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KERALA AGRICULTURAL UNIVERSITY
DEPARTMENT OF HOME SCIENCE
COLLEGE OF AGRICULTURE
VELLAYANI
PROJECT REPORT
IMPARTING TRAINING FOR HORTICULTURE PRODUCTION THROUGH
HORTICULTURE THERAPY
FOR PHYSICALLY AND MENTALLY CHALLENGED CHILDREN
2008-2009
SUBMITTED TO
STATE HORTICULTURE MISSION, KERALA
ACKNOWLEDGEMENT
We would like to thank the State Horticulture Mission for providing and enhancing this
valuable productive project.
Our deepest thanks and appreciation goes to all staff members and children of the
institutes where we conducted the project. Our sincere gratitude to Mrs. Helen Azaraih, the
Director of Centre for Rehabilitation of the Disabled, Palayam. Mrs Hassena, Principal of St.
Peters School for Mentally Challenged Children, Pongumoodu. Dr Pillai , Director of PRS
PillaicMemorial, Balavikas Institute for Mentally Retarded Children, Peroorkada.
Our gratitude to Dr.K. Prathapan for his continuous & never ending support to this
programme.
We would like to thank and appreciate Hon�ble Minister , Ministry of Devaswom, Shri.
Kadannapalli Ramachandran for inaugurating the one day workshop on �Child development
through Horticulture Therapy�. Our thanks to the, staff of the Government Guest House,
Thycaud for providing the perfect backdrop to the workshop which was held at the Banquet hall ,
the facilities provided by the Guest House were spectacular.
We owe our thanks to Dr.K.Harikrishnan Nair, Dean, College of Agriculture,
Vellayani for his Productive and Constructive comments. At last but not least our appreciation
to Dr.P. Sivaprasad who�s help and guidance provided us the way forward.
With regards
Dr Beela.G.K and Dr B.R. Reghunath
Sl. No CONTENTS Page No.
1 EXECUTIVE SUMMARY 1
2 INTRODUCTION 2-3
3 BACKGROUND 4
4 OBJECTIVES 5
5 METHODOLOGY 5-21
6 IMPACT EVALUATION OF THE PROJECT 22
7 RESEARCH FINDINGS 22-24
8 CONCLUSION 25-27
9 RECOMMENDATIONS 28
10 APPENDICES
11 REFERENCES
1
EXECUTIVE SUMMARY
Principal Investigator : Dr. Beela G.K, Assistant Professor,
Dept of Home Science,
College of Agriculture, Vellayani
Co- Investigator : Dr. Reghunath B. R,
Professor of Horticulture
Dept. of Plantation Crops & Spices
College of Agriculture, Vellayani
Technical Assistants : Mrs. Shunmukha Priya.S
Ms. Preetha. L
Ms. Asha Devi
Ms. Manirekha M.R
Reporting period : December 2008- February 2010
Date of this Report : February 2010
2
INTRODUCTION
Horticultural Therapy is an integrated approach to human development
using horticulture with behavioral science. It is a multi disciplinary program of
study involving fields such as psychology, child development, land scape
architecture, education, gerontology, sociology, urban planning and
horticulture.
Man has two way of being creative by fostering life by acquiring objects.
Growing plants exclusively on a commercial basis should have been named
�Hortonomy� which is done with the concept & behavior of acquiring. Growing
plants for pleasure could be called the typical �Horticulture�, for it is based
mostly on the concept and behavior of fostering. �Horticulture� provides not only
the concept and behavior of fostering but also that of acquiring through
harvesting and admiring horticultural products and accomplishments which are
obtained by one�s own efforts. These concepts and behaviors of fostering and
acquiring are learned through horticultural activity in ones daily life. Thus,
Horticulture satisfies both requirements for being creative. That is
�Horticulture� by itself enables one to live as man should live. This is how
horticulture becomes therapy and can be fascinating hobby.
Horticulture Therapy is capable of helping children of special needs
adapt, cope develop and expand their personal abilities and potentials. The role
of the horticultural therapy and the use of the natural environment as a model
for the development of disabled children can help incorporating horticulture
program in the special education curriculum.
