School In New Delhi Research Articles

Effects of Stress and Procrastination on The College Application Process in High School Students Belonging To Elite Schools

The primary research has been conducted on 11th and 12th-grade students from higher socioeconomic strata in India planning to apply for further studies outside the country. The methodology involved a survey conducted on 60 high school students from elite (top- ranked) schools in New Delhi, India. The results indicated that the students experienced high stress levels during the application process, leading to procrastination. This conformed to various research studies that were conducted on students of the same age in other countries of the world. To reduce these high levels of stress for these students various steps have been identified.

Investigation of Development of Phonology using Artificial Intelligence: A Preliminary Study

Background: Investigation of the development of acquisition of phonological processes is a very important phenomenon to predict language development in childhood. Phonological development refers to the gradual acquisition of an adult-like speech system used to convey meaning in a language. Adequate phonological development can lead to higher speech intelligibility, essential for perception and speech production. The test battery approach for phonological assessment includes formal as well as informal testing modalities. Speech intelligibility is a vital parameter for the assessment of phonological development. This is done via scoring collected audio speech samples, followed by IPA transcription and scoring and analysis of data manually. The primary objective of the study was to investigate the speech intelligibility score across real-timed stimuli (rhyming, storytelling, open-ended questions, and picture description tasks) across two age categories, i.e., 3-4 and 4-5 years among 40 Hindi-speaking children. Methods: A total of 40 children (15 girls and 25 boys) in the age range of 3 to 5 years were randomly selected from a junior high school in New Delhi, India. Groupwise speech intelligibility score was calculated for rhyming, storytelling, open-ended questions, and picture description tasks. Results: It was observed that the speech intelligibility score for open-ended questions was significantly higher in the 4-5 years group (94.09 ± 3.7) than the 3-4 years (89.83 ± 8.2), t (1, 38) =2.12, p =0.04). However, no significant improvement in rhyming task [t (1, 38) =1.14, p =0.18), storytelling [t (1, 38) =1.81, p =0.07), and picture description [t (1, 38) =1.89, p =0.06) was observed. Conclusion: Chances of error in conventional method of phonology assessment still persists which may be controlled using Artificial Intelligence (AI). The target phonetic stimulus can be customized based on the linguistic experience and environment.

Ethical Considerations from Child-Robot Interactions in Under-Resourced Communities.

Recent advancements in socially assistive robotics (SAR) have shown a significant potential of using social robotics to achieve increasing cognitive and affective outcomes in education. However, the deployments of SAR technologies also bring ethical challenges in tandem, to the fore, especially in under-resourced contexts. While previous research has highlighted various ethical challenges that arise in SAR deployment in real-world settings, most of the research has been centered in resource-rich contexts, mainly in developed countries in the ‘Global North,’ and the work specifically in the educational setting is limited. This research aims to evaluate and reflect upon the potential ethical and pedagogical challenges of deploying a social robot in an under-resourced context. We base our findings on a 5-week in-the-wild user study conducted with 12 kindergarten students at an under-resourced community school in New Delhi, India. We used interaction analysis with the context of learning, education, and ethics to analyze the user study through video recordings. Our findings highlighted four primary ethical considerations that should be taken into account while deploying social robotics technologies in educational settings; (1) language and accent as barriers in pedagogy, (2) effect of malfunctioning, (un)intended harms, (3) trust and deception, and (4) ecological viability of innovation. Overall, our paper argues for assessing the ethical and pedagogical constraints and bridging the gap between non-existent literature from such a context to evaluate better the potential use of such technologies in under-resourced contexts.

