“A STUDY TO EVALUATE THE EFFECTIVENESS OF INFORMATION

BOOKLET ON KNOWLEDGE REGARDING SIBLING RIVALRY AND ITS

PREVENTION AMONG MOTHERS OF UNDER FIVE CHILDREN AT DR.MEHTA

HOSPITAL,GLOBAL CAMPUS CHENNAI”.

By

REG.NO: 300220515502

Dissertation Submitted to the

THE TAMILNADU DR.M.G.R.MEDICAL UNIVERSITY

Chennai, Tamil Nadu.

In partial fulfillment

Of the requirements for the degree of

MASTER OF SCIENCE

IN

CHILD HEALTH NURSING

SRI ADICHUNCHANAGIRI SHIKSHANA TRUST(R)

Dharmarathnakara Dr. Mahalingam Institute of

Paramedical Science and Research,

Sakthi Nagar, Bhavani, Erode.

OCTOBER – 2022.

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 ACKNOWLEDGEMENT

“DON‟T THINK OF THE THINGS YOU DIDN‟T GET AFTER PRAYING THINK OF

THE COUNTLESS BLESSING GOD GAVE YOU WITHOUT ASKING”

The researcher express his almost thankfulness to the almighty and are blessed in so

many ways, many things we take for granted we should stop and be thankful each and every day.

With the blessings of His Holiness Bairavaikya Padmabushna Dr.Sri Sri Sri

Balagangadharanatha Mahaswamiji, Sri Adichunchanagiri Mahasamsthana Mutt, and

Arutselvar Dr.N.Mahalingamji, Chairman, Sakthi Group of Companies, I am immensely

thankful to Dr.Sri Sri Sri Nirmalanandhanatha Mahaswamiji, President, Sri

Adichunchanagiri Mahasamsthana Mutt, Mandiya Dist., and Karnataka to undertake the course

at Dharmarathnakara Dr. Mahalingam Institute of Paramedical Sciences and Research, Erode.

Researcher solemnly thanks Sri.B.T.Ramachandra, Secretary and Correspondent,

Dharmarathnakara Dr. Mahalingam Institute of Paramedical Sciences and Research, Sakthi

Nagar for the grant of permission to undertake PG study.

Researcher consider her great pleasure to Honor Prof. Mrs. K. Kalaivani, M.Sc., (N)

Principal, Dharmarathnakara Dr. Mahalingam College of Nursing, for her inspiring support ,and

valuable guidance and encourage me to grab every opportunity along the way, to render this

study.

I express my thankfulness and appreciation to Prof.Mrs.Janaki.M, M.Sc., (N) Vice –

Principal cum HOD of OBG Department, Dharmarathnakara Dr. Mahalingam Institute

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Paramedical Sciences and Research, for the constant motivation and support throughout the

study.

Investigator express her deep sense of gratitude to her guide Mrs.Lavanya,M.Sc., (N)

HOD of Child Health Nursing Dept., cum guide for her valuable support .It surely was a blast

because of your generous guidance for the researcher to complete the study in success.

Researcher express the great privilege to thank respected her class co coordinator

Mrs.Sangeetha, M.Sc., (N) Assistant professor of child health nursing department.

Dharmarathnakara Dr.Mahalingam College of nursing for her dedicated support and sincere

commitment for the success of this study.

I the investigator of the study feel, it is bounden duty to express her deep sense of

gratitude to all the faculty members Mrs.Deepa,M.Sc., (N) HOD of Mental Health Nursing

Department,Mrs. Sri Deepa G, M.Sc., (N) HOD of Community Health Nursing department,

Mrs. Rathamani.R M.Sc., (N) HOD of Medical Surgical Nursing department, Mrs.Kalamagal

M.Sc.,(N) M.Phil, Lecturer of Psychiatric department, for their valuable guidance and

suggestions throughout the study.

I extend my immense thanks to Prof. Mr.Venkatraman M.Sc. HDSM,PGDBS, and

Department of statistics for their valuable help in statistical analysis of the study.

I render my special thanks to all the experts who had done content validity and give

valuable suggestions in the tool.

I express my cordial gratitude to Mrs. T.S.Sumithra Devi, M.A., M.Phil. For her

valuable guidance and edition of the study.

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 I place on record of my sincere thanks to all faculty members of Dr.Mahalingam College of

nursing who helped me directly and indirectly to complete this task successfully

I extend my thanks to Librarian Mrs.Poornima M.Sc,. Librarian , Mrs.Rekha

Asst.Librarian and Mrs.Sasikala, Computer lab I/C for their timely help during the study.

I would like to express my thanks to the Study Participants for their cooperation and

participation, without whom this study would have been impossible.

I also express heartfelt gratitude to my Husband and parents Mr.Baskar, Mr.Palani and

Mrs.Uthrakumari for their love, support and encouragement and moral support throughout the

course of my study.

My heartful thanks to my dearest classmates, friends and all well-wishers for their help and

best wishes at all time to completely my study.

Last but not least I extend my sincere thanks to the participants of this study for their

cooperative in their endeavor without this project would have been a dream

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 TABLE OF CONTENT

SL.NO PAGE.NO
CHAPTER

I INTRODUCTION 1

II REVIEW OF LITERATURE 12

III METHODOLOGY 14

IV DATA ANALYSIS AND INTERPRETATION 23

V DISCUSSION 46

VI SUMMARY,CONCLUSION, RECOMMENDATIONS 50

VII BIBLIOGRAPHY 56

VIII ANNEXURE 61

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 LIST OF TABLES

Table PAGE
TITLE
No. NO.

1. Frequency and percentage distribution of demographic variables

13
of mothers of under five children.

2. Assessment of level of knowledge regarding siblings rivalry and its

20
prevention among mothers of under five children.

3. Effectiveness of information booklet regarding siblings rivalry

22
among mothers of underfive children

4. Association between pretest level of knowledge score regarding

sibling rivalry and its prevention among mothers with their 43

selected demographic variables.

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 LIST OF FIGURES

Figure PAGE
TITLE
No. NO.
1.
Conceptual framework based on modified J W Kenny‘s general
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system model

2.
Schematic Representation of the Research Design 27

3. Simple pie diagram showing the distribution of age of mothers under

33
five children
4. Simple pie diagram showing the distribution of religion of mothers
of under five children 35

5. Simple pie diagram showing the distribution of residence of mothers

of under five children 37

6. Simple pie diagram showing the distribution of Economic status of

mothers of under five children 39

7. Simple pie diagram showing the distribution Educational status of

mothers of under five children 40

8. Simple pie diagram showing the distribution Number of childrens of

mothers of under five children 41

9. Simple pie diagram showing the distribution Previous knowledge

regarding sibling rivalry mothers of under five children 42

10. Simple pie diagram showing distribution of source of information of

mothers of under five children 43

11. Simple bar diagram showing the distribution of pretest and post test
level of knowledge regarding siblings rivalry and its prevention 44
among mothers of under five children

12.
Simple bar diagram showing the distribution of Effectiveness of
45
information booklet on knowledge regarding siblings rivalry and its

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 prevention among mothers of under five children

13. Simple cylindrical diagram showing the distribution of Boxplot

showing the effectiveness of information booklet on knowledge
regarding siblings rivalry and its prevention among mothers of under 46
five children

14. Simple pie diagram showing the distribution of Association of post

test level of knowledge regarding siblings rivalry and its prevention
47
among mothers of under five children with selected demographic
variables.

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 LIST OF ANNEXURES

Annexure
CONTENT
No.

I Letter requesting permission to conduct pilot study

II Letter granting permission to conduct the main study

III Letter requesting opinion and suggestion of experts to validate the tool

IV Content Validation Certificate

V Tool for data collection

VI List of experts

VII Editors letter

VIII Photographs

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 LIST OF ABBREVIATIONS

DMIPSR Dharmarathnakara Dr.Mahalingam Institute of Paramedical Sciences

and Research

H1, Research hypothesis

H2 Research hypothesis

HOD Head of Department

M.Sc., (N) Master of Science (nursing)

N Total number of samples

No Number

P Probability

Prof. Professor

S.D Standard Deviation

S Significant
2
Chi-Square Test

% Percentage

RTA Road traffic accident

R Reliability

Fig Figure
N Total number of samples

Et.al And other

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 ABSTRACT

STATEMENT OF THE PROBLEM

“A STUDY TO EVALUATE THE EFFECTIVENESS OF INFORMATION BOOKLET

ON KNOWLEDGE REGARDING SIBLING RIVALRY AND ITS PREVENTION
AMONG MOTHERS OF UNDER FIVE CHILDREN AT DR.MEHTA
HOSPITAL,GLOBAL CAMPUS CHENNAI”

OBJECTIVES:

 To assess the pretest and post test knowledge regarding siblings rivalry and its prevention

and among mothers.

 To evaluate the effectiveness of information booklet regarding sibings rivalry and its

prevention among mothers.

 To find out the association between pretest level of knowledge regarding siblings rivalry

and its prevention among mothers and with their demographic variables.

RESEARCH HYPOTHESIS:

 H1: There is a significant difference between pretest and posttest of knowledge regarding

sibings rivalry and its prevention among mothers.

 H2: There is a significant association between the pretest knowledge score regarding

siblings rivalry and its prevention among mothers and their demographic variables.

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RESEARCH DESIGN AND METHOD:-

One group pretest and posttest design was used for the present study. Sample consisted of

60 mothers in pre experimental groups. The sample was selected for this study by using simple

random sampling technique, descriptive statistics (frequency, percentage, mean and standard

deviation) and inferential statistics (chi-square, paired ―t‖ test) used to analyses the data and to

test hypothesis.

MAJOR FINDING OF THE STUDY:-

In the pretest, 46(76.7%) had poor knowledge and 14(23.3%) had average knowledge
and in the post test after the intervention, 38(63.3%) had good knowledge and 22(36.7%) had
average knowledge regarding siblings rivalry and its prevention among mothers of under five
children.

The study shows that the pretest mean score of knowledge among mothers of under
five children regarding siblings rivalry and its prevention was 4.92±1.79 and the post test mean
score was 16.60±2.30. The mean difference score was 11.68 with mean difference percentage
58.4%. The calculated student paired ‗t‘ test value of t = 31.371 was found to be statistically
significant at p<0.001 level which infers that information booklet on knowledge regarding
siblings rivalry among the mothers of under five children was found to be effective in the
improving the level of knowledge in the post test.

The findings shows that the demographic variables family type (2=5.963, p=0.015) and
number of children (2=6.145, p=0.013) had shown statistically significant association with post
test level of knowledge regarding siblings rivalry and its prevention among mothers of under five
children at p<0.05 level. The other demographic variables did not show statistically significant
association with post test level of knowledge regarding siblings rivalry and its prevention among
mothers of under five children.

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CONCLUSION

The results showed that there was effective increase in the level of knowledge regarding

Sibling Rivalry and its prevention among mothers.

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INTRODUCTION

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 CHAPTER- 1

INTRODUCTION

“Education is the most power full weapon which you can Use to Change the world.”
Children are always the only future the human race has taught them well. ―The only
person who is educated is the one who has learned how to learn and change―. (carl.Rogers)
The real joy and become more enjoyable if the source of all these comes children. ―Give
them a conscious understanding of how power full and important and valuable and perfect they
are‖ (Lucy).
A child is the most precious gift to mankind who is most loved and perfect in its
innocence. Parents and children are affected by many problems and sibling rivalry is one among
them. Sibling rivalry is defined as the competition between siblings for the love, approval and
attention from one or both parents, which is usually present among siblings to some extent.
According to a survey conducted in India, as long as there is more than one child in the house,
sibling rivalry is unavoidable. Sibling rivalry has seen to be affecting about 30-60 % of children
worldwide . It is estimated 4 million children aged between 0-5 years suffer from competition
from the siblings, neglect rivalry and sibling abuse . The behaviours such as jealousy, fighting,
teasing, kicking, hitting, biting, meanness and competitiveness is seen among brothers and sisters
. Children compete with each other for their parent‘s attention and affection. The symptoms and
signs typically start early in the life and 20-30% of these children may continue to have such
symptoms into adulthood. Sibling rivalry is particularly heightened when children are very close
in age and of the same gender or where one child is intellectually possessed .
The risk factors for development of sibling rivalry in children are – competition between
children to show off their talent, when they try to prove themselves as unique individuals in their
activities and interest, when they feel that they are separate from their siblings, when they feel
that are getting unequal amount of parent‘s attention, discipline and responsiveness, when they
feel that their relationship with their parents are threatened by the arrival of a new baby, which
results in jealousy, when the amount of

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time and attention that the parents can give the child becomes less [6] . Parents can reduce the
opportunity for rivalry by refusing to compare, teaching the children positive ways to get
attention from each other and from the parent. Planning fun and family activities together and
making sure each child has enough time and space of their own, encouraging team works,
avoiding favoritism and comparisons, giving freedom to handle problem and taking away the
child out of the situation which literally helps the child to calm down and sets off his thinking
process. It is essential to help children to overcome sibling rivalry. Sibling rivalry intense
competition among siblings for recognition and the attention of their parents. Sibling rivalry
normally begins when a baby is introduced to a family and the older siblings fears the baby will
replace him or her. The older child may become extremely jealous and display aggressive
behavior towards the younger child.This regressive behavior is considered the older childs way
to try and re-estabilish himself in a dependent role with its parents. As the children grow sibling
rivalry can lead to extremely competitive or aggressive behavior. Sibling rivalry is by no means
universal or inevitable but seems to depend in part upon how parents balance the sometimes
competing needs of off spring. The parents, especially the mother plays a key role in bringing up
the child. If they have the adequate knowledge, they will be able to manage the sibling rivalry in
children effectively, thereby bring their children up with a healthy sibling relationship. Thus the
investigators conducted a study to assess the knowledge regarding sibling rivalry in children
among mothers.