Horticulture Therapy is the science and practice of using plants and
plant related activities in a treatment setting. It is especially useful as a
therapeutic tool. Studies has shown that Horticulture Therapy provide benefits
to special education students, to vocational rehabilitation of handicapped
individuals, in substance abuse treatment and in geriatrics facilities. A recent
report has shown that human stress indicators can be reduced through
horticultural vocational training.
3
Studies have shown that plants have aesthetic and spiritual qualities.
They provide a sense of connection to life and time and can restore order
working in a garden produces peaceful concentration and takes ones focus off of
the disability.
When Horticulture Therapy is incorporated into a rehabilitation plan,
patients experience more enjoyment in their recovery and reduced stress
anxiety.
Horticulture Therapy is universally adaptable and validated by research.
Horticulture Therapy is a quiet pursuit that allows temporary freedom from
everyday stress. It provides feed back without criticism and rewards care and
attention to detail.
Studies show that Horticulture therapy can alleviate depression improve
motor skills, encourage work adjustment, social interaction and
communication, teach problem solving, develop self confidence and enhance self
esteem.
Horticulture Therapy has proven beneficial to many types of people
particularly those who are physically or developmentally disabled, mentally ill,
elderly, substance abusers and socially disadvantaged.
4
BACKGROUND
In India, there are more than 50 million children with disabilities.
Despite the belief that these children should share the some quality of life as all
children there are no gardens specially designed and built for children with
disabilities. In addition there are no hospitals, rehabilitation facilities or other
institutions through horticulture. The Government of Kerala reports that 21,000
children are identified to be challenged or disabled in Thiruvananthapuram
district.
In Asia, there has been a great recognition of the use of gardening and
horticulture as therapy and in 1997 the Food and Agriculture Organization of
the United Nations published an interesting article on Horiculture Therapy. In
May 1997, FAO sponsored a Round Table Meeting on the "Integration of
Disabled People in Agricultural and Agro-industry Systems", held at Bangkok.
During this Round Table Meeting, substantial issues were considered, including
the status disabled persons in agricultural systems, specially disabled persons
in rural areas, the visually and mentally disabled persons in agriculture. FAO
has now started on the path of developing articulated policies and strategies for
improving the poverty alleviation and income generating capacities of the
disabled, an important sector of the rural poor.
This project worked closely with people and organizations in order to help
grow and nurture horticulture therapy. Hence this project will be a head start
for incorporating horticulture therapy as a part of curriculum in the state.
5
OBJECTIVES OF THE PROJECT
The objectives of the project are as follows:
1. To empower the physically and mentally challenged children through
horticultural therapy and enable them to generate income through the
skills attained
2. To give scientific validation of impact of horticultural therapy on the psycho
motor and social development.
3. To evaluate whether children participating in PROJECT benefited by an
improvement in self esteem, inter personal relationship, attitude towards
school and stress management.
4. To create and evaluate a time efficient evaluation tool to assess individual
progress in horticultural therapy programmes.
METHODOLOGY
Nature of the study:
The project is basically a participatory approach study which examines
the impact of Horticulture therapy on the physically and mentally challenged
children through training on horticulture production and other related
activities.
Design of the study:
The methods used to test the hypotheses and meet the objectives in
connection with the present study are discussed under the following heads
1) The Sample / Participants
2) The Tool
3) Description of the Tool
4) Main Study
5) Statistical Techniques used
6
The Sample / Participants:
In the present study sample comprised of 50 physically challenged and
50 mentally challenged children in the age group of 12-18 yrs. The children
were selected using the purposive sampling method.
A purposive sampling is a technique in which a designed number of
sample unit is selected deliberately upon the objective of the enquiry (Young,
1986)
Purposive sampling method was selected as sampling technique in the
present study because since it was an action research only those physically
challenged children who are interested in and capable of doing gardening
activities were selected. Also, the subject experts found this method of sampling
most suitable for the present project.
The Tools used to collect data:
For collection of data, the following tools were used in the present project.
Tool 1: Socio-economic Characteristics- Questionnaire
For collecting the general socio-economic and family background of the
participants questionnaire was constructed.
Tool 2: Motor Skills-Observation Schedule using picture cards
For studying the gross and fine motor skills of the children an
observation schedule using pictures was made.
Tool 3: Emotional Expressions - - using picture cards
For studying the emotional expression of the children an observation
schedule using pictures was made.