How to promote a healthy lifestyle among schoolchildren: Development of an intervention module (i-PROMISe)

ObjectiveLifestyle preferences are inculcated in childhood and once established, persist into adulthood. The Project PROMoting Health LIteracy in School (i-PROMISe) aims to promote a healthy lifestyle among students for the universal prevention of non-communicable diseases (NCDs) like diabetes. Study designQualitative study using focus-group-discussions (FGDs) and In-Depth Interviews (IDI). MethodProject was undertaken in two-phases in two private schools in New Delhi, India. In phase-one, FGDs with students (grades IV to VIII) and IDIs with teachers were conducted to ascertain their perceptions of diabetes prevention and management according to the Health Belief Model. The data was analyzed using a thematic framework method. In phase-two, the resources were pre-tested and participants’ feedback was requested on the duration, quality, and understanding of the resources. ResultsIn total, 89 students and 17 teachers participated in phase-one (n = 54 [in FGDs] and n = 5 [in IDIs]) and phase-two (n = 35 students and n = 12 teachers in FGDs). In phase-one, themes that emerged included: diabetes was considered a disease of the elderly; misconceptions about susceptibility to these diseases were common; children were largely aware of measures to prevent these diseases, but barriers to adopting a healthy lifestyle existed. Based on the findings, a comprehensive module was developed, which consisted of a teacher's manual with interactive activities and short films. The resources (teacher's manual and short films) were well received and contributed to a better understanding of diabetes and other NCDs; myths/misconceptions were clarified. ConclusionDevelopment of resources using participatory approach can be effective in promoting and reinforcing healthy behaviours among school going children to prevent and control NCDs in schools.

Development of a transdiagnostic stepped care programme for common adolescent mental health problems in Indian secondary schools: lessons from a pilot study examining acceptability and feasibility

AbstractBackgroundThe ‘PRemIum for aDolEscents’ (PRIDE) project has developed a school-based, transdiagnostic stepped care programme for common adolescent mental health problems in India. The programme comprises a brief problem-solving intervention (‘Step 1’) followed by a personalised cognitive-behavioural intervention (‘Step 2’) for participants who do not respond to the first step.MethodsA mixed-method design was used to evaluate the acceptability and feasibility of the stepped care programme in five schools in New Delhi. Participants were N = 80 adolescents (mean age = 15.3 years, females = 55%) with elevated mental symptoms and associated distress/impairment.Results61 (76%) of the enrolled sample were assessed following Step 1, from which 33 (54%) met non-remission criteria. Among these 33 non-remitted cases, 12 (36%) opted for Step 2 and five (42%) completed the full programme. The remaining non-remitted cases (n = 21, 64%) opted out of further treatment. Perceived resolution of the primary problem (n = 9, 43%) was the most common reason for opting out. The median time to complete each step was 22 and 70 days respectively, with a gap of 31 days between steps. Qualitative feedback from adolescents and counsellors indicated requirements for a shorter delivery schedule, greater continuity across steps and more collaborative decision-making.ConclusionsThis study provides preliminary evidence for a stepped care programme aimed at common adolescent mental health problems. Modifications are recommended to enhance the acceptability and feasibility of the programme in low-resource settings.

Effectiveness and costs associated with a lay counselor-delivered, brief problem-solving mental health intervention for adolescents in urban, low-income schools in India: 12-month outcomes of a randomized controlled trial.

