Dr. Ritu Kishor (Ph.D) P.G. Department of psychology Veer

ROLE OF YOGA IN FAMILY ENVIRONMENT AND BEHAVIOURS

Dr. Ritu Kishor (Ph.D)

P.G. Department of psychology

Veer Kunwar Singh University

Ara-802301, Bihar (India)

ABSTRACT

The present study deals with family environment as a cause of

problem behaviours among school children as well as their reduction or removal through

some yogic practices undertaken by them for about half an hour daily continuously for three

months. The family environment included socio-economic status of the family, gender of the

child, parental rearing attitudes and parental discipline techniques.Yogic practices included

Anulom-Vilom, Kapalbhati, Bhramari, Tratak and Meditation.

The problem behaviours may be defined as those deviant behaviours which

persist and occur more frequently than what is expected in otherwise normal children. The

examples of such behavioural disorders may be cited as hyperactivity, impulsiveness, lacking

concentration, aggressiveness, withdrawal, shyness, poor peer-relation, delinquency, nail-

biting, day-dreaming, anxiety, thumb sucking etc. these are the behaviours by which a child

tries to release his inner tensions, but such behaviours evoke punishing responses from others

which ultimately accelerate the child’s maladjustment. To a lesser or greater degree every

child may have some problems which can be known by his parents (mother and father).

However when these problems persist very frequently the child is termed as a problem child.

KEYWORDS- Yoga, Environment, Behaviour, Techniques, Reduction

Aut Aut Research Journal

Volume XI, Issue XI, November/2020

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INTRODUCTION

A problem child is a child with several behaviours which may not be

regarded as normal. He is a frustrated and unhappy child displaying behaviour

disorders like hyperactivity, impulsiveness, lacking concentration, aggressiveness,

withdrawal, shyness, poor peer-relation, delinquency, fidgeting, nail biting, day

dreaming, fear, anxiety, thumb-sucking etc. By such behaviours he tries to release his

inner tensions. But such behaviours evoke punishing responses from others which

ultimately accelerate the child’s maladjustment. Merely labelling a child as

aggressive, lazy or stubborn often obscures rather than clarifies his real difficulties.

When immature behaviour continues or reappears in later years it represents not just

a habit but also a need to retain or recapture attention and affection which the child

has lost or fears to lose.

Children who arouse negative feelings and induce negative behaviours in others are

not typically popular among their classmates and friends. They usually experience

both social and academic failures and rejection from people around them. Most

adults in the child’s environment choose to avoid them if they can. Their behaviour

is so persistently irritating to people in authority that they seem to invite

punishment or rebuke.

Many behaviours handicap children because they violate standards

peculiar to their culture or social institutions in their environment. A given

behaviour may be considered disorder in one situation or context and not in another

simply because of difference in the expectancies of the people around the child. The

majority of behaviour disorders are defined by such socio-cultural expectations.

Family Environment and Behaviour -

Besides parent-child relationship some other factors related to family

environment may also be important in personality formation. However they became



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important only because they influence the early parent-child relation which consists

of parental attitudes, behaviours and discipline techniques. Studies have shown that

family related factors such as socio-economic status of the family, employment of the

mother or dual career family, family size, family type, birth-order, father’s or

mother’s absence, presence of step parents, grandparents or other relations, etc.

considered alone have not been found predictive of mental health or behavioural

pathology (Becker, 1964). Gill and Kang (1995) found that in urban and rural homes

where environment was found to be rich, there was lesser who suffered from

behavioural problems. It was also found that in both the settings the number of

children with behavioural problem was less where family size was found to be large.

Brar and Brar (1989) have explained that happier parents and more positive home

environment had more beneficial effects on growing child. Gill and Singh (1995)

found that urban preschool children had more behavioural problems as compared to

their rural counterparts. Moreover, boys and girls did not differ in their behavioural

problems in urban as well as in rural areas. Nevertheless some researchers maintain

that broken homes, parental separation, divorce, chaotic or hostile family

relationships and low-economic level appear to increase children’s vulnerability to

behaviour disorders.