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NEED FOR THE STUDY

“Children‟s are priceless resource and that any nation which neglects then

Would so at its peril”

-Andy Rooney.

Sibling rivalry is a type of competition or animosity among siblings, whether blood-related or

not children feel they are getting unequal amounts of attention. Disciplined and responsiveness
from their parents. Children may feel their relationship with their parents is threatened by the
arrival of a new baby. In extreme cases, there is over hostility, physical trauma towards the
undermining of the sibling, regression with loss of previously acquired skills and tendency to
babyish behaviour. There is an increase in apposition behaviour with the parents, temper
tantrums and dysphonia exhibited in the form of anxiety, misery or social withdrawal study was
conducted in a hospital at chennai among 32 mothers revealed that 65.6% had average
knowledge, 18.85 had poor knowledge and only 15.65 had good knowledge regarding sibling
revelry and its prevention. So the investigator felt the need to conduct a study to assess the
knowledge regarding sibling rivalry and its prevention among mothers of under five.

Sibling rivalry is a predictable ,normal and healthy response to the birth of a new brother
or sister. In most families it demonstrates that the older child is appropriately attached to the
parents and is responsive to a perceived threat to the parent-child relationships. It is normal
response to having your places as the baby of the family usurped. In this context the emergence
of behavior that reflects sibling rivalry should be viewed positively. Ambience toward the baby
as evidenced by an ongoing shift between positive and negative behavior is to expected.Indeedits
absence may be worrisome. Sibling rivalry is not a disease, but a manifestation of psychological
health.

Jennifer Shroff Pendley about sibling rivalry while many kids are luky to become the
best of friends with their siblings, its common for brothers and sisters to fight. Often sibling
rivalry starts even before the second child is born and continues as the kids grow and compete
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for everything from toys to attention. As kids reach different stages of development, their
evolving needs can significantly affect how they relate to one another. It can be frustrating and
upsetting to watch and heart your kids fight with one another. A household that‘s full of conflict
is stressful for everyone. Yet often its hard to know how to stop the fighting, and or even whether
you should get involved at all. But you can take step to promote peace in your household and
help your kids get along.

Dunn and Kendrick report gains in the older childs independence and mastery
particularly with regard to self-help skills (eg. dressing and feeding).The child may gain new
skills and a growing sense of competency through participation in her babys care. The older
sibling may try out new ways of dealing with the little stranger, such as initiating and
maintaining interactions in which she bears the burden of greater understanding. She will learn to
laugh, play games and imitate. This is an opportunity for growth if such behavior is understood
and supported.

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STATEMENT OF THE PROBLEM

“A STUDY TO EVALUATE THE EFFECTIVENESS OF INFORMATION BOOKLET

ON KNOWLEDGE REGARDING SIBLING RIVALRY AND ITS PREVENTION
AMONG MOTHERS OF UNDER FIVE CHILDREN AT DR.MEHTA
HOSPITAL,GLOBAL CAMPUS CHENNAI”

OBJECTIVES:

 To assess the pretest and post test knowledge regarding siblings rivalry and its prevention

among mothers.

 To evaluate the effectiveness of information booklet regarding siblings rivalry and its

prevention among mothers.

 To find out the association between pretest level of knowledge regarding siblings rivalry

and its prevention among mothers and with their demographic variables.

RESEARCH HYPOTHESIS:

 H1: There is a significant difference between pretest and posttest of knowledge regarding

siblings rivalry and its prevention among mothers.

 H2: There is a significant association between the pretest knowledge score regarding

siblings rivalry and its prevention among mothers and their demographic variables.

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OPERATIONAL DEFINITION:

EVALUATE:

It is a process of systematically and continuously validating and communicating the mothers‘

data regarding siblings rivalry and its prevention.

EFFECTIVENESS:

In this study, it refers to the extent to which information booklet knowledge regarding

siblings rivalry and its prevention among mothers has achieved the desired effect as evident from

the gain knowledge score as measured by booklet questionnaire.

INFORMATION BOOKLET :It refers to systematically developed booklet designed for

mothers to provide information booklet on siblings rivaly and its prevention.

KNOWLEDGE:

It is information gained through experience or education. In this study, it refers to the

level of understanding of mothers about sibings rivalry and its prevention, which is measured by

self-administered knowledge questionnaire.

SIBLINGS RIVALRY:

Sibling rivalry describes the ongoing conflict between kids raised in the same

family.Ccompetition between siblings especially for the attention, affection, and approval of

their parents .

Prevention of sibling rivalry: It means to prevent siblings while conflict raised in the same

family while on rivalry .

MOTHERS:

It refers to mothers who are having under five children.

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ASSUMPTION

Mothers will not have adequate knowledge regarding siblings rivalry.

 Information booklet may improve knowledge regarding siblings rivalry.

 Selected demographic variables may influence the knowledge of mothers

regarding siblings rivalry.

LIMITATION:

o The study was limited to 6 weeks.

o The study was limited to 60 samples.

o The study was under 0-5 years of age group

o The study was under whose mother has more than 2 childrens.

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 CONCEPTUAL FRAME WORK

The conceptual frame work of the present study was sibling rivalry developed by the

investigation based.

INPUT

It is defined as any information or matter that enters into the system. In this study the

Investigations assess the demographic variables and pre-test level of knowledge regarding

sibling rivalry and its prevention among mothers.

THROUGHPUT

It is the process, by which a system transforms or creates and organizes input, resulting in

a reorganization of the input. In this study samples transforms and organizes.

The information received from the information booklet on sibling rivalry and its

prevention among mothers.

OUTPUT

It is the end product of a system. It is the energy, matter or information given out by the

system as a result of its processing. If refers the attainment of adequate knowledge regarding

sibling rivalry and its prevention among mothers. The investigation asses the post-test level of

knowledge regarding sibling rivalry and its prevention among mothers.

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 Information booklet conceptual Frame Work Based on Modified JW KENNY‟S General System Model

INPUT: POSITIVE OUTCOME:

THROUGHPUT
Pretest assessment Adequate knowledge on
of sibling rivalry and Samples perceive, sibling rivalry and its
its prevention transform process, OUT PUT: prevention.
among mothers. organize and learn
Assess the
the information knowledge
Demographic
received from regarding sibling
variables:
information booklet rivalry and its
Age, sex, education, on sibling rivalry prevention among
status of mother, and mothers using
occupation status of itspreventionamon information
mother, residential g mothers booklets.
area, source of inDr.Mehtas
information related hospital chennai.
to knowledge
regarding siblings
rivalry.
NEGATIVE
Posttest assessment OUTCOME:
of Information
booklet on siblings Inadequate
knowledge on
rivalry
sibling rivalry and
its prevention.

Reassessment / reinforcement

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 CHAPTER – II

REVIEW OF LITERATURE

Review of the literature‖ is a written summary of journal articles, books and other

documents that describes the past and current state of information, organizes the literature

into topics and documents a need for a proposed study.‖(Tocreswell, 2005)

It is a body of text that aims to review the critical points of knowledge on a

particular topic of research. (ANA, 2009)

―An account of what has been published by accredited scholars and researches‖

(Taylor, 2011).

Literature review is the presentation, classification and evaluation of what other

researchers have written on particular subject.

Literature review are an important part of research and should be treated as such

A well-written literature review

 Literature related to siblings rivalry

 Literature related to knowledge and practice on siblings rivalry

 Literature related to prevention of siblings rivalry.

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Literature related to siblings rivalry:

Bindhiya. B. Nair, et al., (2016), conducted a study among 32 parents of children under
five years with non probability convenience sampling technique. The data were collected
using self prepared knowledge questionnaire and attitude scale on sibling rivalry and its
prevention. Findings: The study revealed that the most of the parents (46.9%) were in the
age group of 26-30 year and (40.6%) aged above 30 years. Most of the parents (34.4%)
were having higher secondary education and 28.1% have graduation. Most of them
45.5% had a boy child and a girl child. Among 32 parents 65.6 % had average knowledge
regarding sibling rivalry and its prevention. More than half of the parents 53.1% had
positive attitude towards sibling rivalry and its prevention. There was no significant
association between knowledge and selected demographic variables. Positive correlation
was found between knowledge and attitude regarding sibling rivalry and its prevention.
Conclusion: Researcher concluded that most of the parents had average knowledge and
each one had different views about sibling rivalry and its management. Educational
interventional programme have to be implemented in the community as well as clinical
setting to improve the knowledge of mothers.

K. Kanimozhi, et al., (2016), conducted a study study to assess the effectiveness of

structured teaching program on management of sibling rivalry among mothers of under
five children in a selected area at Chennai Research design adopted for the study was pre-
experimental one group pre-test and post test design. Methodology: The study was
conducted at Hasthinapuram, Chennai. In this study the samples selected were 30
mothers of under five children at Chennai. Mothers who have minimum two children
between 0-5 years of age were selected as inclusion criteria.In assessment of knowledge
among sibling rivalry. this study shows the structured teaching program was found to be
significantly effective.

L. Susma Chaulagain,et al., (2016) conducted a study to determine the

knowledge regarding sibling rivalry in children among mothers and to find the
association between the knowledge scores with the selected demographic
variables of mothers. Materials and method: A descriptive survey approach was

11
 used to assess the knowledge of mothers regarding sibling rivalry in a selected
hospital of Mangaluru. Non probability purposive sampling technique was used to
select 100 mothers. Data was gathered using the structured knowledge
questionnaire on sibling rivalry. Data was analyzed using descriptive and
inferential statistics. Results: The study result showed that 50% of mothers had
inadequate knowledge and remaining 50% had moderately adequate knowledge
regarding sibling rivalry. There was no significant association found between the
knowledge scores and the selected demographic variables of the mothers.
Conclusion: The study concluded that half of the study sample had inadequate
knowledge and the other half had moderately adequate knowledge on sibling
rivalry.
M. Nithyapriya R,et al., (2019),conducted a study was aimed to see the
effect of Parental Empowerment Programme (PEP) on knowledge regarding
handling sibling rivalry among mothers of children with age group of 3-12 years.
Material & Methods: Pre-experimental research design was adopted to evaluate
the effectiveness of Parental Empowerment Programme (PEP) on knowledge
regarding handling sibling rivalry among 100 mothers of children with age group
of 3-12 years in selected areas by using nonprobability convenient sampling
technique, data collected by interview method with the help of structured
questionnaire. Results: The study results shown that 61% of mothers had
inadequate knowledge and 39% were in moderately adequate knowledge during
pre-test and in post-test, after implementation of Parental Empowerment
Programme (PEP) 100% of mothers gained adequate knowledge in selected areas.
Which was statistically highly significant at p-value is <0.001.The study findings
reveals that the Parental Empowerment Programme (PEP) was effective, to bring
out change in the knowledge regarding handling sibling rivalry.

Ambily S Mary, et al., (2021), conducted a study to assess the knowledge

regarding sibling rivalry and its prevention among mothers of children under-twelve
years. The study consists of 30 mothers of children under twelve years of age, were

12
selected by convenience sampling technique. The design used was descriptive research
design with quantitative approach. The tool used for the study was, structured knowledge
questionnaire. The finding of the study shown that, among 30 samples 11 (36.66%) had
an average knowledge and 19 (63.34%) had good knowledge regarding sibling rivalry.
Among 30 mothers, 53.3% did not have any previous knowledge regarding sibling
rivalry.Majority of the samples (66.6%) were Christians and remaining were Hindu.
Among 30 samples, 19 (63.3%)were professionals and only 3.33% sample had primary
education. Majority of samples 21 (60%) lives in joint family and the rest 12 (40%) has
belong to nuclear family. There is no significant relationship between
mothers‘knowledge and selected demographic variables at 0.05% level of significance.

13
 CHAPTER – III

METHODOLOGY

RESEARCH METHODOLOGY

Methodology of research organizes all the components of the study in a way that

is most likely to lead valid answer to the problem that have been posed.

(Urns and groove, 2002)

For any research work the methodology of investigation of vital importance.

Research methodology is a way to solve the problems. It is a systematic procedure in

which the researcher starts from initial identification of the problems to final conclusions.

The chapter includes research approach, setting, sample, sampling techniques,

sample size, criteria, description of tool, Demographic variables, Questionnaire, Pilot

study, Reliability and validity of tool, Ethical consideration, Data Collection and plan for

data analysis.

RESERCH APPROACH:

The research approach is a relevance of hypothesis to the study is the main

distinctive point between deductive, in-deductive approach and evaluative approach. The

research approach adopted for this study is a Quantitative research approach (Evaluative

research). It is used to explore knowledge regarding siblings rivalry among mothers..

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RESEARCH DESIGN:

The research design is a detailed outline of how an investigation will take place.

A research design will typically include how data is to be collected and how the

instruments will be used and the intended means for analyzing data collected.

Quasi experimental research design (One group pretest and posttest design).

SCHEMATIC REPRESENTATION OF THE STUDY:

The schematic representation of the study design is given below:

Group Pretest Intervention Post test

Experimental
O1 X O2
Group

O1– pretest knowledge

X –Intervention

O2 – posttest knowledge regarding

VARIABLES:

Independent variables that are manipulated the values of dependent variables.

