq;fg;gLK; (cz;ik
my;y 0> rpyNeuk; cz;ik 1> cz;ik 2) rhpahd tpiliaj; NjHe;njLf;f (3) FwpaPL
,lTk;.

Foe;ijfspd; ngaH :
rpy
t. cz;ik
fhuzpfs; Neuk; cz;ik
vz;. my;y
cz;ik
1 tajpw;Nfw;w elj;ij cilatH.
2 mjpfk; tpthjk; nra;gtH.
3 njhlq;fpa gzpia Kbf;fj; jtWgtH.
4 Fiwe;j msNt kdkfpo;r;rp milgtH.
5 fopg;giwia cgNahfpf;fj; jaq;FgtH.
6 jw;ngUik kpf;ftH.
xU Ntiyapy; mjpf Neuk; ftdk; nrYj;j
7
KbahjtH.
8 kdij xUKfg;gLj;j KbahjtH
xNu ,lj;jpy; epiyahf ,y;yhjtH>
9
Xa;tpy;yhjtH> jd;idj;jhNd
 kpiff;gLj;jpf; nfhs;gtH.

10 taJ te;NjhNuhL kl;Lk; goFgtH.

11 Jdpik tpUk;gp.
12 Fog;gj;jpy; cs;stH.
13 mjpfkhf mOgtH.
14 tpyq;Ffisf; nfhLikg;gLj;JgtH.
gfy; fdT fhz;gtH (m) jd; Ra rpe;jidia
15
,og;gtH.
16 mjpff; ftdj;jpw;F Vq;FgtH.
17 jd; nrhe;j nghUl;fis mopg;gtH.
jd; FLk;gj;jpdH (m) gpwUila
18
nghUl;fis mopg;gtH.
19 tPl;by; fPo;g;gbjy; ,y;yhjtH.
20 gs;spapy; fPo;g;gbjy; ,y;yhjtH.
21 Kiwahf czT cz;zhjtH.
22 kw;w Foe;ijfNshL gofhjtH.
jd; jtwhd elj;ijfis Fw;wk; vd;W
23
czuhjtH.
24 vspjpy; nghwhik milgtH.
tPL> gs;sp kw;Wk; nghJ ,lq;fspy;
25
rl;lj;jpl;lq;fSf;F fl;Lg;glhjtH.
jk;ik mwpahkNyNa jPa nray;fis
26 nra;J tpLNthNkh> jPa vz;zj;ij epidj;J
tpLNthNkh vd mQ;Rjy;.
27 gs;spf;Fr; nry;y mQ;RgtH.
kpf ey;ytdhf ,Uf;f Ntz;Lk; vd;W
28
czUjy;.
gpwH ek;ik Nerpf;ftpy;iy vd;W
29
czUjy; (m) Fw;wk; rhl;LgtH.
30 jho;T kdg;ghd;ik cilatH.
Njhy;tpapdhy; mjpf kdr;NrhHT
31
milgtH.
32 gyhplk; fhuzkpd;wp rz;ilapLgtH.
33 gpwuhy; ,fog;gLgtH.

34 Jd;gk; cilatdplk; neUq;fp ,Uj;jy;.

35 ,y;yhj xU rj;jj;ij ,Ug;gjhf czUjy;.

Nahrpf;fhky; nray;gLgtH (m) vspjpy;
36
czHr;rptrg;gLgtH.
$l;lkhd ,lq;fspy; gpwNuhL neUq;fp
37
,Uf;fhky; jdpikia tpUk;GgtH.
38 ngha; nrhy;gtH> Vkhw;WgtH.
39 mbf;fb efk; fbg;gtH.
Rpwpa tp~aq;fSf;F mjpfk; gjl;lkilgtH
40
(m) kd mOj;jk; cilatH.
41 nray;fis gjl;lj;NjhL nra;gtH.
42 ,utpy; nfl;l fdTfisf; fhz;gtH.
43 kyr;rpf;fy; cilatH.
44 gpw Foe;ijfshy; tpUk;g;glhjtH
45 mjpf gak; (m) tpuf;jp czHT
46 mbf;fb ,Nyrhd jiyr;Rw;wiy czHgtH.
47 mjpff; Fw;w czHT cilatH.
48 mjpfkhf czT cz;gtH.
Kiwahd fhuzk; ,y;yhky; fisg;G
49
milgtH.
50 mjpf cly; vil cilatH.
 APPENDIX VII
SELR INSTRUCTIONAL MODULE ON IMPROVING
CHILDREN BEHAVIOUR PATTERN