Parents differ in terms of the characteristics they value most for their children and

this difference s in values contribute to the difference in parenting behaviour.

Specifically the parents who value self-direction would emphasize the supportive

functions of parenting and parents who value conformity would put greater

emphasis on their obligations to impose constraints.

A home environment that is characterized by quarreling,

nagging and disagreement has deleterious effects on both parents and children.

High conflict between parents is associated with negative feelings and behaviour

directly towards their children and in turn with disruptions in social and cognitive

competence and increased antisocial behaviour in children. On the other hand,

whenever a parent expresses warmth and acceptance, the child is likely to wish to



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maintain the approval and be distressed at any prospect of loss of love of a warm

parent. Therefore, the need for harsh forms of discipline to gain compliance is often

unnecessary (Baumrind, 1971). In contrast, the threat of withdrawal of love is

unlikely to be an effective mechanism of socialization when used by hostile parents

who have little demonstrable affection to rescind. What has the child to lose? Even

on those occasions when physical punishment is utilized by warm parents, they find

it more effective in limiting their child’s behaviour than do hostile parents. Again,

this is probably because the child wishes to conform to the standards of warm

parents and because these parents are more likely to provide information about

alternative socially desirable responses available to the child. Secondly,

Parent’s belief about their children’s behaviour will influence their

discipline. Parents who think that the child’s behaviour is largely shaped by

experiences in contrast to those who think that problems in children are due to the

child’s disposition, are more likely to try to change the child’s negative behaviour.

When parents use suggestions and reasoning and when they present possible

alternative courses of action, the child is more likely to comply with the parents’

wishes.

II. Yoga: Meaning and Types

The word yoga has been used in different contexts and meanings. But

its general meaning is to ‘unite’ to ‘conjunct’ to be together with. In this sense yoga

‘denotes’ any method or way which something apart or desired is united with or

achieved. The specific meaning of yoga is universally regarded as a system of self-

culture and realization of individuals union with the supreme self. Aurobindo says

that for the contact of the human and individual consciousness with the divine is the

very essence of yoga. Yoga is the union of that which has become separate in the

play of the universe with its own true self origin and universality.



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Kinds of Yoga

(i) Raja Yoga

Raja Yoga which includes sadhna and meditation allows one to develop a strong will

and controlled mind. It has both theoretical as well as practical sides but more

emphasis is laid on the practical side

(ii) Karma Yoga

Karma Yoga unfolds one’s hidden potentials while preparing his psychological

being to face and confront with life’s day to day activities. Any action that is

performed with meditative awareness becomes Karma Yoga.

(iii) Bhakti Yoga

Bhakti Yoga cultures the feelings and brings about emotional integration in

personality. As Karma Yoga purifies the mind, Bhakti Yoga becomes increasingly

possible.

(iv) Jnana Yoga

Jnana Yoga is the yoga of wisdom which trains and trends the reason sharp and

subtle. In contrast to Raja Yoga which is based on a dualistic metaphysics, Jnana

yoga pertains to the Vedanta school of thought.

(v) Hatha Yoga

Hatha Yoga refers to a complete system of psychological exercises aimed at the

perfect mastery over the body and the mind. Sometimes Hatha Yoga and Raj Yoga

are complementary to each other. Hatha Yoga consists of five groups of practices-(1)

Kriyas, (2) Asanas, (3) Pranayamas, (4) Mudras and (5) Bandhas. Kriyas include six

groups of purification practices viz.,

(vi) Mantra Yoga

Mantra is the essential part of yoga and its special feature is Mantra Sadhna. Mantra

means a force which can free the mind from its normal state of identification and

allows a greater creativity and receproctivity of the mind to manifest when it is

perfected. Mantra is a sound vibration.



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Utility of Yoga

A positive attitude is important for mental and physical wellbeing and this comes from yoga.