Tool 4: Psychometric scales: Self Esteem, Self Concept
For assessing the self esteem and self concept of the samples before and
after imparting Horticulture Therapy a rating scale in the form of a
questionnaire was constructed.
7
Preparation of the Tools:
In the present study, questionnaires were developed strictly in
accordance with the questionnaire construction principles. Next to the choice of
suitable topic and population, probably no other aspect of a questionnaire study
is more crucial to the success than is the adequacy of the questionnaires itself.
The first step in the construction of an adequate questionnaire was to
attain a thorough grasp of the field and a clear understanding of the objectives
of the study and the nature of data needed. Items on any questionnaires
satisfied three conditions in order to be effective. First the respondents should
understand the questions asked. Secondly the respondents should attribute the
same meaning to the questions as the investigators. Thirdly, questions need to
be phrased in such a way that the respondents can answer out of his own
experience or feelings and not an what he/ she thinks �ought� to say or believes
that the investigator wants him to say or thinks that some one like himself
might say. The questions were made clear and unambiguous.
Collection of Statement:
The first step in the preparation of rating scale was to obtain statements
to which the samples having different feelings will respond differently. The
investigators collected statements from various books, journals, magazines,
after discussions with specialists and experts in the similar field. Considering
the subjects, as they are the physically and mentally challenged children,
investigators took care to prepare short questionnaires.
Editing of statements for the pre-test scale:
The statements were edited to ensure terminology consistent with the
purpose to be served and to ensure their appropriated ness for the three
alternative responses, the investigators decided to allow. Statements having
even slightly doubtful presentations were dropped.
8
Pre-Testing
The main objective of the pre-testing were
1. To find out the difficulties of the participants in understanding the
meaning of the terms.
2. To find out weak or defective terms.
3. To estimate the discrimination power of each individual item.
4. To finalize the number of items to be included in the final schedule.
The questionnaire was finalized after pretesting was carried out.
Selection of the Institutions:
Three institutions were selected based on the number and characteristics of
challenged children
1) Centre for Rehabilitation of the Disabled , LMS compound Palayam.
The project was formally launched on 3rd Dec 2008 � the World Disability
Day at the centre for Rehabilitation of the Disabled (formerly polio home). Dr. K.
Prathapan, Director of State Horticulture Mission, Kerala, presided the function.
Dr.K. Hari Krishnan Nair, Dean, College of Agriculture, Vellayani, inaugurated
the project by donating an Ashoka Tree seedling to the centre. Dr.P. Sivaprasad,
Associate Director of Research, College of Agriculture, Vellayani felicitated the
function.
2) P.R.S Pillai Memorial Balavikas Institute School for Special Children,
Peroorkada
The programme was inaugurated by Dr.K. Hari Krishnan Nair , Dean,
College of Agriculture on 5/3/09. The project was initiated at the centre from
then.
3) St. Peter�s School for Mentally Challenged Children, Pongumoodu
The project was inaugurated by Dr.K. Hari Krishnan Nair, Dean College of
Agriculture on 13/10/09, by donating an Ashoka seedling to the centre and
the Horticulture Therapy project came into from 13/10/09 at the centre.
Dr.Mary Ukkuru,Professor and Head,Department of Home Science also
attended.
9
Dr.K. Hari Krishnan Nair, Dean, College of Agriculture giving the inaugural
address at St. Peter�s Centre for Mentally Challenged Children
Screening the Sample
Based on their disabilities the children were categorized as mild,
moderate and severely disabled. Children those who were mild and moderately
challenged were selected as participants for horticulture therapy
Selection of Sample
Fifty physically challenged and fifty mentally challenged children were
selected as participants, after having discussion with the special educators from
each school. An orientation class was given to the special educators and staff in
each school, for creating awareness on Horticulture Therapy and its
effectiveness.
The Main Study
The study was carried out in the following steps:-
I. Pre Horticulture Therapy
II. Horticulture Therapy
III. Post Horticulture Therapy
10
I Pre Horticulture Therapy Session
In this session, the personal and socio- economic characteristics of the
children were assessed with the help of the teacher. Psychometric tests were
also administered to assess the participants with respect to motor skills, self
esteem, emotional expression and stress.