15
INDEPENDENT VARIABLES:

In this study is information booklet on siblings rivalry and its prevention among

mothers.

DEPENDENT VARIABLES:

Dependent variable is the response, outcome that the researcher wants to predict

or explain the changes in the dependent variables that are presumed to be caused by the

Independent variables.

Dependent Variables are study refers to knowledge regarding siblings rivalry and

its prevention among mothers.

DEMOGRAPHIC VARIABLES:

In this study it refers to demographic variables such as age, sex, education, type of

family, education status of father and mother, occupation status of the father and mother,

residential area, source of information related to knowledge regarding siblings rivalry

among mothers.

POPULATION:

 The population selected for this study included the mothers of children

under 5 years of age.

SAMPLE:

In this study it was conducted for mothers whose having more than one child.

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SAMPLE SIZE:

In the study, the sample size comprised of 60 samples of mothers with two

childrens below 5 years of age.

SAMPLING TECHINIQUES:
NON PROBABLITY:
Purposive random sampling technique (Lottery method) was used to mothers(IP
and OPD) Dr.Mehta Hospital global campus chennai..

RESEARCH SITE AND SETTINGS:

SITE:
The research site selected for the present study is Dr.Mehta Hospital global
campus chennai.
SETTING:
The research setting selected for present study is inpatient and outpatient of
mothers at Dr. Mehta Hospital global campus chennai.

CRITERIA FOR SAMPLE SELECTION:

INCLUSIVE CRITERIA:
 Mothers who have at least 2 children with under five year
 Who are willing to participate
 Mothers who are available at the time of data collection
EXCLUSIVE CRITERIA:

 Who are not interested to participate in the research study

 Mothers who are illiterate

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DATA COLLECTION TECHNIQUE

Information booklet schedule will be used to collect the personal variables and

observation techniques was used to assess the knowledge of mothers regarding siblings

rivalry.

DATA WILL BE COLLECTED BY USING FOLLOWING TOOLS

Section I: Personal performance was used to assess personal

Variables (Demographic variables)

Section II: Siblings rivalry and its prevention was assessed through information

booklet

Questionnaires method.

Section –I Demographic Variables

The demographic variables consists of 10 items with Age, Religion, Type of

family, Education status of mother, Economic status, Occupation status of mother,

Residential area, Number of childrens, Source of information, Previous knowledge

regarding sibling rivalry.

Section-II Information booklet Questionnaires Method

Questionnaires regarding siblings rivalry among mothers . It comprised of twenty

questions. Each correct answer was given a score of one and each wrong answer was

given a score of zero. The total possible score was twenty . The level of knowledge was

categorized as follows:

18
 MARKS PERCENTAGE LEVEL OF KNOWLEDGE

1-6 0%-36% INADEQUATE KNOWLEDGE

7-15 37%-68% MODERATELY ADEQUATE KNOWLEDGE

16-20 69%-100% ADEQUATE KNOWLEDGE

TESTING OF THE TOOL

RELIABILITY

Reliability of an instrument is the degree of consistency measures that attributes it

is supposed to be measured.

The reliability of the tool was established by implementing the tool on sibling

rivalry knowledge and prevention among mother in quasi experimental groups. The

reliability of the instrument was tested with karl Pearson‘s Co-relation coefficient

method. (Reliability r =0.9)

VALIDITY

The degree to which an instrument measures in what it is indented to measure.

Validity of the instrument was given by the experts in the field of pediatric nursing and

by medical guide and the instrument was further modified as per as the recommendation

of the Nursing Experts and finalize with experts opinion and with consecration of guide.

19
PILOT STUDY:

A small scale version of the trial run. Pilot study was conducted to evaluate the

flexibility and reliability of the study. The pilot study was conducted in Billroth hospital

chennai .6 samples were taken after obtaining permission from the respected hospitals

and prior information was given to the participants regarding the study. The result of the

pilot study was found reliable.

DATA COLLECTION METHOD

After completion of the pilot study, written permission was obtained from Dr.

Mehta‘s hospital Chennai. The feasibility of conducting research was ensured. After

obtaining consent from each samples data collected by using questionnaire method. The

study was conducted in 6 weeks. Data was collected after obtaining permission from the

respected hospital authorities. Data was collected through demographic profile and

questionnaire method. Pretest of sibling rivalry among mother knowledge scores was

assessed by questionnaire method. Information booklet regarding sibling rivalry

knowledge and its prevention among mother posttest of sibling rivalry among mother

knowledge score was assessed by questionnaire method.

S.NO DATA ANALYSE METHOD PURPOSE

1. Descriptive  Frequencies and  For the analysis of

statistics percentage the demographic

data

20
2. Differential  Means score  For analysing the

standard pre-test and post

deviation of test scores

difference.

3. Inferential statistic  Paired’T’ test  To find out the

difference in

knowledge
 chi Square test
between pre-test

post-test.

 To find out the

association

between the level

of knowledge in

the pre-test and

demographic

variables.

21
 PLAN FOR DATA ANALYSIS SCHEMATIC PRESENTATION OF
RESEARCH DESIGN OF THE STUDY

PHASE I

Preparation of the
Population of
information booklet
Mothers
Preparation of tools
Content validity Testing,
Sampling technique: non reliability of the tool
probability stratified
random sampling method. PHASE II

Pretest:
Study subjects 60 Assessing knowledge
mothers in selected sibling rivalry
hospital. knowledge and its
preventionamong
mothers
Administration of information
booklet on sibling rivalry
knowledge and its prevention
PHASE III among mothers

Posttest:

Reassessing sibling rivalry

knowledge and its prevention

Evaluation comparison of
pretest & post test score

Analysis & interpretation

findings and conclusions.
HOSPITAL

22
DATA ANALYSIS AND INTERPRETATION

23
 CHAPTER – 4

DATA ANALYSIS AND INTERPRETATION

The analysis is a process of organizing and synthesizing the data in such a way
that the research questions can be answered and the hypotheses are tested.

This chapter deals with the analysis and interpretation of the data collected from
60 mothers of under five children to evaluate the effectiveness of information booklet on
knowledge regarding sibling rivalry and its prevention among mothers of under five
children at Dr. Mehta hospital, Global Campus. The data was organized, tabulated and
analyzed according to the objectives. Data analysis begins with description that applies to
the study in which the data are numerical with some concepts. Descriptive statistics
allows the researcher to organize the data and to examine the quantum of information and
inferential statistics is used to determine the relationship.

ORGANISATION OF THE DATA

Data collected were organized under the following sections.

Section A: Description of the demographic variables of mothers of under five children.

Section B: Assessment of level of knowledge regarding siblings rivalry and its

prevention among mothers of under five children.

Section C: Effectiveness of information booklet regarding siblings rivalry and its

prevention among mothers of under five children.

Section D: Association of pretest level of knowledge with selected demographic

variables.

24
SECTION A: DESCRIPTION OF THE DEMOGRAPHIC VARIABLES OF
MOTHERS OF UNDERFIVE CHILDREN.

Table 1: Frequency and percentage distribution of demographic variables of

mothers of underfive children.

N = 60

Demographic Variables No. %

Age

Above 30 22 36.7

26 – 30 yrs 19 31.7

21 – 25 yrs 14 23.3

18 – 20 yrs 5 8.3

Religion

Hinduism 26 43.3

Christian 19 31.7

Muslim 13 21.7

Others 2 3.3

Residence

Rural 19 31.7

Urban 41 68.3

Tribal - -

Family type

25
 Demographic Variables No. %

Joint 48 80.0

Nuclear 12 20.0

Economic status

Rs.5000 – 10000 9 15.0

Rs.10000 – 20000 28 46.7

Rs.20000 – 30000 15 25.0

Above Rs.30000 8 13.3

Educational status

Higher secondary 14 23.3

Undergraduate 43 71.7

Post graduate 3 5.0

Number of children

1 - -

2 51 85.0

3 9 15.0

Above 3 - -

Previous knowledge regarding sibling rivalry

Yes 2 3.3

26
 Demographic Variables No. %

No 58 96.7

Source of information

Internet 2 3.3

Books - -

Peer information - -

None 58 96.7

Occupation of mother

Housewife 14 23.3

Working women 46 76.7

The table 1 shows that most of the mothers were aged between 26– 30 years
19(31.7%) ,21–25 years 14(23.3%),18– 20 years 5(8.5%) and above 30yrs 22(36.7) and
most of them were Hindus 26(43.3%) were residing in urban area, 41(68.3%) were
undergraduate 43(71.1%) were working women 46(76.7%) belonged to joint family,
48(80%) had family income per month above 20,000 28(46.7%) 58(96.7%) had no
previous knowledge regarding sibling rivalry.

27
 Percentage distribution of age of mothers of under five children

Above 30 yrs

21 – 25 yrs

26 – 30 yrs

18-21 yrs
8.3%

36.7%

23.3%

31.7%

28
Percentage distribution of religion of mothers of under five children

3.3% Hinduism
Christian
Muslim
21.7%
Others
43.3%

31.7%

29
Percentage distribution of residence of mothers of under five children

Rural
0.0%
Urban
31.7%
Tribal

68.3%

30
Percentage distribution of family type of mothers of under five children

Joint
20% Nuclear

80%

31
Percentage distribution of economic status of mothers of under five children

Rs.5000 – 10000
Rs.10000 – 20000
Rs.20000 – 30000
13.3% 15.0%
Above Rs.30000

25.0%

46.7%

32
Percentage distribution of educational status of mothers of under five children

Higher secondary
5.0% Undergraduate

Post graduate
23.3%

71.7%

33
Percentage distribution of number of children of mothers of under five children

0% 0%
15% 1
2
3
Above 3

85%

34
Percentage distribution of previous knowledge regarding sibling rivalry among
mothers of under five children

3.3%
Yes

No

96.7%

35
Percentage distribution of source of information among mothers of under five
children

0.0% Internet
3.3%
0.0% Books
Peer information
None

96.7%

36
Percentage distribution of occupation of mothers of under five children

Housewife

Working women
23.3%

76.7%

37
SECTION B: ASSESSMENT OF LEVEL OF KNOWLEDGE REGARDING
SIBLINGS RIVALRY AND ITS PREVENTION AMONG MOTHERS OF
UNDERFIVE CHILDREN.

Table 2: Frequency and percentage distribution of pretest and post test level of
knowledge regarding siblings rivalry and its prevention among mothers of under
five children.

N = 60

Poor Average Good

Knowledge (1 – 6) (7 – 15) (16 to 20)

No. % No. % No. %

Pretest 46 76.7 14 23.3 0 0

Post Test 0 0 22 36.7 38 63.3

The table 2 shows that in the pretest, 46(76.7%) had poor knowledge and
14(23.3%) had medium knowledge and in the post test after the intervention, 38(63.3%)
had average knowledge and 22(36.7%) had medium knowledge regarding siblings rivalry
among mothers of under five children.

38
Percentage distribution of pretest and post-test level of knowledge regarding
sibling‟s rivalry among mothers of under five children

100
Pretest
90
76.7
80
70 63.3
Percentage

60
50
36.7
40
30 23.3

20
10
0 0
0
Inadequate Moderately Adequate Adequate
Level of Knowledge

39
SECTION C: EFFECTIVENESS OF INFORMATION BOOKLET REGARDING
SIBLINGS RIVALRY AMONG MOTHERS OF UNDERFIVE CHILDREN.

Table 3: Effectiveness of information booklet on knowledge regarding siblings

rivalry among mothers of under five children.

N = 60

Knowledge Mean
Paired ‘t’ test &
Test Difference &
Mean S.D p-value
%

Pretest 4.92 1.79 11.68 t = 31.371

Post Test 16.60 2.30 (58.4%) p=0.0001, S***

***p<0.001, S – Significant

The table 3 depicts that the pretest mean score of knowledge among mothers of
under five children regarding siblings‘ rivalry was 4.92±1.79 and the posttest mean score
was 16.60±2.30. The mean difference score was 11.68 with mean difference percentage
58.4%. The calculated student paired ‗t‘ test value of t = 31.371 was found to be
statistically significant at p<0.001 level which infers that information booklet on
knowledge regarding siblings rivalry among the mothers of under five children was found
to be effective in the improving the level of knowledge in the post test.

40
Boxplot showing the effectiveness of information booklet on knowledge regarding
siblings rivalry among mothers of underfive children

(Median: Pretest – 5.0, Post Test – 17.5)

41
SECTION D: ASSOCIATION OF PRETEST LEVEL OF KNOWLEDGE WITH
SELECTED DEMOGRAPHIC VARIABLES.

Table 4: Association of posttest level of knowledge regarding sibling‟s rivalry among

mothers of under five children with selected demographic variables.