Modern medical scientists are ignorant of the fact that our mind works through our body and

our inner mind i.e. ‘atma’ is linked with the body and mind. Yoga alone touches all three at

the same time.Yoga is often used in chronic ailments such as diabetes, asthma, blood

pressure, piles, polio, infertility and heart problems. It is also used in reducing stress,

anxieties, depression and emotional instability. It totally cures insomnia-sleeplessness. It can

overcome the problems of rage and helps cure diseases that affect brain. It improves physical

and mental disciplines and also improves concentration and memory.

METHODOLOGY

The Design of the study

The present study has used both field study and experimental study.

The study has two parts. In the first part ex-post facto strategy has been employed

where the relationship of children’s problem behaviours with socio-economic status,

and parental rearing strategy has been explored. Hence the first part may be termed

as correlational study. But in the second part the subjects of the sample were

randomly assigned to two groups-experimental and control and the effect of some

yogic practices were observed. Hence that may be treated as experimental study.

The tools of gathering data in both parts are objective tests and interview schedule.

In a correlational study we measure two or more variables as they are found to occur

in the natural course of events.

The present study has been designed to examine the following: -

1. The relationship between socio-economic status of family and problem behaviour

of children.

2. The relationship between the sex of the child and his/her problem behaviours.

3. The relationship between parental rearing attitudes and children’s problem

behaviours.



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4. The relationship between parental discipline techniques and children’s problem

behaviours.

5. Examining the effects of some yogic practices on management of children’s

problem behaviours.

Parental strategies are formed as a result of various experiences in one’s preparental

life e.g., experiences received from parents during childhood, socio-economic status,

marital satisfaction, satisfaction with the job and maternal employment, etc. and

parental strategies shape the parental attitudes and behaviour as well as parental

discipline techniques

Following is the schematic representation of the design of the study.

Part-I: Schematic Representation of the design of experimental study about the

effects of yoga on problem behaviour of children.

Groups Pre-Phase

Measurement

Three Months

Intervention

period

Post-Phase

Measurement

Experimental

Group

(N = 120)

Measurement of

problem

behaviours as rated

by parents

Continuous

yogic practice for

25 minutes per

day Remeasurement of

problem behaviours

as rated by parents

(i) Anulom-

Vilom

(ii) Kapalbhati

(iii) Bhramani

(iv) Tratak

(v) Dhyan

Control

Group

(N=120)

Measurement of

problem

behaviours as rated

by parents

Normal activity

(No yogic

practice)

Remeasurement of

problem behaviours

as rated by parents

I. Constitution of Sample

It was planned to select 400 children of 5th, 6th and 7th grade from 10 English- medium

schools of Patna-Missionary schools were avoided because of basic difference in



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school cultures. Thus a total of 400 school children were selected in the initial

sample. However in the present research the purpose was to see the effects of socio-

economic status and parental attitudes and discipline techniques. Therefore it was

thought to sort out equal number of subjects in upper, middle and lower socio-

economic classes.

Table- 1.

Composition of the sample of children (N = 240)

Upper SES (n = 80) Middle SES (n = 80) Lower SES (n = 80)

Male

children

(n = 45)

Female

children

(n = 35)

Male

children

(n = 50)

Female

children

(n = 30)

Male

children

(n = 60)

Female

children

(n = 20)

Table -2

Age wise distribution of parents of children

Parents Age in years

Total 30-34 35-39 40-45

Mother 111 (46.2%) 100 (41.67%) 29 (12.05%) 240

Father 62 (25.83%) 130 (54.17%) 48 (20%) 240

According to Table 2 it is obvious that 46.25% of mothers came from

30-34 years, 41.67% came from 35-39 years, while only 12% came from the age group

of 40-45 year.

PROCEDURE

The study was done in two phases. In the first phase relation of

problem behaviours of the children with socio-economic status and parental

strategies viz., parental rearing behaviour and parental discipline techniques were

determined. In the second phase it was examined as to how the practice of some

yogic practice can reduce the problem behaviours of children.