II Horticulture therapy Session
i. Training on Horticulture Production: This session included imparting
training on plantation and raising a Horticulture therapy garden.
Figure 1: Dr. B.R. Reghunath, (Professor of Horticulture, Plantation Crops
and Spices) handling sessions on �Horticulture production�.
ii. Raising Special Child�s Garden or Horticulture Therapy Garden
The area chosen in each centre was such that it was easily accessible to
the physically, mentally challenged children. The selected area was ploughed
11
well and a grass path of 3 feet was kept so that physically challenged children
can walk through.
As the participants of the present project were physically and mentally
challenged children, the concept of the raised Horticulture Therapy Garden was
with �NO DIG CONCEPT�. The plants were raised in clay pots, gunny bags, glass
containers and hanging baskets as these procedures do not require digging with
spade.
Potting mixture was prepared using river sand, red loam, dried cattle
manure, bone meal in the ratio 1:2:1 respectively. Later this mixture was filled
in polyethylene cover, clay pots, gunny bags and hanging baskets with the help
of children and labour. After filling the sacks they are kept apart at a distance of
50cm each so as to enable easy intercultural operations. Seeds were first sown
in polyethylene cover and after 2 weeks the sprouted seedlings were
transplanted to clay pots, gunny bags and hanging baskets filled with potting
mixture. In addition to the seeds, stem cuttings were also planted. The potted
plants were regularly irrigated by the children, with sponges which in turn help
to improve their fine motor skills. Regular monitoring of the horticulture
therapy garden was done by the staff and the children.
Figure 2: Seedlings transplanted to gunny bags filled with potting
mixture
12
Figure 3: A pond maintained in the Horticulture Therapy Garden by the
children at Centre for Rehabilitation of the Disabled, Palayam
The plants grown in the Horticulture Therapy garden were
1. Ornamental plant like Rose, orchids, Begono, Mari gold, Zenia, Portulaca
2. Vegetables like tomato, bindhi, amaranthus, bitter gourd, snake gourd,
cucumber, beans
3. Fruits like papaya
4. Tubers like sweet potato, tapioca
5. Medicinal and Aromatic plants like ocimum, panikurka, nelli, kartarvazha,
neela amari, chittaratha, satavari, brahmi, turmeric etc.
Figure 4: Each child was allotted with a plant and the child was
asked to name the plant
13
Asking the children their interest, a plant was allotted to them, with a
name suggested by them to the plant. They were also informed that they will be
responsible for the plant that has been allotted to them.
Figure 5: Children using sponge to water the plants which enhances their
Fine Motor Skills
Physically challenged children were asked to water the plants using the sponge
so that when they squeeze the sponge , it enables them to improve their motor
skills.
Figure 6: Weeding and pruning done by the children
After one month, poultry manure, coir pith compost vermi compost were
applied. Fortnightly weeding and pruning was done by the children. Botanical
pesticides were applied for controlling pests from the plants. Botanical
pesticides used were neem oil, bar soap, garlic extract, chilly and kerosene and
tobacco decoction.
14
Figure 7: Harvesting done by the children
At correct stage, maturity of each plant, harvesting was done by the
children.
iii. Horticulture Therapy Activities
Horticulture therapy activities imparted to the physically challenged
children were:
a. Making name tags using leaves and flowers
Specific goal of the activity:
Increase mobility
Increase self concept and esteem
Improve fine motor skills
Improve co ordination and balance
Provide an environment to interact with others
Provide an environment to learn and be inspired by others.
Children participating in the project were instructed to pin the name tag
on their dress before doing any Horticulture therapy activity.
15
b. Clay Modeling and Designing a Garden using clay
Specific goal of the activity:
Improve fine and gross motor skills
Improve co-ordination and balance
Increase muscular strength
Provide an out let for stress, anger and emotions
Increase attention span
Encourage self expression and creativity
Figure 8 : Children using clay while designing a garden
c. Sand Craft
Specific goal of the activity:
Improve fine and gross motor skills
Improve co-ordination and balance
Increase muscular strength
Increase attention span
Encourage self expression and creativity
16
d. Dry flower picture frames
Specific goal of the activity:
Improve fine motor skills
Improve co-ordination and balance
Encourage creativity
Create commitment to living things
Improve self esteem
Figure 9: Mentally challenged children coming up with creative ideas
using dry flower.
e. Fresh flower arrangement
Specific goal of the activity:
Improve fine motor skills
Improve co-ordination and balance
Encourage creativity
Create commitment to living things / plants
Improve self esteem
Figure 10: Various styles of Ikebana tried out by the children.