N = 60

Medium Average Chi-Square &

Demographic Variables
No. % No. % p-Value

Age

Above 30 2=4.458
17 28.3 5 8.3
d.f=3
26 – 30 yrs 15 25.0 4 6.7
p = 0.216
21 – 25 yrs 12 20.0 2 3.3
N.S
18 – 20 yrs 2 3.3 3 5.0

Religion

Hinduism 2=1.587
19 31.7 7 11.7
d.f=3
Christian 16 26.7 3 5.0
p = 0.662
Muslim 10 16.7 3 5.0
N.S
Others 1 1.7 1 1.7

Residence
2=1.057
Rural 13 21.7 6 10.0 d.f=1

Urban p = 0.304
33 55.0 8 13.3

42
 Medium Average Chi-Square &
Demographic Variables
No. % No. % p-Value

Tribal - - - - N.S

Family type 2=5.963

Joint d.f=1
40 66.7 8 13.3
p = 0.015
Nuclear
6 10.0 6 10.0
S*

Economic status

Rs.5000 – 10000 2=2.957

8 13.3 1 1.7
d.f=3
Rs.10000 – 20000 23 38.3 5 8.3
p = 0.398
Rs.20000 – 30000 10 16.7 5 8.3
N.S
Above Rs.30000 5 8.3 3 5.0

Educational status
2=0.930
Higher secondary 12 20.0 2 3.3 d.f=2

Undergraduate 32 53.3 11 18.3 p = 0.628

N.S
Post graduate 2 3.3 1 1.7

Number of children
2=6.145
1 - - - - d.f=1

2 42 70.0 9 15.0 p = 0.013

S*
3 4 6.7 5 8.3

43
 Medium Average Chi-Square &
Demographic Variables
No. % No. % p-Value

Above 3 - - - -

Previous knowledge
2=0.630
regarding sibling rivalry
d.f=1
Yes 2 3.3 0 0 p = 0.427

No 44 73.3 14 23.3 N.S

Source of information

Internet 2=0.630
2 3.3 0 0
d.f=1
Books - - - -
p = 0.427
Peer information - - - -
N.S
None 44 73.3 14 23.3

Occupation of mother 2=0.037

Housewife d.f=1
11 18.3 3 5.0
p = 0.847
Working women 35 58.3 11 18.3
N.S

*p<0.05, S – Significant, N.S – Not Significant

The table 4 shows that the demographic variables family type (2=5.963,
p=0.015) and number of children (2=6.145, p=0.013) had shown statistically significant
association with posttest level of knowledge regarding siblings rivalry among mothers of
under five children at p<0.05 level. The other demographic variables did not show
statistically significant association with posttest level of knowledge regarding sibling‘s
rivalry among mothers of under five children.

44
CHAPTER V

DISCUSSION

45
 CHAPTER V

DISCUSSION

This chapter deals with the discussion of the study with appropriate literature

review, statistical analysis and findings of the study is based on the objectives of the

study. The aim of the present study was to evaluate the effectiveness of information

booklet on Sibling rivalry knowledge and its prevention among mother in Dr .Mehta

hospital global campus Chennai. A total 60 Samples were selected by using simple

random sampling method. Pre-test was conducted by using questionnaires for all

subjects.

STATEMENT OF THE PROBLEM

“A STUDY TO EVALUATE THE EFFECTIVENESS OF INFORMATION

BOOKLET ON KNOWLEDGE REGARDING SIBLING RIVALRY AND ITS
PREVENTION AMONG MOTHERS OF UNDER FIVE CHILDREN AT
DR.MEHTA HOSPITAL,GLOBAL CAMPUS CHENNAI”

OBJECTIVES

 To assess the pretest and posttest knowledge regarding siblings rivalry and its

prevention among mothers.

 To evaluate the effectiveness of information booklet regarding siblings rivalry and

its prevention among mothers.

 To find out the association between pretest level of knowledge regarding siblings

rivalry and its prevention among mothers and with their demographic variables.

46
OBJECTIVES:

 To assess the pre-test and post-test knowledge regarding siblings rivalry and

its prevention among mothers.

Based on the above objective of the study was to assess the knowledge on

sibling rivalry among mother and there is a significant increase in the post test knowledge

scores after the increase is administration of information booklet.

1) In pre-test knowledge on sibling rivalry, out of 60 mothers The shows that in the

pre-test, 46(76.7%) had poor knowledge and 14(23.3%) had average knowledge

and and none of mothers had adequate knowledge.

2) In the post test after the intervention, 38(63.3%) had good knowledge and

22(36.7%) had average knowledge regarding siblings rivalry among mothers of

under five children. It shows that information booklet was effective to improve

the knowledge level of mothers.

 To evaluate the effectiveness of information booklet regarding sibling rivalry

and its prevention among mother.

In the pretest mean score of knowledge among mothers of under five children
regarding siblings rivalry was 4.92±1.79 and the posttest mean score was 16.60±2.30.
The mean difference score was 11.68 with mean difference percentage 58.4%. The
calculated student paired ‗t‘ test value of t = 31.371 was found to be statistically
significant at p<0.001 level which infers that information booklet on knowledge
regarding siblings rivalry among the mothers of under five children was found to be
effective in the improving the level of knowledge in the post test.

47
  To find out the association between pre-test level of knowledge regarding

sibling rivalry and its prevention among mother and with their demographic

variables.

The findings illustrated that the demographic variables family type (2=5.963,
p=0.015) and number of children (2=6.145, p=0.013) had shown statistically significant
association with pretest level of knowledge regarding siblings rivalry among mothers of
under five children at p<0.05 level. The other demographic variables did not show
statistically significant association with pretest level of knowledge regarding siblings
rivalry among mothers of under five children.

48
 CHAPTER VI

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.

49
 CHAPTER VI

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.

SUMMARY

This chapter provides the summary about the present study. The main aim was to

evaluate the effectiveness of information booklet on knowledge and prevention regarding

sibling rivalry and its prevention among mother .The study was conducted in Dr. Mehta

Hospital global campus Chennai.

OBJECTIVES

 To assess the pretest and posttest knowledge regarding siblings rivalry and its

prevention among mothers.

 To evaluate the effectiveness of information booklet regarding siblings rivalry and

its prevention among mothers.

 To find out the association between pretest level of knowledge regarding siblings

rivalry and its prevention among mothers and with their demographic variables.

REVIEW OF LITERATURE

Investigator organized review of literature under following headings:

 Literature related to sibling rivalry among mother

 Literature related to knowledge on sibling rivalry

 Literature related to prevention on sibling rivalry

50
THE INSTRUMENT WAS ORGANIZED INTO TWO PARTS

SECTION 1 - It consist of 10 demographic variables.

SECTION 2- Knowledge deficit sibling rivalry was assessed through questionnaire

method

The sample selected for this study by using Stratified random sampling

technique, descriptive statistics. (Frequency, percentage, mean and standard deviation)

and inferential statistics (chi- square test, paired‘ test. Based on the objectives of the

study was to assess the knowledge regardingsibling rivalry among mother the findings of

the pre-test study and there is a significant increase in post-test knowledge score after the

administration of information booklet regarding sibling rivalry among mothers.

In pre-test knowledge regarding sibling rivalry among mothers, out of 60 samples

46(76.7%) of them had inadequate knowledge, where 14(23.3%) of mothers had

moderately adequate knowledge and none of mothers had adequate knowledge.

In post-test knowledge regarding sibling rivalry among mothers, out of 60

samples 0(0%) of them had inadequate knowledge where 38(63.3%) of mothers had

moderately adequate knowledge and none of mothers had adequate knowledge.

In effectiveness of information booklet regarding sibling rivalry among mother

out 60 samples 5% of pre-test, 17.7% of post-test, and 12.5% of knowledge gained. It

shows that that information booklet was effective to improve the knowledge level of

mothers

There was a significant increase in the knowledge regarding sibling rivalry among

mothers, after information booklet regarding than before.

51
 The findings illustrated that the pretest mean score of knowledge among mothers
of under five children regarding siblings rivalry was 4.92±1.79 and the posttest mean
score was 16.60±2.30. The mean difference score was 11.68 with mean difference
percentage 58.4%. The calculated student paired ‗t‘ test value of t = 31.371 was found to
be statistically significant at p<0.001 level which infers that information booklet on
knowledge regarding siblings rivalry among the mothers of under-five children was
found to be effective in the improving the level of knowledge in the post test.

CONCLUSION

On the basis of findings of the study the following conclusions were drawn. The

implications are given on the various aspects like nursing education, nursing practice,

nursing administrations, nursing research and nursing implication.

The knowledge of mother regarding sibling rivalry was inadequate in assessing

pretest whereas the knowledge level had increased during the post test.

Information booklet was effective in improving the knowledge of mother

regarding sibling rivalry and its prevention. There is a significant difference between the

pretest knowledge scores which was teaches by using paired ‗t‘ test. The mean difference

reveal that the effectiveness of information booklet was more when compared to the

pretest knowledge.

NURSING EDUCATION

The present study emphasizes on the enhancement of knowledge regarding

mother regarding sibling rivalry and its prevention. Therefore, the mother of under-five

must have well knowledge regarding all aspects of sibling rivalry.

52
NURSING PRACTICE

An implication for nursing practice from the study is to improve the knowledge

regarding sibling rivalry among mother. Educate the mothers regarding sibling rivalry

and its prevention using the information booklet.

NURSING ADMINISTRATION

Administrators of hospital IP and OPD Mothers can organize programs, and

camps in hospital and hospital regarding the management of mother with sibling rivalry

which includes general knowledge of sibling rivalry and its prevention among mothers.

NURSING RESEARCH

A profession seeking to improve the practice of its members and to enhance its

professional stature strives for the continuous development of the relevant body of

knowledge. The findings of the research need to be disseminated through publication so

that the utilization of such research findings is encouraged.

NURSING IMPLICATIONS

The findings of this study have brought out certain facts that have far-reaching

implication for nursing in the area of practice, education, administration and research.

53
RECOMMENDATIONS

o A descriptive study can be conducted to assess the knowledge regarding

sibling rivalry and its prevention among mother.

o A comparative study can be conducted to assess the knowledge regarding

sibling rivalry and its prevention among mother.

An experimental study to assess the effectiveness of information booklet on the level of

knowledge regarding sibling rivalry and its prevention.

54
BIBLIOGRAPHY

55
 BIBLIOGRAPHY

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 Live strong .com.

 www.pubmed.com

 www.google.com

 www.yahoo.com

59
ANNEXURE

60
ANNEXURE

LIST OF EXPERTS

1).Dr..R.Sandhya Rao BDS,MHM,DMLS,DMT

Head Clinical operations,

DR.Mehta hospital india Pvt Ltd,

Chennai.

2)Dr.Manoj kumar.D.,MBBS,DCH

Consultant & Deputy Head Paediatrics

Mehta hospital global campus,

chennai

3) DR.S.Suganthi RN,RM,M.sc(N).pH.D

Professor,HOD of child health nursing

Billroth college of Nursing

Chennai

4) .MRS.Dr.Mary metilda.S.Msc(N),Ph.D,

Principal

Right college of Nursing

chennai

5) MRS.Vatchala devi Msc(N),Ph.D,

Principal

Indira college of Nursing

Thiruvallur

6) Mr.Venkataraman MSC,HDSM,PGDBS
Statistician

61
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 RESEARCH INSTRUMENT (ENGLISH)

QUESTIONAIRE ON SIBLING RIVALRY

PART-A

Instruction

Please read the question carefully and put a tick ( ) and indicated the response that u
chose against the space provided

DEMOGRAPHIC VARIABLES

1. Age
a) Above 30
b) 21-25 yrs
c) 26-30 yrs
d) 18-20 yrs

2. Religion
a) Hinduism
b) Christian
c) Muslim
d) Other

3. Residence
a) Rural
b) Urban
c) Tribal

76
4. Family type
a) Joint
b) Nuclear

5. Economic status
a) Rs5000-10000
b) Rs10000-20000
c) Rs20000-30000
d) AboveRs30000

6. Educational status
a) Higher secondary
b) Under graduate
c) Post graduate

7. Number of children
a) 1
b) 2
c) 3
d) Above 3

8. Previous knowledge regarding sibling Rivalry

a) Yes
b) No

9. Source of information
a) Internet
b) Books

77
c) Peer information
d) None

10. Occupation of mother

a) House wife
b) working women

TOOLS

SECTION - B

II. Knowledge regarding Questionnaires

1. What is siblings?
a) Brothers & sisters
b) Friends
c) Parents

2. What do you meant by conflict?

a) Possessiveness
b) Anger
c) Fight

3. Do you choose one child as your favorite one

a) Yes
b) No
c) All are favorite

4. Why sibblings used to fight

a) Jealous

78
b) Attention seeking
c) All of the above

5. Do you interfere in your sibling‘s rivalry?

a) Yes
b) No
c) Some times

6. Do you notice your children had sharing habits with each other?
a) Every time
b) Often
c) Sometimes

7. What are the types of rivalry seen in children?

a) Biting
b) Scolding
c) Both

8. Do you notice your children used to fights often?

a) Yes
b) No
c) Dont know

9. What is the main cause for the sibling‘s rivalry?

a) Stress in parent life
b) Lack of Sharing Skills
c) Both A & B

79
10.How do you manage your kids equally
a) Spending equal time with them
b) Comparing with one other
c) Showing sterss to your them

11. Do your children seek more attention from you?

a) Everytime
b) Often
c) SometimeS

12. Do you spend equal time with your kids?

a) Everytime
b) Often
c) Sometimes

13. How do you prevent siblings rivalry?

a) Setting rules and routines
b) Calm the conflict
c) Both A&B

14. If rivalry becomes unmanageable what you will do?

a) Slapping
b) Get a professionals help
c) Leave them as it is

15.What is your first move during conflict between kids

80
a) Calm the child
b) Slapping & shouting
c) Seperating

16.How do you act as a good role model

a) Arguing & fighting in front of them
b) Encouraging the good activities
c) Encouraging bulling

17. Teaching sharing habits can motivate sharing and bonding?

a) Nes
b) No
c) Not sure

18. Do you believe Parent‘s Comparison between Siblings can cause toxic behaviour?

a) Yes
b) No
c) Not sure

19. Do you accept spending equal times with your children can prevent conflict?
a) Always
b) Sometime
c) Dont know

20. Do you think your siblings shows their jealous in form of rivalry?
a) Yes
b) No

c)Not sure

81
 ITEMS COMPONENTS

1-6 BASIC KNOWLEDGE ON SIBLING

7-15 KNOWLEDGE ON RIVALRY

16-20 SIBLING RIVALRY AND PREVENTION

SCORING KEY:

The tool consisted of 20 questions

Correct answer was given a score of (1) one

Wrong answer was scored as (0) zero.