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HYPOTHESES

In order to realize the objectives some hypothesis were formulated for

verification which are mentioned below:

1. Socio-economic status (SES) will be negatively associated with problem

behaviours of the children. That is to say lower SES children would show the

highest level of problem behaviours and upper SES children would display the

lowest level of problem behaviours, the middle SES showing intermediate level of

problem behaviour.

2. Boys will show more problem behaviours than girls and the difference between

them will be significant.

3. Perceived permissive, loving and protecting rearing attitudes of parents will be

negatively related with problem behaviours of children which mean that

restrictive, rejecting and neglecting behaviours will be positively related, with

problem behaviours.

4. Power-assertive discipline techniques will be positively related with problem

behaviours of children, while love-withdrawal and inductive techniques of

discipline will be negatively related with problem behaviours of children.

5. Yogic practices undertaken during three months intervention period will

significantly reduce the problem behaviours among children as rated by their

parents, while spending, three months intervention period in normal.



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RESULTS AND DISCUSSION

Table -.3

Correlation coefficients between rearing-loving childrearing attitudes of parents

and children’s problem behaviours.

Rearing

Behaviour Parent

Children’s problem behaviours

Hyperactive Health

Problem Aggressiveness Delinquency

Mixed

Problem OVERALL

Loving

Behaviour

Mother

(N=240) - 0.262** - 0.182** -0.165** -0.303** -0.213** -0.231**

Father

(N=240) - 0.149* - 0.201** -0.325*** 0.256** -0.187** -0.285**

* p<0.05, ** p<0.01

Table 3 makes obvious that loving behaviour of both parents are

negatively related with all kinds of problem behaviour of children as well as over-all

problem behaviours. The loving behaviour of mother is negatively related with

child’s problem behaviours like hyperactivity (r=0.262, p<0.01), health problems (r=-

0.182, p<0.01), aggressiveness (r=-0.165, p<0.01), delinquent behaviour (r=-0.303,

p<0.01) and mixed problems (r=-0.213, p<0.01) like anxiety, day dreaming, biting

nails, clumsiness, jealously and lacking guilt, etc. The loving behaviour of father too

is negatively and significantly related with child’s hyperactivity (r=-0.149, p<0.05),

health problems (r=-0.201, p<0.01), aggressiveness (r=-0.325, p<0.01), delinquent

behaviour (r=-0.256, p<0.01) and mixed problem behaviours (r=-0.187, p<0.01) as

mentioned above. Further we find that the overall problem behaviours of children

are also related with loving behaviours of both mother (r=-0.231, p<0.01) and father

(r=-0.285, p<0.01). In other way it indicates that or rejecting behaviours would give

rise to problem behaviours of children in children.

(ii) Love-Withdrawal and Child’s behaviour Problems



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Love-withdrawal category refers to a discipline technique whereby a

parent more or less openly withdraws love by ignoring the child, turning his/her

back on the child, refusing to speak to him, explicitly stating that he/she dislikes the

child or isolating him. It was hypothesized that perceived love-withdrawal would be

positively related with problem behaviours among children.

Table- 4

Correlation coefficients between children’s problem behaviours and parent’s love-

withdrawal discipline technique

Discipline

Technique Parent

Children’s problem behaviours

Hyperactive Health

Problem Aggressiveness Delinquency

Mixed

Problem OVERALL

Love

withdrawal

Mother

(N=240) 0.081 0.061 0.062 - 0.056 0.032 0.061

Father

(N=240) 0.051 0.031 0.033 0.023 0.031 0.043

Effects of yoga on Reduction of Problem Behaviours of Children:

To see the effects of five yogic practices of problem behaviours of

children the data were analyzed at two levels-intergroup comparison and intra-

group comparisons of experimental and control groups. It may be recalled that the

total sample of 5th to 7th grade school children were divided into two groups-

experimental (which took up yogic practice for three-months intervention period)

and control group (which spent up the three months intervention period in their

normal activities). The subjects had been assigned to two groups in random order.