17
f.Combination planting
Specific goal of the activity:
Provides choice and abilities to use problem solving
Encourage self expression and creativity
Improve fine motor skills
Improve co-ordination and balance
Improve self esteem
Create commitment to living things/ plants
Build independence
Figure 11: Combination Planting
f. Making Greeting Card
Specific goal of the activity:
Improve fine motor skills
Improve co-ordination and balance
Encourage creativity
Create commitment to living things
Improve self esteem
18
Figure 12: Horticulture therapy garden raised by the physically
challenged children at Centre for Rehabilitation of the Disabled,Palayam
III. POST HORTICULTURE THERAPY SESSION
Post training survey was conducted and the children were subjected to
standardized psychometric tests and rating scales to measure the effects of
Horticulture therapy.
In order to assess the impact of Horticulture therapy on psychomotor and
social development of the physically challenged, the selected physically
challenged were subjected to the standardized psychometric tests like self
concept, self esteem and stress tests. The motor skills of the children were
observed systematically using �Inter Observer Agreement Method� before and
after attending Horticulture therapy activities.
Figure 13: A child expressing his emotions using picture card
19
WORKSHOPS AND EXHIBITIONS
ONE DAY WORKSHOP ON CHILD DEVELOPMENT THROUGH
HORTICULTURE THERAPY - 2009.
A one day workshop was organized in order to create awareness on
Horticulture Therapy and its benefits. The workshop was in bloom in the last
week of November on 25th. Around 150 participants came from
Thiruvananthapuram, Kollam, Ernakulam, Ireland and Germany.
Devaswom Minister Shri. Kadannappally Ramachandran inaugurated the
workshop with his inaugural address �Sustaining wellness:drawing from the roots
of Horticultural therapy�. The Director of Research, Kerala Agricultural University
continued the momentum with his presidential address �Gardening to nurture the
body and spirit. The importance of plants to the quality of life.� Dr.K. Prathapan ,
the Mission Director, State Horticulture Mission and Dr.P. Sivaprasad, Associate
Director of Research, Kerala Agricultural University presented felicitation
address. The work shop continued with more informative section, which was
handled by Dr. Beela G. K. (Principal Investigator) and Dr. B.R. Reghunath (Co-
Principal Investigator).
The sessions explored how and why horticulture therapy is effective from a
psychological perspective. It described and demonstrated techniques to
communicate effectively and encourage constructive change in horticulture
therapy programme. Horticulture therapy workshop was designed to train
professionals in the core knowledge to get a brief idea and orientation on practice
of Horticultural Therapy. The workshop also gave an opportunity to learn and
implement therapeutic garden characteristics, design elements, roles of the design
team, therapeutic activities, garden care and evaluation to support activity
programmes and rehabilitation therapies.
20
The workshop also featured round table discussions and interactive
presentations. All facts of horticultural therapy were represented offering a wealth
of information to take back to their respective work places and volunteer
opportunities. Attendees also got the chance to watch the horticultural therapy
activities and crafts which was exhibited.
HIGHLIGHTS OF THE ONE DAY WORKSHOP ON CHILD DEVELOPMENT
THROUGH HORTICULTURE THERAPY
Figure 14: Hon�ble Minister Shri Kadannappali Ramachandran
inaugurating the workshop by lightening the lamp
Figure 15: Inaugural Address by Hon�ble Minister Shri Kadannappali
Ramachandran
21
Figure 16: Participants attending the workshop
Figure 17: Exhibition organized as a part of the workshop
22
IMPACT EVALUATION OF THE PROJECT
Pre and post Horticulture Therapy Psychometric scores were statistically
analysed to find the impact of Horticulture Therapy.
Data Analysis
Paired�t� test was used to find the significant in the differences in motor
skills, self concept, self esteem and stress before and after attending the
Horticulture Therapy.
RESEARCH FINDINGS
Table I
Showing significance of differences in pre and post Horticulture therapy
Paired Samples Statistics
Mean N Std.