Total score = 20

INTERPRETATION:

SCORE TOTAL LEVEL OF KNOWLEDGE

1-6 0%-36% Inadequate knowledge

7-15 37 - 68% Moderately adequate knowledge

16-20 69 - 100% Adequate knowledge

82
உடண்பிநத்பு பதோட்டி ஥ந்று஥் ஍஢்து ஬஦துக்குட்தட்ட
கு஫஢்த஡கபிண் ஡ோ஦் ஥ோ஧ ்கபிதடப஦ அத஡஡் ஡டுத்தது

த஡ோட஧ ்தோண அறிவு தந் றி஦ ஡க஬ன் பு஡்஡க஡்திண்

தெ஦ன் திநதண ஥தித்பிடு஬஡ந் கோண எரு ஆ஦் வு.

தடப஥ோகி஧ோஃபிக் ஥ோறிகப்

1. ஬஦து

a) 30க்கு ப஥ன்

b) 21-25 ஆ஠்டுகப்

c) 26-30 ஆ஠்டுகப்

e) 18-20 ஆ஠்டுகப்

2. ஥஡஥்

அ) இ஢்து ஥஡஥்
b) கிறிஸ்஡஬஧ ்

c) ப௅ஸ்லி஥்
e) ஥ந் நத஬

3.குடிபேருத்பு

அ) கி஧ோ஥த்புந

b) ஢க஧ ்த்புந
c) த஫ங் குடிபேண஧ ்

4.குடு஥் த ஬தக
a) கூட்டு

83
b) அணுக்கரு

5.ததோருபோ஡ோ஧ ஢ிதன

a) ரூ5000-10000
b) ரூ10000-20000

c) ரூ20000-30000
e) ரூ.30000க்கு ப஥ன்

6.கன் வி ஢ிதன

அ) உ஦஧ ்஢ிதன
b) தட்ட஡ோ஧ி

c) ப௅துகதன தட்ட஡ோ஧ி

7.கு஫஢்த஡கபிண் ஋஠்஠ிக்தக
அ) 1
b) 2
c) 3
ஈ) 3க்கு ப஥ன்

8.உடண்பிநத்பு பதோட்டி தந் றி஦ ப௅஢்த஡஦ அறிவு

a) ஆ஥்

b) இன் தன

9.஡க஬லிண் ஆ஡ோ஧஥்
அ) இத஠஦஥்

b) பு஡்஡கங் கப்
c) ெக ஡க஬ன்
ஈ) இன் தன

84
10.஡ோபேண் த஡ோழின்

அ) வீட்டு ஥தணவி

b) த஠ிபு஧ியு஥் தத஠்கப்

பகப் வி஡்஡ோப் கப் தந் றி஦ அறிவு

1. உடண்பிநத்புகப் ஋ண்நோன் ஋ண்ண?

a) ெபகோ஡஧ ெபகோ஡஧ிகப்
b) ஢஠் த஧ ்கப்

c) ததந் பநோ஧ ்

2.ப஥ோ஡ன் ஋ண்நோன் ஋ண்ண?

a) உதடத஥

b) பகோத஥்
c) ெ஠்தட

3.஢ீ ங்கப் எரு கு஫஢்த஡த஦ உங் களுக்கு பிடி஡்஡

கு஫஢்த஡஦ோக ப஡஧ ்வு தெ஦் கிறீ஧ ்கபோ?
a) ஆ஥்

b) இன் தன
c) அதண஡்து஥் பிடி஡்஡த஬

4.஌ண் உடண்பிநத்புகப் ெ஠்தடபேடு஬ோ஧ ்கப்

a) ததோநோத஥
b) க஬ண஡்த஡஡் ப஡டு஡ன்
c) ப஥பன உப் ப அதண஡்து஥்

85
5.உங் கப் உடண்பிந஢்஡஬஧ ்கபிண் பதோட்டிபேன்

஡தனபேடுகிறீ஧ ்கபோ?
a) ஆ஥்

b) இன் தன
c) சின ப஢஧ங் கபின்

6.உங் கப் பிப் தபகப் எரு஬ருக்தகோரு஬஧ ் தகி஧ ்஢்து

தகோப் ளு஥் த஫க்க஡்த஡ ஢ீ ங்கப் க஬ணி஡்தீ஧ ்கபோ?

a) ஋ன் னோ ப஢஧ங் கபிலு஥்
b) அடிக்கடி
c) சின ப஢஧ங் கபின்

7.கு஫஢்த஡கபிட஥் கோ஠த்தடு஥் பதோட்டிபேண் ஬தககப்

஋ண்ண?
a) கடி஡்஡ன்

b) திட்டு஡ன்
c) இ஧஠்டு஥்

8.உங் கப் பிப் தபகப் அடிக்கடி ெ஠்தட பதோடு஬த஡

஢ீ ங்கப் க஬ணிக்கிறீ஧ ்கபோ?

a) ஆ஥்

b) இன் தன
c) த஡஧ி஦ோது

9.உடண்பிநத்பு பதோட்டிக்கு ப௅க்கி஦ கோ஧஠஥் ஋ண்ண?

a) ததந் பநோ஧ ் ஬ோ஫் க்தகபேன் ஥ண அழு஡்஡஥்

b) தகி஧ ்஡ன் திநண் இன் னோத஥

86
c) A & B இ஧஠்டு஥்

10.உங் கப் கு஫஢்த஡கதப ஋த்தடி ெ஥஥ோக ஢ி஧ ்஬கிக்கிறீ஧ ்கப்

a) அ஬஧ ்களுடண் ெ஥஥ோண ப஢஧஡்த஡ தெனவிடு஡ன்

b) எரு஬ருடண் எத்பிடு஡ன்
c) உங் கப் அ஬஧ ்களுக்கு ஸ்தட஧ ்ஸ் கோட்டு஡ன்

11.உங் கப் பிப் தபகப் உங் கபிடப௃ரு஢்து அதிக

க஬ண஡்த஡஡் ப஡டுகிநோ஧ ்கபோ?

a) ஋ன் னோ ப஢஧ங் கபிலு஥்

b) அடிக்கடி
c) சின ப஢஧ங் கபின்

12.உங் கப் கு஫஢்த஡களுடண் ெ஥஥ோண ப஢஧஡்த஡

தெனவிடுகிறீ஧ ்கபோ?
a) ஋ன் னோ ப஢஧ங் கபிலு஥்
b) அடிக்கடி
c) சின ப஢஧ங் கபின்

13.ெபகோ஡஧ ெபகோ஡஧ிகபிண் பதோட்டித஦ ஋஬் ஬ோறு ஡டுத்தது?

a) விதிகப் ஥ந்று஥் ஢தடப௅தநகதப அத஥஡்஡ன்

b) ப஥ோ஡தன அத஥தித்தடு஡்து஡ன்

c) A&B இ஧஠்டு஥்

87
14. பதோட்டி ெ஥ோபிக்க ப௅டி஦ோ஥ன் பதோணோன் ஋ண்ண

தெ஦் வீ஧ ்கப் ?

a) அதந஡ன்

b) ஢ிபு஠஧ ்கபிண் உ஡வித஦த் ததறுங் கப்

c) அ஬ந் தந அத்தடிப஦ விடவு஥்

15. கு஫஢்த஡களுக்கு இதடப஦஦ோண ப஥ோ஡லிண் பதோது

உங் கப் ப௅஡ன் ஢ட஬டிக்தக ஋ண்ண?

a) கு஫஢்த஡த஦ அத஥தித்தடு஡்஡வு஥்
b) அதந஡ன் & க஡்து஡ன்
c) பி஧ி஡்஡ன்

16.஢ீ ங்கப் ஋த்தடி எரு ஢ன் ன ப௅ண்஥ோதி஧ி஦ோக

தெ஦ன் தடுகிறீ஧ ்கப்

a) அ஬஧ ்கப் ப௅ண் ஬ோக்கு஬ோ஡஥் ஥ந்று஥் ெ஠்தட

b) ஢ன் ன தெ஦ன் கதப ஊக்குவி஡்஡ன்
c) ப௃஧ட்டன் தூ஠்டு஡ன்

17.தகி஧ ்஡ன் த஫க்கங் கதப கந் பித்தது தகி஧ ்வு ஥ந்று஥்

பித஠த்தத ஊக்குவிக்கு஥ோ?

a) ஆ஥்
b) இன் தன

c) உறுதி஦ோக த஡஧ி஦வின் தன

88
18.உடண்பிநத்புகளுக்கு இதடப஦ ததந் பநோ஧ிண் எத்பீடு ஢ெ ்சு

஢ட஡்த஡த஦ ஌ந் தடு஡்து஥் ஋ண்று ஢ீ ங்கப் ஢஥் புகிறீ஧ ்கபோ?

a) ஆ஥்

b) இன் தன
c) உறுதி஦ோக த஡஧ி஦வின் தன

19.உங் கப் கு஫஢்த஡களுடண் ெ஥஥ோண ப஢஧஡்த஡

தெனவிடு஬து ப஥ோ஡தன஡் ஡டுக்கு஥் ஋ண்தத஡ ஢ீ ங்கப்

஌ந்றுக்தகோப் கிறீ஧ ்கபோ?

a) ஋த்பதோது஥்

b) சின ப஢஧ங் கபின்

c) த஡஧ி஦ோது

20.உங் கப் உடண்பிந஢்஡஬஧ ்கப் ஡ங் கப் ததோநோத஥த஦

பதோட்டிபேண் ஬டி஬஡்தின் கோட்டுகிநோ஧ ்கப் ஋ண்று

஢ிதணக்கிறீ஧ ்கபோ?
a) ஆ஥்

b) இன் தன
c) உறுதி஦ோக த஡஧ி஦வின் தன

89
 ANSWER KEY

S.NO ANSWERS
1 a
2 c
3 c
4 c
5 a
6 b
7 c
8 a
9 c
10 a
11 a
12 a
13 c
14 b
15 a
16 b
17 a
18 a
19 a
20 a

90
91
 LESSON PLAN ON SIBLING RIVALRY

Name of the Topic : Sibling Rivalry

Group : Mothers

Place : Hospital

Duration : 45 minutes

Teaching method : Lecture cum group discussion

Instructor : Investigator Instructional

A.V.aids : Power point presentation, video show, Booklet.

Name of the student teacher : Ms.Udayarani. M.Sc. (N)

General objective : At the end of the session the students will gain adequate

Knowledge and prevention on sibling rivalry.

Specific objectives : At the end of the session the students will be able to,
o introduce the topic

o define sibling rivalry

o types of sibling rivalry

o discuss the basic knowledge sibling rivalry

o explain the causes of sibling rivalry

o explain the prevention of sibling rivalry

o list the rules and routines for siblings

o explain the golden points of sibling

o enumerate the final thoughts of sibling

 TEACHERS LEARNERS
SPECIF TIME CONTENT
S. ACTIVITY ACTIVITY
N IC
OBJEC Introduction
TIVES 1min Teacher
Parents often worry about their children fighting with each other but introduces the Listening
1 some conflict between children in families is normal. It is important for topic with a
Introduc story
parents to be good role models, and to help children
es the
topic work things out fairly until they learn to do this for themselves.

DEFINITION:
Teacher define Listening
Define 2min Siblings
2 Road safety
sibing A sibling is a brother or a sister. The plural is siblings, and it can
rivalry refer to brothers, sisters, or a combination of both.

Siblings rivalry

Competition between siblings especially for the attention, affection, and

approval of their parents
 list
Teaches the list Listening
thetypes 1min Types
thetypes of
3 of sibling Sibling rivalry describes the ongoing conflict between kids raised in the
same family. sibling rivalry
rivalry
It might take the form of:
 verbal or physical fighting.
 name-calling.
 tattling and bickering.
 being in constant competition for parental attention.
 voicing feelings of envy.

Causes of Sibling Rivalry

explain 1min Teaches the Listening
4  Attention Diversion
the
 Parent‘s Comparison between Siblings causes of
causes of
 Take Sibling as a Threat sibling rivalry
sibling
 No outgoing activities
rivalry
 Parents Lack of attention to the issue
 Stress in parent life
 Non forbidden verbal abuse
 Lack of Sharing Skills
 Gender Preference
explain the Listenin
Prevention of sibling rivalry prevention of
sibling rivalry
 Arguments between siblings are one of the ways children learn how
to be fair, to respect others and to resolve differences.
explain
the
preventio  Learning how to argue fairly without hurting anyone is a skill that
n of
sibling will help them in future relationships.
rivalry
 Some children fight more than others because they are still learning
the skills

 Children of a similar age girls and boys tend to fight around the same
amount.

 Younger children can use aggression to get what they want. Children
may also fight about your love and compete for your attention.