The intergroup comparison was made at two stages-initial phase (i.e. before

intervention period of 3 months) and final phase (after completion of intervention

program). During the intervention period the experimental group practiced yoga,

while control group did not practice yoga rather spent the time in normal activities.

Intra-group comparison was made to see whether the practice of yoga by the



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experimental group during intervention period has brought any reduction in the

problem behaviours of children and also whether there was any change in the

subjects of control group regarding their problem behaviours after spending the

intervention period in normal activities as rated by the parents of children. To

examine this mean rating scores on types of problems as well as over-all rating of

problems along with SDs were calculated and the significance of differences between

the experimental and control groups were determined by t-test. In case of inter-

group comparison two-tailed t-test was applied, whereas in case of intra-group

comparison one tailed t-test was applied.

Therefore for the two groups-experimental group (yoga group) and

control group (normal activity group) the means and SDs of parent’s rating on all

types of problems and over-all rating of problems were calculated and their

significance of difference was determined by two-tailed t-test. The statistics for the

groups appear in this.

Table -6

Table -Comparison of experimental and control groups with regard to ratings of

problem behaviours by mother and father at pre-phase session

Problem

behaviour

Experimental

Group

(N=20)

Control

Group

(N=85) t-ratio

Significance

level

Mean SD Mean SD

Mother’s Rating

1. Hyperactivity 12.00 3.21 11.82 3.41 0.41 NS

2. Health problems 10.74 4.01 11.10 3.51 0.75 NS

3. Aggressiveness 11.50 3.50 11.60 3.19 0.23 NS

4. Delinquency 9.96 3.78 10.30 3.49 0.72 NS

5. Mixed problems 11.68 3.65 11.60 4.31 0.15 NS

OVER-ALL 55.88 18.15 56.42 17.91 0.24 NS

Father’s Rating

1. Hyperactivity 11.06 3.11 10.98 3.71 0.18 NS



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2. Health problems 11.20 3.65 10.84 3.81 0.75 NS

3. Aggressiveness 11.95 3.35 11.65 3.65 0.67 NS

4. Delinquency 10.50 3.18 10.46 3.10 0.20 NS

5. Mixed problems 12.05 4.02 11.83 3.75 0.44 NS

OVER-ALL 56.76 17.31 55.76 18.02 0.44 NS

Thus it may be concluded from the above discussion that regular yogic

practice by 5th to 7th grade school children even for three months can lead to

significant reductions in problem behaviours as rated either by mother or father,

while normal activities of three months do not change the problem behaviours of

children rather in exceptional cases it may lead to incline rather than decline.

SUMMARY AND CONCLUSION

The present study deals with family environment as a cause of

problem behaviours among school children as well as their reduction or removal

through some yogic practices undertaken by them for about half an hour daily

continuously for three months. The family environment included socio-economic

status of the family, gender of the child, parental rearing attitudes and parental

discipline techniques. Yogic practices included Anulom-Vilom, Kapalbhati,

Bhramari, Tratak and Meditation.

Yogic practice done continuously for three months even for half an hour was found

to reduce the problem behaviours among children. At post-phase of testing children

of experimental group who took up yogic practice became significantly different

from the children of control group who spent the intervention period of three

months in normal activities. Intra group comparisons of experimental and control

group between pro-phase and post-phase revealed that yoga practice reduced the

problem behaviours of children, while their normal activity did not bring any

change in the problem behaviours of children.



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In conclusion it can be safely inferred from the research that

the real cause of the growth of problem behaviours lie in family environment. There

may be several psychological techniques such as deconditioning and counseling for

reducing problem behaviours of children. But yoga seems to be a very effective

technique for blocking the growth and reducing and removing the problem

behaviours among children. Thus the research performed has the implications that

researchers in psychology should cover up investigation of antecedents other than

family environment and also compare the effectiveness of yogic practice with other

psychological techniques so that a comprehensive picture may emerge in this field.

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Dr. Ritu Kishor (Ph.D) P.G. Department of psychology Veer