Deviation Std. Error
Mean
Pair 1 Emotions pre 6.95 57 2.510 .332
Emotions post 13.32 57 3.376 .447
Pair 2 Motor pre 6.67 57 1.756 .233
Motor pos 8.21 57 1.398 .185
Pair 3 Stress pre 16.61 57 1.698 .225
Stress post 11.51 57 2.080 .275
Pair 4 Self pre 6.44 57 2.044 .271
Self post 12.67 57 1.574 .208
23
Graph I
Showing significance of difference in pre and post Horticulture therapy
Paired Samples Correlations
N Correlati
on Sig.
Pair 1 Emotional pre & Emotional
post
57 -.015 .913
Pair 2 Motor pre &
Motor post 57 .626 .000
Pair 3 Stress pre &
Stress post 57 -.009 .946
Pair 4 Self pre & self post
57 -.215 .109
24
Paired Samples Test
Paired Differences t df Sig.(2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence
Interval of the Difference
Lower Upper
Pair 1
Emotional pre & Emotional post
-6.368 4.237 .561 -7.493 -5.244 -11.348 56 .000
Pair 2 Motor pre & Motor post
-1.544 1.402 .186 -1.916 -1.172 -8.311 56 .000
Pair 3 Stress pre & Stress post
5.105 2.697 .357 4.390 5.821 14.291 56 .000
Pair 4 Self pre & Self post
-6.228 2.835 .375 -6.980 -5.476 -16.587 56 .000
The table depicts that there is a significant difference in the scores of
emotional expression, motor skills, and self esteem in pre and post Horticulture
Therapy. The table shows that the pre horticulture therapy stress score was
higher than the post horticulture therapy stress scores. The pre horticulture
therapy scores of self esteem, motor skills and emotional expression were lesser
than the post horticulture therapy scores.
25
CONCLUSION
The research findings of the present project implies that Horticulture
Therapy can improve the motor skills of the physically challenged children.
There is a remarkable improvement in the self esteem, self concept of the
children who underwent Horticulture therapy. The children also develop their
emotion expressing skills. Horticulture therapy is also an activity to reduce
stress.
The broad range of activities captured the attention of everyone including
the teachers and parents. Children were able to interact among themselves and
questions were asked during each activity. Hands on activities allowed the
children to practice what they learned in their training session.
Developmental Therapist
/ Child Development Expert
Special Educators
&
Institution staff
Horticulturist
HORTICULTURE THERAPY
CHILD
The horticulture therapy focuses on the child who takes part in the
therapeutic activities. It is a team work of three groups coming together in
achieving the goal. Child Development Experts, Horticulturists and Special
educators come together and need to work as a team focusing on the child
development through horticultural therapy.
26
PLANT
PARENT
CHILD
Support thru
Horticulture
therapy
Developmental Therapist Horticulturist
Developmental Therapist And Special Educators
Horticulture therapy is a process of cyclic system of support. In this
process the child supports the plant. The plant supports the parents by giving
yield which can add on their daily purchase of vegetables and fruits. The parent
again supports the child and it encourages in supporting the plant. The child is
monitored and supported by a developmental therapist. A plant is protected and
maintained with the help of a horticulturist. Developmental therapist and
Institutional staffs regularly supports the parents by counseling and motivating
them.
A garden raised bed is ideal
for children on wheel chair .
27
The benefits of Horticulture therapy are the following
Physical benefits
Increases mobility
Improves fine motor skills
Increases muscular strength
Improves co-cordination and balance
Mental benefits
Increases independence
Provides an out let for stress, anger and emotional expression
Increases self esteem
Increases attention span
Provides choices and abilities to use problem solving
Encourages self expression and creativity
Social benefits
Provides an environment to interact with others
Provides an environment to learn and be inspired by others
Reverses the dependency of others
Creates commitment to living things
Horticulture therapy can be implemented at:
Hospitals
Rehabilitation centres
Vocational training centres
Nursing homes
Schools
Botanical gardens
Health resorts
28
RECOMMENDATIONS
The present project has shown that horticulture therapy is highly
effective in developing motor skills, self esteem and emotional expressions. It
also helps in reducing stress among the physically and mentally challenged
children. Therefore it is recommended that every special education centres in
the state should adopt Horticulture therapy as a curriculum.