Behavioral problems are caused by multiple factors. No single

event is responsible for this condition. The important contributing factors
are faulty parental attitude, inadequate family environment, mentally sick
or handicapped condition, influence of social relationship, influence of
mass media. So in order to prevent the behavioral problems and to
improve the child behavior. Three steps should follow;
• Relationship
• Planning
• Response

Relationship
A loving stable relationship between parents and children needs
for child’s healthy social development. Tell your child’s to love him and
show your love by taking time to listen to play and to teach. It is
strengthened by your relationship.

Planning
Planning is the best secret of good parenting watch your
expectation. So that you plan for the good behavior rather than dread the
worst. Most of the behavior problems occur during times of transition
adjustment. It is easy to see that bad behavior is a natural reaction to
challenges that the child doesn’t yet have the skills to accomplish.
Planning involves knowing the changes of your child.
Response

Attentiveness and response are the tools for improving your child’s
behavior. An understanding of behavior modification principles will help
you plan your responses to improve the b ehaviour.

How to cope child with behavior problems

a) Provide many opportunities for active physical play.

b) Find everyday to listen to him talk about something that interests
c) Help him find a group where he can feel a sense of belonging.
d) Have just a few rules but enforce them consistently.
e) Be an active listener
f) Avoid arguments and power struggles
g) Discontinue physical punishment to prevent of break a negative
cycle that could lead to abuse, resentment and feelings of
worthlessness.
h) Learn new parenting skills

Build a healthy bond

a) Talk to your child as much as possible
b) Speak to your in a loving and caring manner.
c) Make eye to eye contact
d) Touch and hold your child lovingly and tenderly
e) Do not expect too much from your child
f) Appreciate the things that your child does best
g) Listen to your child to build a circle of friends provide support and
confidence to your child when he faces the realities of life
h) Encourage independent thinking.
Importance of behavioral changes in children
1. Bring up normal behavior in children depends on the child’s age
personality , physical, emotional development.
2. Determine the child’s behavior socially, culturally and
developmentally appropriate to the age.
3. Know what to expect from a child at each age to decide the normal
behavior.
4. Introduce a new behavior and reinforce it by rewarding the child.

Principles of parent in changing child’s behavior

a) Change your initial response
b) Practice with your child behavior that you want
c) Minimize the behavior you don’t want
d) Spotlight the appropriate behavior.

Guiding children’s behavior

a) Promote positive behavior
Both parents and care giver who use positive reinforcement find
it self fulfilling prophecy. Be very specific about the compliments and
praise you give.

b) Expect children to obey

Give children an option unless there is a question of personal safety
or health, when there is destruction or aggression involved, or when you
as adult decide the situation calls for prompt action.
c) Maintain fairness and consistency
The parents should deal with challenges in a matter of fact, calm
manner. Learn about developmental stages of children and their
accompanying physical, social , emotional and intellectual needs.

d) Allow the expression

Allow a child to express his or her feelings allowing such
inappropriate expressions as hitting or hurting others. Providing quite
time alone with a favorite toy or blanket to help a child to relax and calm
down.

f) Think and plan for the future

Remember that your goal is for the child to achieve self discipline.
The way in which adults treat children and each other in your program
serves as a model for children. Though it all keep your sense of humor
and remind yourself of your successes and of the important role you play
in caring of children.
 Appendix VIII
Behavior of Single Child
Behavior of Child with Sibling
 
INDIVIDUAL MODIFYING FACTORS LIKELIHOOD
  DEMOGRAPHIC PERCEPTION OF ACTION

  VARIABLES:
GOOD
MOTHERS
   
Age
  Educational status Single child AVERAGE
Assess the The Nursing
  Occupation
Income
behaviour pattern interventions
POOR
  of children focus on
Religion
  Type of Family between the age of providing
6 to 12 yrs. GOOD guidance to the
  Parenting Style
CHILD mother to modify
 
[

Age Sibling Child the child

AVERAGE
  Sex behaviour.

  Birth order
Educational status POOR
 
Number of children
 

   

   

Fig: 1 MODIFIED ROSENSTOCK AND BECKER’S HEALTH BELIEF

MODEL AS CONCEPTUAL FRAMEWORK.

13