 They can feel jealous if you seem to have more time for one child, or
to treat one child differently to another.

 If children feel they are not treated fairly by parents they can
sometimes be aggressive toward their siblings. Even adult children
can be jealous of their siblings.

 Parents can reduce conflict by helping each child feel equally loved
and valued.

 Try to spend equal time with each child on their own.

 The things you do with them may be different due to their ages and
interests.

 Reduce jealousy by commenting equally on children‘s achievements,

 e.g. a piece of art work, a report card. Don‟t compare children –
focus on each child‟s strengths and skills.

 Allow children to have special things of their own that their siblings
don‘t touch.

 Give each child something small when buying gifts

rather than one big thing to share.

 Ensure a child is not always left out of games. If children have

friends over, try to have a friend for each child to play with at the
same time.

 Teach children to be kind and thoughtful to each other, e.g. making

cards or presents for birthdays.

 Make time to have fun as a family.

 Help children find an outlet for their feelings, e.g. active play, sport,
music or creative activities.

Rules and routines

Having clear family rules about „how we do things in our family‟

helps children know what is expected
  It encourage fairness and respect for others.

 It helps to set rules for how people treat each other, e.g. ‗We always
take turns‘, and ‗We never hit people or call them names‘, ‗We say
sorry‘

 Put a copy on the fridge to remind everyone agree what will happen if
rules are broken and be consistent in how you respond be a good role

Explain model by following family rules yourself have household routines,

the Rules e.g. who washes the dishes on certain days, where everyone sits for
and
routines meals. Explain the listening
Rules and and
When there is conflict routines discussi
on

Once children have the skills to work things out fairly trust them to
sort out differences on their own. Only get involved if they are having
trouble, if there is bullying or a child is at risk of harm.

 Some parents think it‘s best to let children work out their own
differences but children are not born knowing how to resolve conflict.

 They need parents to show them how. Teaching them the skills to
 work things out fairly can reduce fighting in the long term.

 Letting children ‗fight it out‘ often means the oldest or strongest child
always wins.This can encourage bullying. The other child may learn
to just give in all the time.

 It is important for parents to help children calm down before trying to

resolve conflict. It‘s hard for anyone to reason when caught up in
strong emotions.

 Help each child name their feelings and let them know you
understand how they feel.

When both children are calm you can sit down with them and:remind
them of family rules about how to treat each other

 Often sibling rivalry decreases when children don‘t feel a parent is

taking sides.

 When parents assist children to problem-solve in this way it helps

them build the skills to do it for themselves. The stronger child learns
to listen to others and to not have to win each time.

 The less powerful child gets better at speaking up for themselves.

Both children learn it is their responsibility to help find solutions.
  As children get better at working things out fairly, parents can be less
involved. Give lots of praise when they do well.

 Tell them what you like about their behaviour, e.g. ‗You both did a
good job of working that out fairly‘.

 This encourages the behaviour you want and builds their confidence
in sorting things out.

 Contact a counsellor or a youth mental health service for support if it

is unmanageable violent behavior.

Explain Golden points to prevent sibling rivalry Explain the listening

the Golden points and
golden Positive parenting solution to end sibling rivalry discussion
points to
prevent While you can‘t stop sibling rivalry entirely, you can reduce its
sibling
frequency.

1.Avoid Comparison

By labeling our children, we unintentionally shelve kids into one role or

another—whether they like it or not–and create comparisons between
siblings.
Arrange for Attention
To satisfy your kids‘ need for attention, plan on giving each child at least
10-15 minutes of kid-centered, intentional attention every day.

3.Prepare for Peace

When sibling fights occur, many parents use time-out as a way to diffuse
the situation. While sending kids to separate corners might give them an
opportunity to calm down, time spent in the corner will not teach the
child how to resolve conflict.To teach kids conflict resolution skills, I
recommend parents use role-playing once the dust has settled and
everyone has calmed down. Here are just a few scenarios you can role
play to help build those conflict resolution skills:

1. Taking turns

2.Controlling their temper

4.Stay out of Squabbles

( an argument over something that is not important)

By ignoring the tussle, you don‘t reward negative behavior with your
attention and most importantly, you give them a chance to work it out on
their own.Don‘t give the squabble any attention.

5.Calm the Conflict

without placing blame or taking sides, ask them to come up with some
solutions together. If no one is able to come up with a workable
resolution, suggest a few yourself, and help them reach an agreement.

6.Put them all in the same boat.

Hearing both sides and attempting to find a solution, your kids still can‘t
agree, it‘s time to put them ―all in the same boat.‖ That means everyone
involved in the argument experiences the same outcome or consequence.
 Final Thoughts
Explain Explain the listening
the final final thoughts and
thoughts  Be patient with your kids as they‘re learning these new strategies. discussion
prevent
sibling
 Remember that conflict resolution is a very advanced skill set.

 The truth is…kids are constantly looking for ways to get your
attention and assert their power, so you might notice mealtime drama,
tantrums, backtalk and homework battles flare up even while the
siblings are living in (mostly) harmony.

Strategies to resolve Sibling Conflict

 First of all, don‘t choose one child as your favorite one.

 Don‘t compare the talent and abilities of one sibling with others,
appreciate the way they are.
 Set some rules for your child‘s early ages to cooperate rather than to
compete.
 Observe their behavior with each other and if you find any issue or
conflict between both, resolve it at early stages.
 Engage the coordination between the sibling with co-curricular
activities so that the bond between both get stronger.
 Verbal abuse should be taken as seriously as physical abuse. The hate
between children should be noticed on priority.
 Avoid showing your stress to your children and never let them be a
 victim of your depressive state. There are chances it can be a cause of
conflict in siblings and be a part of their personality.
 Parents must always give proper attention to each child. Gender
inequality is another reason for conflicts between them. Always show
that both genders are equal for them by their attitude.
 Introduce sharing habit with your children as a superpower always
motivate and engage them toward sharing.
உடண்பிநத்பு பதோட்டிக்கோண சிறு பு஡்஡க஥்

உ஡஦஧ோ஠ி தோஸ்க஧ ்

II Year M.Sc (N)

அறிப௅க஥்

ததந் பநோ஧ ்கப் ஡ங் கப் கு஫஢்த஡கப் எரு஬ருக்தகோரு஬஧ ்

ெ஠்தடபேடு஬த஡த் தந் றி அடிக்கடி க஬தனத்தடுகிநோ஧ ்கப் ,
ஆணோன் குடு஥் தங் கபின் கு஫஢்த஡களுக்கு இதடப஦ சின

ப஥ோ஡ன் கப் இ஦ன் தோணத஬. ததந் பநோ஧ ்கப் ஢ன் ன ப௅ண்஥ோதி஧ி஦ோக

இருத்தது஥் , கு஫஢்த஡களுக்கு உ஡வு஬து஥் ப௅க்கி஦஥்

அ஬஧ ்கப் ஡ங் களுக்கோக இத஡ெ ் தெ஦் ஦க் கந்றுக் தகோப் ளு஥்

஬த஧ விஷ஦ங் கதப ஢ி஦ோ஦஥ோகெ ் தெ஦் யுங் கப்.

உடண்பிந஢்஡஬஧ ்கப்

எரு உடண்பிநத்பு எரு ெபகோ஡஧ண் அன் னது ெபகோ஡஧ி. தண்த஥

஋ண்தது உடண்பிநத்புகப் , அது ெபகோ஡஧஧ ்கப் , ெபகோ஡஧ிகப்

அன் னது இரு஬஧ிண் கனத஬த஦யு஥் குறிக்கனோ஥் .

உடண்பிந஢்஡஬஧ ்கப் பதோட்டி

உடண்பிந஢்஡஬஧ ்களுக்கிதடப஦ குறித்தோக அ஬஧ ்கபிண்

ததந் பநோ஧ிண் க஬ண஥் , தோெ஥் ஥ந்று஥் அங் கீகோ஧஡்திந் கோக

பதோட்டி
஬தககப்

உடண்பிநத்பு பதோட்டி ஋ண்தது எப஧ குடு஥் த஡்தின் ஬ப஧ ்க்கத்தடு஥்

கு஫஢்த஡களுக்கு இதடப஦ ஢ட஢்து ஬ரு஥் ப஥ோ஡தன

வி஬஧ிக்கிநது.

இது பிண்஬ரு஥் ஬டி஬஡்த஡ ஋டுக்கனோ஥் :

 ஬ோ஦் த஥ோழி அன் னது உடன் ெ஠்தட.

 தத஦஧ ் அத஫஡்஡ன்.

 ஡ட்டு஡ன் ஥ந்று஥் ெ஠்தடபேடு஡ன்.

 ததந் பநோ஧ிண் க஬ண஡்திந் கு த஡ோட஧ ்஢்து பதோட்டிபேன்

இருத்தது.

 ததோநோத஥ உ஠஧ ்வுகதப த஬பித்தடு஡்து஡

உடண்பிநத்பு பதோட்டிக்கோண கோ஧஠ங் கப்

 க஬ண஡்த஡஡் திருத்பு஡ன்

 உடண்பிநத்புகளுக்கு இதடப஦ ததந் பநோ஧ிண் எத்பீடு

 உடண்பிந஢்஡஬஧ ்கதப அெ ்சுறு஡்஡னோக ஋டு஡்துக்

தகோப் ளுங் கப்
  த஬பிெ ்தென் லு஥் ஢ட஬டிக்தககப் இன் தன

 ததந் பநோ஧ ்கப் பி஧ெ ்சிதணபேன் க஬ணப௃ண்த஥

 ததந் பநோ஧ ் ஬ோ஫் க்தகபேன் ஥ண அழு஡்஡஥்

 ஡தட தெ஦் ஦த்தடோ஡ ஬ோ஦் த஥ோழி துஷ்பி஧ப஦ோக஥்

 தகி஧ ்஡ன் திநண் இன் னோத஥

 தோலிண விருத்த஥்

ததோநோத஥ ஥ந்று஥் உடண்பிநத்பு பதோட்டி

ெபகோ஡஧ ெபகோ஡஧ிகபிதடப஦ ததோநோத஥ ெகஜ஥் . இது

உடண்பிநத்பு பதோட்டி ஋ண்று அத஫க்கத்தடுகிநது. குடு஥் த஡்தின்

எரு புதி஦ கு஫஢்த஡ இருக்கு஥் பதோது உடண்பிந஢்஡ பதோட்டி

த஡ோடங் கு஥் . கு஫஢்த஡கப் டீண் ஌ஜ் தரு஬஡்தின் இருக்கு஥் ஬த஧

இது ஢ீ டிக்கு஥் .

ததோநோத஥ உ஠஧ ்வுப் ப கு஫஢்த஡ அடிக்கடி...

 க஬ண஡்த஡ ஈ஧ ்க்க ப௅஦ந் சிக்கவு஥்

 பிடி஡்து தகோ஠்டு தென் ன ப஬஠்டு஥்

 ப஬஠்டுத஥ண்பந சிக்கலின் ஥ோட்டிக்தகோப் ளுங் கப்

 அ஬ப் தெ஦் ஦ெ ் தெோண்ணத஡ெ ் தெ஦் ஦ோப஡

 எரு கு஫஢்த஡த஦த் பதோன் தெ஦ன் தடுங் கப். அ஬஧ ் ஡ணது

கட்தடவி஧தன உறிஞ் ெனோ஥் , கோன் ெட்தடத஦

஢தணக்கனோ஥் , ட஦த்த஧ ்கதப அ஠ி஦ விரு஥் தனோ஥் அன் னது

தோட்டிலின் இரு஢்து குடிக்க விரு஥் தனோ஥் . • கு஫஢்த஡த஦

அடிக்க ப௅஦ந் சி தெ஦் யுங் கப்

 அத஥தி஦ோக இருங் கப்
  ததந் பநோருடண் ஋த஡யு஥் தெ஦் ஦ விரு஥் தவின் தன

 ஬ரு஡்஡ப௅஥் த஦ப௅஥் அதடயுங் கப்

கு஫஢்த஡களுக்கு இதடப஦ ப஥ோ஡ன்

 உடண்பிநத்புகளுக்கிதடப஦஦ோண ஬ோக்கு஬ோ஡ங் கப் ,

கு஫஢்த஡கப் ஋஬் ஬ோறு ஢ி஦ோ஦஥ோக இருக்க ப஬஠்டு஥் ,

஥ந் ந஬஧ ்கதப ஥திக்க ப஬஠்டு஥் ஥ந்று஥் ப஬றுதோடுகதப஡்

தீ஧ ்த்த஡ந் கோண ஬ழிகபின் எண்நோகு஥் .

  ஦ோத஧யு஥் பு஠்தடு஡்஡ோ஥ன் ஢ி஦ோ஦஥ோக ஬ோதிடக்

கந்றுக்தகோப் ஬து ஋தி஧ ்கோன உநவுகளுக்கு உ஡வு஥் எரு

திநத஥஦ோகு஥் .

 சின கு஫஢்த஡கப் இண்னு஥் திநத஥கதபக்

கந்றுக்தகோப் ஬஡ோன் ஥ந் ந஬஧ ்கதப விட அதிக஥ோக

ெ஠்தடபேடுகிநோ஧ ்கப்

 எப஧ ஬஦துதட஦ தத஠்கப் ஥ந்று஥் ஆ஠் கு஫஢்த஡கப் எப஧

அபவின் ெ஠்தடபேடுகிநோ஧ ்கப்.