Horticulture therapy will become successful only when the developmental
therapist, horticulturist, special educators and parents work together, support
each other. More over they all have to work as one team for the welfare of the
children.
29
APPENDICES
I
SCHEDULE TO ELICIT THE PERSONAL AND SOCIO -ECONOMIC
CHARACTERISTICS OF THE RESPONDENTS
1. Name :
2. Age :
3. Address:
4. Class:
5. Religion: 1) Hindu
2) Christian
3) Muslim
6. Type of family:
1) Nuclear family
2) Joint family
7. Family Composition
Details regarding family members:
SI
no
Name of family
members Relationship Age
Educational
status Occupation
Income
from
occupation
8. Other sources of income
SI no Sources Income
9. Total number of children in the family :
10. Number of brothers / sisters :
11. Ordinal position of the respondent :
12. Types of challenges :
1) Mild
2) Moderate
3) Severe
33
IV
PSYCHOMETRIC SCALES
1. Subjective happiness scale
Sl. No.
Question 1 2 3
1. In general, I consider myself Not a very happy person
Somewhat a Happy person
Avery happy person
2. Compared to most of my peers, I
consider myself
Less happy Some what
happy
Very happy
3. Some people are generally very happy. They enjoy life regardless of
what is going on, getting the most out of everything. To what extent does this characterization describe
you?
Not at all Some times A great deal
4. Some people are generally not very happy. Although they are not
depressed, they never seem as happy as they might be. To what
extent does this characterization describe you?
Not at all Some times A great deal
2. The Satisfaction with Life Scale
SL
No. Question
1
Disagree
2 Neither Agree
or Disagree
3
Agree
5. In most ways my life is close to my ideal.
6. The conditions of my life are excellent.
7. I am satisfied with life.
8. So far I have gotten the important things I want in life.
9. If I could live my life over, I would change almost nothing
34
3. The Trait Hope Scale
SI.
No. Question
1
False
2 May be false
or may be true
3
True
10. I can think of many ways to get out of a jam.
11. I energetically pursue my goals.
12. I feel tired most of the time.
13. There are lots of ways around any
problem.
14. I am easily downed in an argument.
15. I can think of many ways to get the
things in life that are important to me.
16. I worry about my health.
17. Even when others get discouraged, I know I can find a way to solve the problem.
18. My past experiences have prepared me well for my future.
19. I've been pretty successful in life.
20. I usually find myself worrying about something.
21. I meet the goals that I set for myself.
35
4.Inspiration Scale
SL No
Question 1 2 3
22. How often does experience inspiration happen to you
Never Some times Very often
23. Something I encounter or experience inspires me.
Never Some times Very often
24. I am inspired to do something Never Some times Very often
25. I feel inspired Never Some times Very often
5. Day-to-Day Experiences
SL
No. Question
1
Always
2
Some times
3
Never
26. I could be experiencing some
emotion and not be conscious of it until some time later
27 I break or spill things because of carelessness, not paying attention,
or thinking of something else.
28 I find it difficult to stay focused on what's happening in the present.
29 I tend to walk quickly to get where I'm going without paying attention to what I experience along the way.
30 I tend not to notice feelings of physical tension or discomfort until
they really grab my attention
31 I forget a person's name almost as soon as I've been told it for the first
time.
32 It seems I am "running on automatic," without much
awareness of what I'm doing.
33 I rush through activities without being really attentive to them.
36
34 I get so focused on the goal I want
to achieve that I lose touch with what I'm doing right now to get
there.
35 I do jobs or tasks automatically, widiout being aware of what I'm doing.
36. I find myself listening to someone with one ear, doing something else at the same time.
37. I drive places on 'automatic pilot' and then wonder why I went there.
38 I find myself preoccupied with the future or the past
39 I find myself doing things without paying attention.
40 I snack without being aware that I'm eating.
V ACTIVITY PARTICIPATION CHART
Sl. No
Name of the Participant
Date
Activity I II III IV V VI VII VIII IX X
TOTAL SCORE Key: Attendance X=Present Y=Absent
Participations 0=Present but not active 1 = Active with direct assistance 2 = Active independent
37
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Recommended