Psychosocial interventions for adolescent mental health problems are effective, but evidence on their longer-term outcomes is scarce, especially in low-resource settings. We report on the 12-month sustained effectiveness and costs of scaling up a lay counselor-delivered, transdiagnostic problem-solving intervention for common adolescent mental health problems in low-income schools in New Delhi, India. Participants in the original trial were 250 school-going adolescents (mean [M] age = 15.61 years, standard deviation [SD] = 1.68), including 174 (69.6%) who identified as male. Participants were recruited from 6 government schools over a period of 4 months (August 20 to December 14, 2018) and were selected on the basis of elevated mental health symptoms and distress/functional impairment. A 2-arm, randomized controlled trial design was used to examine the effectiveness of a lay counselor-delivered, problem-solving intervention (4 to 5 sessions over 3 weeks) with supporting printed booklets (intervention arm) in comparison with problem solving delivered via printed booklets alone (control arm), at the original endpoints of 6 and 12 weeks. The protocol was modified, as per the recommendation of the Trial Steering Committee, to include a post hoc extension of the follow-up period to 12 months. Primary outcomes were adolescent-reported psychosocial problems (Youth Top Problems [YTP]) and mental health symptoms (Strengths and Difficulties Questionnaire [SDQ] Total Difficulties scale). Other self-reported outcomes included SDQ subscales, perceived stress, well-being, and remission. The sustained effects of the intervention were estimated at the 12-month endpoint and over 12 months (the latter assumed a constant effect across 3 follow-up points) using a linear mixed model for repeated measures and involving complete case analysis. Sensitivity analyses examined the effect of missing data using multiple imputations. Costs were estimated for delivering the intervention during the trial and from modeling a scale-up scenario, using a retrospective ingredients approach. Out of the 250 original trial participants, 176 (70.4%) adolescents participated in the 12-month follow-up assessment. One adverse event was identified during follow-up and deemed unrelated to the intervention. Evidence was found for intervention effects on both SDQ Total Difficulties and YTP at 12 months (YTP: adjusted mean difference [AMD] = -0.75, 95% confidence interval [CI] = -1.47, -0.03, p = 0.04; SDQ Total Difficulties: AMD = -1.73, 95% CI = -3.47, 0.02, p = 0.05), with stronger effects over 12 months (YTP: AMD = -0.98, 95% CI = -1.51, -0.45, p < 0.001; SDQ Total Difficulties: AMD = -1.23, 95% CI = -2.37, -0.09; p = 0.03). There was also evidence for intervention effects on internalizing symptoms, impairment, perceived stress, and well-being over 12 months. The intervention effect was stable for most outcomes on sensitivity analyses adjusting for missing data; however, for SDQ Total Difficulties and impairment, the effect was slightly attenuated. The per-student cost of delivering the intervention during the trial was $3 United States dollars (USD; or $158 USD per case) and for scaling up the intervention in the modeled scenario was $4 USD (or $23 USD per case). The scaling up cost accounted for 0.4% of the per-student school budget in New Delhi. The main limitations of the study's methodology were the lack of sample size calculations powered for 12-month follow-up and the absence of cost-effectiveness analyses using the primary outcomes. In this study, we observed that a lay counselor-delivered, brief transdiagnostic problem-solving intervention had sustained effects on psychosocial problems and mental health symptoms over the 12-month follow-up period. Scaling up this resource-efficient intervention is an affordable policy goal for improving adolescents' access to mental health care in low-resource settings. The findings need to be interpreted with caution, as this study was a post hoc extension, and thus, the sample size calculations did not take into account the relatively high attrition rate observed during the long-term follow-up. ClinicalTrials.gov NCT03630471.

Are we welcome or not? Institutional Contradiction in diversity and inclusion programmes

This paper examines the limited success of diversity and inclusion programmes in organisations in recent times. In particular, we conceptualise a multi-level manifestation of the institutional contradiction between empowerment and marginalisation emerging from D&I programmes. The setting for this ethnographic study is a private school in New Delhi, India with class, gender, and religious desegregated classrooms. The intersectional actors we focus on are female Muslim worker class students for whom the institutional contradiction is most salient. In contextually theorising this contradiction, the paper contributes to the organisational diversity and institutional theory literatures. We propose an explanation for the failure of diversity programmes by revisiting the deterministic foundations of institutional theory and studying the institutional theory foundations of inequality.

An Analysis of the Stake Holders’ Opinion Towards Inclusive Education

AIM: This paper aimed to explore the perception of teachers, principals, and staff working in Municipal Corporation of Delhi (MCD) schools towards inclusive education. METHOD: A sample of 60 teachers teaching from10 (MCD) schools in New Delhi was selected randomly. Data was collected with the help of a self-constructed attitude scale. The scale includes 4 broad components i) categorization of Classes ii) categorization of the roles of teachers iii). Categorization of Students as per their gender and iv) Categorization as per medium of instruction. Under each component, 5 items were included. Each item was rated at a 5-point scale ranging from strongly agree to disagree strongly. The study findings were synthesized according to the aspects of teachers’ perception and knowledge towards inclusive education. FINDINGS: The study revealed that students with disabilities are benefitted with inclusive education. It is also found that MCD schools are changing rapidly to meet the learning needs of all the children seeking to improve students’ learning outcomes in academic achievements, social skills, and personal development. Also, many factors still hinder the effective implementation of inclusive education in MCD Schools in Delhi.