 இதப஦ கு஫஢்த஡கப் ஡ோங் கப் விரு஥் பு஬த஡த் ததந

ஆக்கி஧ப௃த்ததத் த஦ண்தடு஡்஡னோ஥் . கு஫஢்த஡கப் உங் கப்

அண்ததத் தந்றி ெ஠்தடபேடனோ஥் ஥ந்று஥் உங் கப்

க஬ண஡்திந் கோக பதோட்டிபேடனோ஥் .

 ஢ீ ங்கப் எரு கு஫஢்த஡க்கு அதிக ப஢஧஥் இருத்தது பதோன்

ப஡ோண்றிணோன் , அன் னது எரு கு஫஢்த஡த஦ ஥ந் தநோரு

கு஫஢்த஡க்கு வி஡்தி஦ோெ஥ோக ஢ட஡்திணோன் அ஬஧ ்கப்

ததோநோத஥த்தடு஬ோ஧ ்கப்.

 ததந் பநோ஧ ்கப் ஡ங் கதப ஢ி஦ோ஦஥ோக ஢ட஡்஡வின் தன ஋ண்று

கு஫஢்த஡கப் உ஠஧ ்஢்஡ோன் , அ஬஧ ்கப் சின ெ஥஦ங் கபின்

஡ங் கப் உடண்பிந஢்஡஬஧ ்கபிட஥் ஆக்ப஧ோஷ஥ோக

இருக்கனோ஥் . ஬஦து ஬஢்஡ கு஫஢்த஡கப் கூட ஡ங் கப்

உடண்பிநத்புகதபத் தோ஧ ்஡்து ததோநோத஥த்தடு஬ோ஧ ்கப்.

ப஥ோ஡தனக் குதந஡்஡ன்
ததந் பநோ஧ ்கப் எ஬் த஬ோரு கு஫஢்த஡யு஥் ெ஥஥ோக

ப஢சிக்கத்தடு஬த஡யு஥் ஥தித்புப௃க்க஬஧ ்கபோகவு஥் உ஠஧

உ஡வு஬஡ண் பென஥் ப஥ோ஡ன் கதபக் குதநக்கனோ஥் .

எ஬் த஬ோரு கு஫஢்த஡க்கு஥் ெ஥஥ோண ப஢஧஡்த஡ெ ் தெனவிட ப௅஦ந் சி

தெ஦் யுங் கப் .

 ஢ீ ங்கப் அ஬஧ ்களுடண் தெ஦் யு஥் கோ஧ி஦ங் கப் அ஬஧ ்கபிண்

஬஦து ஥ந்று஥் ஆ஧ ்஬ங் கப் கோ஧஠஥ோக

ப஬றுதட்டிருக்கனோ஥் .

 கு஫஢்த஡கபிண் ெோ஡தணகதபத் தந் றி ெ஥஥ோக கரு஡்து

த஡஧ிவித்த஡ண் பென஥் ததோநோத஥த஦க் குதநக்கவு஥் , ஋.கோ.

எரு கதனத் ததடத்பு, எரு அறிக்தக அட்தட.

கு஫஢்த஡கதப எத்பிடோதீ஧ ்கப் - எ஬் த஬ோரு கு஫஢்த஡பேண்

தன஥் ஥ந்று஥் திநண்கபின் க஬ண஥் தெலு஡்துங் கப்.

  ஡ங் களுதட஦ உடண்பிந஢்஡஬஧ ்கப் த஡ோடோ஡

஡ணிெ ்சிநத்புகதப கு஫஢்த஡கப் த஬஡்திருக்க

அனு஥திக்கவு஥் .

 த஧ிசுகதப ஬ோங் கு஥் பதோது எ஬் த஬ோரு கு஫஢்த஡க்கு஥்

஌஡ோ஬து சிறி஦ அபவின் தகோடுக்கவு஥்

 தகி஧ ்஢்து தகோப் ப எரு தத஧ி஦ விஷ஦஡்த஡ விட.

 கு஫஢்த஡ ஋த்ததோழுது஥் விதப஦ோட்டுகபின் இரு஢்து

விடுதடோ஥ன் இருத்தத஡ உறுதி தெ஦் ஦வு஥் .

கு஫஢்த஡களுக்கு ஢஠் த஧ ்கப் இரு஢்஡ோன் , எ஬் த஬ோரு

கு஫஢்த஡க்கு஥் எப஧ ப஢஧஡்தின் விதப஦ோட எரு ஢஠் த஧ ்

இருக்க ப௅஦ந் சி தெ஦் யுங் கப்.

 எரு஬ருக்தகோரு஬஧ ் கணி஬ோகவு஥் சி஢்஡தணயுடனு஥் இருக்க

கு஫஢்த஡களுக்கு கந்றுக்தகோடுங் கப் , ஋.கோ. பிந஢்஡஢ோளுக்கு

அட்தடகப் அன் னது த஧ிசுகதப உரு஬ோக்கு஡ன்.

 குடு஥் த஥ோக உன் னோெ஥ோக இருக்க ப஢஧஥் எதுக்குங் கப்.

 கு஫஢்த஡கப் ஡ங் கப் உ஠஧ ்வுகளுக்கு எரு ஬ழித஦க்

க஠்டறி஦ உ஡வுங் கப் , ஋.கோ. தெ஦லின் விதப஦ோட்டு,

விதப஦ோட்டு, இதெ அன் னது ஆக்கத்பூ஧ ்஬஥ோண

஢ட஬டிக்தககப்.

விதிகப் ஥ந்று஥் ஢தடப௅தநகப்

‘஋ங் கப் குடு஥் த஡்தின் ஢ோ஥் ஋஬் ஬ோறு கோ஧ி஦ங் கதபெ ்

தெ஦் கிபநோ஥் ’ ஋ண்தத஡த் தந் றி஦ த஡பி஬ோண குடு஥் த

விதிகதபக் தகோ஠்டிருத்தது, ஋ண்ண ஋தி஧ ்தோ஧ ்க்கத்தடுகிநது

஋ண்தத஡ கு஫஢்த஡கப் அறி஦ உ஡வுகிநது
  இது ஥ந் ந஬஧ ்களுக்கு ப஢஧ ்த஥ ஥ந்று஥் ஥஧ி஦ோத஡த஦

ஊக்குவிக்கிநது.

 ஥க்கப் எரு஬த஧த஦ோரு஬஧ ் ஋த்தடி ஢ட஡்துகிநோ஧ ்கப்

஋ண்த஡ந் கோண விதிகதப அத஥க்க உ஡வுகிநது, ஋.கோ.

'஢ோங் கப் ஋த்பதோது஥் ஥ோறி ஥ோறி ஬ருகிபநோ஥் ', '஢ோங் கப்

எருபதோது஥் ஥க்கதப அடிக்கப஬ோ அன் னது தத஦஧ ்கதப

அத஫க்கப஬ோ இன் தன', '஢ோங் கப் ஥ண்ணிக்கவு஥் '.

 விதிகப் ப௄நத்தட்டோன் ஋ண்ண ஢டக்கு஥் ஋ண்தத஡

அதண஬ரு஥் எத்புக்தகோப் கிநோ஧ ்கப் ஋ண்தத஡

஢ிதணவூட்டு஬஡ந் கோக எரு ஢கதன ஃத்஧ிட்வ௃ன் த஬க்கவு஥் ,

குடு஥் த விதிகதப ஢ீ ங்கபப பிண்தந்று஬஡ண் பென஥் ஢ன் ன

ப௅ண்஥ோதி஧ி஦ோக இருங் கப் , ஋.கோ. குறித்பிட்ட ஢ோட்கபின்

தோ஡்தி஧ங் கதபக் கழுவுத஬஧,் அங் கு அதண஬ரு஥்

உ஠வுக்கோக அ஥஧ ்஢்திருத்தோ஧ ்கப்.

ப஥ோ஡ன் ஌ந் தடு஥் பதோது

கு஫஢்த஡களுக்கு விஷ஦ங் கதபெ ் தெ஦் யு஥் திநண்

கிதட஡்஡வுடண், ப஬றுதோடுகதப஡் ஡ோங் கபப தீ஧ ்஡்துக்தகோப் ப

அ஬஧ ்கதப ஢஥் புங் கப். அ஬஧ ்களுக்கு சிக்கன் இரு஢்஡ோன் ,

தகோடுத஥த்தடு஡்து஡ன் அன் னது கு஫஢்த஡க்கு தீங் கு

விதபவிக்கு஥் அதோ஦஥் இரு஢்஡ோன் ஥ட்டுப஥ ஈடுதடுங் கப்.

சின ததந் பநோ஧ ்கப் ஡ங் கப் தெோ஢்஡ ப஬றுதோடுகதப

கு஫஢்த஡கதப ப஬தன தெ஦் ஦ அனு஥தித்தது ஢ன் னது ஋ண்று

஢ிதணக்கிநோ஧ ்கப் , ஆணோன் கு஫஢்த஡கப் ப஥ோ஡தன ஋஬் ஬ோறு

தீ஧ ்த்தது ஋ண்தத஡ அறி஢்திருக்க ஥ோட்டோ஧ ்கப்.

 ஋த்தடி ஋ண்தத஡ அ஬஧ ்களுக்குக் கோட்ட ததந் பநோ஧ ்கப்

ப஡த஬. ஢ி஦ோ஦஥ோண விஷ஦ங் கதபெ ் தெ஦் ஬஡ந் கோண

திநண்கதப அ஬஧ ்களுக்குக் கந் பித்தது ஢ீ ஠்ட கோன஡்திந் கு

ெ஠்தடத஦ குதநக்கு஥் .

 கு஫஢்த஡கதப 'அத஡ ஋தி஧ ்஡்துத் பதோ஧ோட' அனு஥தித்தது

஋ண்தது ததரு஥் தோலு஥் ஬஦஡ோண அன் னது ஬லித஥஦ோண

கு஫஢்த஡ ஋த்பதோது஥் த஬ந் றி ததறு஬த஡க் குறிக்கிநது. இது
 தகோடுத஥த்தடு஡்து஡தன ஊக்குவிக்கு஥் . ஥ந்ந கு஫஢்த஡

஋ன் னோ ப஢஧஡்திலு஥் தகோடுக்க கந்றுக்தகோப் பனோ஥் .

 ப஥ோ஡தன஡் தீ஧ ்க்க ப௅஦ந் சிக்கு஥் ப௅ண் ததந் பநோ஧ ்கப்

பிப் தபகதப அத஥தித்தடு஡்஡ உ஡வு஬து ப௅க்கி஦஥் .

஬லு஬ோண உ஠஧ ்ெ ்சிகபின் சிக்கிக் தகோப் ளு஥் பதோது

஦ோருக்கு஥் ஢ி஦ோ஦த்தடு஡்து஬து கடிண஥் .

 எ஬் த஬ோரு கு஫஢்த஡க்கு஥் அ஬஧ ்கபிண் உ஠஧ ்வுகளுக்குத்

தத஦஧ிட உ஡வுங் கப் , ப஥லு஥் அ஬஧ ்கப் ஋த்தடி

உ஠஧ ்கிநோ஧ ்கப் ஋ண்தத஡த் பு஧ி஢்துதகோப் ஬த஡

அ஬஧ ்களுக்கு஡் த஡஧ி஦த்தடு஡்துங் கப்.

 இரு கு஫஢்த஡களு஥் அத஥தி஦ோக இருக்கு஥் பதோது ஢ீ ங்கப்

அ஬஧ ்களுடண் உட்கோ஧ ்஢்து தகோப் பனோ஥் : எரு஬த஧த஦ோரு஬஧ ்

஋த்தடி ஢ட஡்து஬து ஋ண்தது குறி஡்஡ குடு஥் த விதிகதப

அ஬஧ ்களுக்கு ஢ிதணவூட்டுங் கப் , ததந் பநோ஧ ்கப்

தக்கதன஥ோக இருத்த஡ோக கு஫஢்த஡கப் உ஠஧ோ஡பதோது,

உடண்பிந஢்஡஬஧ ்களுடணோண பதோட்டி குதநகிநது.

 ததந் பநோ஧ ்கப் கு஫஢்த஡களுக்கு இ஢்஡ ஬ழிபேன் சிக்கதன஡்

தீ஧ ்க்க உ஡வு஥் பதோது, அ஬஧ ்கபப அத஡ெ ் தெ஦் ஬஡ந் கோண

திநண்கதப ஬ப஧ ்க்க உ஡வுகிநது. ஬லித஥஦ோண கு஫஢்த஡

஥ந் ந஬஧ ்களுக்கு தெவிெோ஦் க்க கந்றுக்தகோப் கிநது ஥ந்று஥்

எ஬் த஬ோரு ப௅தநயு஥் த஬ந் றி ததந ப஬஠்டி஦தின் தன.

 ெக்தி குதந஢்஡ கு஫஢்த஡ ஡ணக்கோக பதசு஬தின் சிந஢்து

விபங் குகிநது. தீ஧ ்வுகதபக் க஠்டறி஦ உ஡வு஬து

அ஬஧ ்கபிண் ததோறுத்பு ஋ண்தத஡ இரு கு஫஢்த஡களு஥்

கந்றுக்தகோப் கிநோ஧ ்கப்.
  கு஫஢்த஡கப் ஢ி஦ோ஦஥ோக விஷ஦ங் கதபெ ் தெ஦் ஬தின்

சிந஢்து விபங் கு஬஡ோன் , ததந் பநோ஧ ்கப் குதந஬ோக

ஈடுதடனோ஥் . அ஬஧ ்கப் ஢ண்நோகெ ் தெ஦் யு஥் பதோது ஢ிதந஦த்

தோ஧ோட்டுங் கப்.

 அ஬஧ ்கபிண் ஢ட஡்த஡பேன் ஢ீ ங்கப் விரு஥் பு஬த஡

அ஬஧ ்கபிட஥் தெோன் லுங் கப் , ஋.கோ. ‘஢ீ ங்க த஧஠்டு பதரு஥்

அ஢்஡ ப஬தனத஦ெ ் ெ஧ி஦ோகெ ் தெ஦் திருக்கிறீ஧ ்கப் ’.

 இது ஢ீ ங்கப் விரு஥் பு஥் ஢ட஡்த஡த஦ ஊக்குவிக்கிநது ஥ந்று஥்

விஷ஦ங் கதப ஬஧ிதெத்தடு஡்து஬தின் அ஬஧ ்கபிண்

஢஥் பிக்தகத஦ ஬ப஧ ்க்கிநது.

 கட்டுத்தோடந் ந ஬ண்ப௅தந஦ோண ஢ட஡்த஡ இரு஢்஡ோன் ,

ஆ஡஧வுக்கோக எரு ஆபனோெக஧ ் அன் னது இதபஞ஧ ் ஥ண஢ன

பெத஬த஦஡் த஡ோட஧ ்பு தகோப் பவு஥் .

 உடண்பிநத்பு பதோட்டித஦஡் ஡டுக்க பகோன் டண் புப் பிகப்

உடண்பிந஢்஡ பதோட்டித஦ ப௅டிவுக்கு தகோ஠்டு஬ரு஬஡ந் கு

ப஢஧ ்஥தந஦ோண ததந் பநோருக்கு஧ி஦ தீ஧ ்வு

உடண்பிநத்பு பதோட்டித஦ ப௅ந் றிலு஥ோக ஢ிறு஡்஡ ப௅டி஦ோது

஋ண்நோலு஥் , அ஡ண் அதி஧ ்த஬஠்த஠க் குதநக்கனோ஥் .

1.எத்பீடு தெ஦் ஬த஡஡் ஡வி஧ ்க்கவு஥்

஋ங் கப் கு஫஢்த஡கதப பனபிபிடு஬஡ண் பென஥் , கு஫஢்த஡கதப

஌ப஡ோ எரு தோ஡்தி஧஡்தின் அன் னது ஥ந் தநோரு தோ஡்தி஧஡்தின் -

அ஬஧ ்கப் விரு஥் பிணோலு஥் விரு஥் தோவிட்டோலு஥் -஥ந்று஥்

உடண்பிநத்புகளுக்கு இதடப஦ எத்பீடுகதப உரு஬ோக்குகிபநோ஥் .
2.க஬ண஡்திந் கு ஌ந் தோடு தெ஦் யுங் கப்

உங் கப் கு஫஢்த஡கபிண் க஬ண஡் ப஡த஬த஦த் பூ஧ ்஡்தி தெ஦் ஦ ,

எ஬் த஬ோரு கு஫஢்த஡க்கு஥் எ஬் த஬ோரு ஢ோளு஥் குதந஢்஡து 10-15

஢ிப௃டங் கப் கு஫஢்த஡கதப த஥஦஥ோக த஬஡்து,

ப஬஠்டுத஥ண்பந க஬ண஥் தெலு஡்஡ திட்டப௃டுங் கப்.

3.அத஥திக்கு஡் ஡஦ோ஧ோகுங் கப்

உடண்பிந஢்஡஬஧ ்களுடண் ெ஠்தடகப் ஌ந் தடு஥் பதோது, தன

ததந் பநோ஧ ்கப் சூ஫் ஢ிதனத஦த் த஧த்பு஬஡ந் கோண எரு ஬ழி஦ோக

ப஢஧஡்த஡த் த஦ண்தடு஡்துகிண்நண஧.் கு஫஢்த஡கதப ஡ணி஡்஡ணி

பெதனகளுக்கு அனுத்பு஬து அ஬஧ ்களுக்கு அத஥தி஦தட஦

஬ோ஦் த்தபிக்கு஥் அப஡ ப஬தபபேன் , பெதனபேன் தெனவிடு஥் ப஢஧஥் ,

ப௅஧஠்தோட்தட ஋஬் ஬ோறு தீ஧த

் ்தது ஋ண்தத஡ கு஫஢்த஡க்குக்

கந் பிக்கோது. கு஫஢்த஡களுக்கு ப஥ோ஡ன் கதப஡் தீ஧ ்க்கு஥்

திநண்கதபக் கந் பிக்க, தூசி தடி஢்஡வுடண் ததந்பநோ஧ ்கப் ப஧ோன் -

பிபபப௃ங் தகத் த஦ண்தடு஡்஡ த஧ி஢்துத஧க்கிபநண். அதண஬ரு஥்
அத஥தி஦தட஢்஡ண஧.் அ஢்஡ ப஥ோ஡தன஡் தீ஧ ்க்கு஥் திநண்கதப

உரு஬ோக்கு஬஡ந் கு ஢ீ ங்கப் தங் குதகோப் பக்கூடி஦ சின கோட்சிகப்

இங் பக உப் பண:

1. திருத்தங் கதப ஋டு஡்துக்தகோப் ஬து

2.அ஬஧ ்கபிண் பகோத஡்த஡க் கட்டுத்தடு஡்து஡ன்

4.ப௅க்கி஦ப௃ன் னோ஡ எரு விஷ஦஡்த஡த் தந் றி஦ ஬ோ஡஥்

ெ஠்தடத஦ புநக்க஠ித்த஡ண் பென஥் , உங் கப் க஬ண஡்துடண்

஋தி஧ ்஥தந஦ோண ஢ட஡்த஡க்கு த஬கு஥தி அபிக்க ஥ோட்டீ஧ ்கப் , ப௃க

ப௅க்கி஦஥ோக, அத஡ அ஬஧ ்கபோகப஬ தெ஦் து ப௅டித்த஡ந் கோண

஬ோ஦் த்தத அ஬஧ ்களுக்கு ஬஫ங் குகிறீ஧ ்கப். ெ஠்தட

ெெ ்ெ஧வுகளுக்கு க஬ண஥் தெலு஡்஡ ப஬஠்டோ஥் .

5. ப஥ோ஡தன அத஥தித்தடு஡்துங் கப்

தழி சு஥஡்஡ோ஥ன் அன் னது எரு தக்க஥் ஋டுக்கோ஥ன் , சின தீ஧ ்வுகதப

எண்நோகக் தகோ஠்டு ஬஧ெ ் தெோன் லுங் கப். ஦ோ஧ோலு஥்

தெ஦ன் தடு஡்஡க்கூடி஦ தீ஧ ்஥ோண஡்த஡ தகோ஠்டு ஬஧

ப௅டி஦ோவிட்டோன் , சின஬ந் தந ஢ீ ங்கபப த஧ி஢்துத஧஡்து,

உடண்தோட்தட ஋ட்ட உ஡வுங் கப்.

6.அதண஬த஧யு஥் எப஧ தடகின் த஬க்கவு஥் .

இரு ஡஧த்ததயு஥் பகட்டு எரு தீ஧ ்த஬க் க஠்டுபிடிக்க

ப௅஦ந் சிக்கிறீ஧ ்கப் , உங் கப் கு஫஢்த஡கபோன் இண்னு஥்

எத்புக்தகோப் ப ப௅டி஦வின் தன, அ஬஧ ்கதப "அதண஬த஧யு஥் எப஧
தடகின் " த஬க்க ப஬஠்டி஦ ப஢஧஥் இது. அ஡ோ஬து ஬ோ஡஡்தின்

ஈடுதட்டுப் ப அதண஬ரு஥் எப஧ ப௅டித஬ அன் னது விதபவுகதப

அனுதவிக்கிநோ஧ ்கப்.

இறுதி ஋஠்஠ங் கப்

 உங் கப் கு஫஢்த஡கப் இ஢்஡த் புதி஦ உ஡்திகதபக் கந்றுக்

தகோப் ளு஥் பதோது ததோறுத஥஦ோக இருங் கப்.

 ப஥ோ஡ன் தீ஧ ்வு ப௃கவு஥் ப஥஥் தட்ட திநண் த஡ோகுத்பு ஋ண்தத஡

஢ிதணவின் தகோப் ளுங் கப்.

 உ஠்த஥ ஋ண்ணத஬ண்நோன்...உங் கப் க஬ண஡்த஡

ஈ஧ ்த்த஡ந் கு஥் , ஡ங் கப் ெக்தித஦ ஢ிதன஢ோட்டு஬஡ந் கு஥்

கு஫஢்த஡கப் த஡ோட஧ ்஢்து ஬ழிகதப஡் ப஡டுகிநோ஧ ்கப் ,

஋ணப஬ உடண்பிநத்புகப் (ததரு஥் தோலு஥் ) இ஠க்க஥ோக

஬ோ஫் ஢஡
் ோலு஥் உ஠வு ப஢஧ ஢ோடக஥் , பகோத஥் , பதக்டோக்

஥ந்று஥் வீட்டுத் தோடத் பதோ஧ ்கப் த஬டித்தத஡ ஢ீ ங்கப்

க஬ணிக்கனோ஥்
உடண்பிநத்பு ப஥ோ஡தன஡் தீ஧ ்த்த஡ந் கோண உ஡்திகப்

 ப௅஡லின் , உங் களுக்குத் பிடி஡்஡ எரு கு஫஢்த஡த஦஡்

ப஡஧ ்஢்த஡டுக்கோதீ஧ ்கப்.

 எரு உடண்பிந஢்஡ ெபகோ஡஧ிபேண் திநத஥ ஥ந்று஥்

திநண்கதப ஥ந் ந஬஧ ்களுடண் எத்பிடோதீ஧ ்கப் , அ஬஧ ்கப்

இருக்கு஥் வி஡஡்த஡த் தோ஧ோட்டுங் கப்.

 உங் கப் பிப் தபபேண் ஆ஧஥் த ஬஦தின் பதோட்டிபேடு஬஡ந் குத்

ததினோக எ஡்துத஫க்க சின விதிகதப அத஥க்கவு஥் .

 எரு஬ப஧ோதடோரு஬஧ ் அ஬஧ ்கபிண் ஢ட஡்த஡த஦ அ஬஡ோணி஡்து

இரு஬ருக்குப௃தடபேன் ஌ப஡னு஥் பி஧ெ ்சிதண அன் னது

ப஥ோ஡தன ஢ீ ங்கப் க஠்டோன் , அத஡ ஆ஧஥் த ஢ிதனபேபனப஦

தீ஧ ்க்கவு஥் .

 உடண்பிந஢்஡஬஧ ்களுக்கிதடபேனோண எருங் கித஠த்தத

இத஠ தோட஡்திட்ட ஢ட஬டிக்தககளுடண் ஈடுதடு஡்துங் கப் ,

இ஡ணோன் இரு஬ருக்கு஥் இதடபேனோண பித஠த்பு

஬லு஬தடயு஥் .
 ஬ோ஦் த஥ோழி துஷ்பி஧ப஦ோக஥் உடன் ஧ ீதி஦ோண

துஷ்பி஧ப஦ோக஥் பதோனப஬ தீவி஧஥ோக ஋டு஡்துக்தகோப் பத்தட

ப஬஠்டு஥் . கு஫஢்த஡களுக்கிதடப஦஦ோண த஬றுத்தத

ப௅஡ண்த஥஦ோகக் க஬ணிக்க ப஬஠்டு஥் .

 உங் கப் கு஫஢்த஡கபிட஥் உங் கப் ஥ண அழு஡்஡஡்த஡க்

கோட்டு஬த஡஡் ஡வி஧ ்க்கவு஥் , உங் கப் ஥ணெ ்பெோ஧ ்வு ஢ிதனக்கு

அ஬஧ ்கப் எருபதோது஥் தலி஦ோகிவிடோதீ஧ ்கப். இது

உடண்பிந஢்஡஬஧ ்கபிதடப஦ ப஥ோ஡ன் களுக்கு கோ஧஠஥ோக

இருக்கனோ஥் ஥ந்று஥் அ஬஧ ்கபிண் ஆளுத஥பேண் எரு

தகுதி஦ோக இருக்க ஬ோ஦் த்புகப் உப் பண.

 ததந் பநோ஧ ்கப் எ஬் த஬ோரு கு஫஢்த஡க்கு஥் ஋த்பதோது஥்

ெ஧ி஦ோண க஬ண஥் தெலு஡்஡ ப஬஠்டு஥் . தோலிண

ெ஥஡்து஬ப௃ண்த஥ அ஬஧ ்கபிதடப஦ ப஥ோ஡ன் களுக்கு

஥ந் தநோரு கோ஧஠஥் . இரு தோலிணரு஥் ஡ங் களுக்கு

ெ஥஥ோண஬஧ ்கப் ஋ண்தத஡ அ஬஧ ்கபிண் அணுகுப௅தந஦ோன்

஋த்பதோது஥் கோட்டுங் கப்.

 எரு ஬ன் ன஧ெோக உங் கப் கு஫஢்த஡களுடண் தகி஧ ்஢்து

தகோப் ளு஥் த஫க்க஡்த஡ அறிப௅கத்தடு஡்துங் கப்.

PHOTOGRAPHS