Assessment of the Behavioural Problems among Adolescents of a Selected School in New Delhi

Introduction: Behavioural problems among school-going children are a matter of concern as they have serious consequences on the child, family, and society at large. Despite the high prevalence, there are very few studies related to behavioural issues among school children. The main objectives of the study were to assess and compare the behavioural problems among boys and girls. Method: A quantitative research approach and comparative research design were used. A total of 100 adolescent boys and girls were chosen from the selected school of Delhi by convenient sampling techniques. A structured rating scale was used to assess the behavioural problems among adolescent boys and girls. Result: The study showed that the majority of the participants (91%) had mild behavioural problems, 8% had moderate behavioural problems, and only 1% was found with severe behavioural problems. Conclusion: The study concluded that adolescents studying in school were having behavioural problems. The scores for eating disorders were more in boys than in girls whereas violent behaviour was equally common. Substance abuse was found to be the least common behavioural problem among both adolescent boys and girls.

Basic first aid and life support: are the schools prepared? a descriptive study

Background: First aid is the immediate assistance provided to a sick or injured. Children spend most of their daytime in schools and are at greater risk of accidents and injuries. National disaster management guidelines 2016 recommends that school teachers and students be trained in first aid and basic life support (BLS). This study was undertaken in schools to assess the awareness of high school students and teachers about first aid and BLS, accompanied by demonstration and hands-on training.Methods: This was a descriptive cross sectional study. All students of class 11th and 12th and teachers of three cantonment schools in New Delhi were included. Knowledge was assessed using a questionnaire comprising 20 multiple choice questions. 377 questionnaires were analyzed.Results: Mean knowledge score=10.96, SD=2.87. 67.6% participants had a score &lt;12 (60%), 29 (7.7%) had good knowledge, 214 (56.8%) average (11-15) and 107 (35.5%) poor (≤10).Conclusions: There was low level of awareness about correct first aid and BLS. First aid training should be incorporated as a part of school curriculum. Repeated reinforcement of knowledge and skills is essential.

Acceptability and preliminary efficacy of a school-based body image intervention in urban India: A pilot randomised controlled trial

This pilot study evaluated the acceptability and preliminary efficacy of a culturally adapted school-based body image intervention, Dove Confident Me, for use in urban India. Two private schools in New Delhi were randomly assigned at the school level to receive either the five-session intervention facilitated by trained psychologists or lessons-as-usual (control). Participants were Year 7 students (N = 166; Mage = 11.9 years). Students, facilitators, and observing teachers, provided acceptability feedback. Fidelity was assessed. Body image and related measures were completed by students in a classroom setting at pre-intervention, post-intervention, and two-month follow-up. Most students enjoyed (73.7 %) and understood (84.2 %) the intervention. Facilitators (90 %) and observing teachers (70 %) reported that the learning objectives were achieved. Adherence and facilitator competence were rated as very good. Body esteem improved significantly among intervention students at post-intervention and follow-up (Cohen’s ds = .45–.46), relative to control students. Positive affect also improved at post-intervention (d = .58). No significant effects on internalisation, life engagement, eating pathology, self-esteem, or negative affect emerged. This study provides evidence for the acceptability and preliminary efficacy of Dove Confident Me in urban India. Intervention refinements to increase acceptability and efficacy are recommended.

Psychiatric Co-morbidities and Body Shape Dissatisfaction in Adolescents with Obesity - A School Based Case Controlled Study.

To compare the psychiatric co-morbidity and Body image disturbances of obese adolescents with age and gender matched normal weight controls. A case control study was conducted in a school in New Delhi. Nine hundred seventy six students were screened for height and weight and body mass index (BMI) was calculated. Thirty one consenting obese students as per International Obesity Task Force (IOTF) guidelines and 31 age and gender matched normal weight students were recruited for the study. Semi-structured questionnaires were used to assess socio-demographic details, psychiatric co-morbidity using the Mini International Neuropsychiatric Interview- child and adolescent version (MINI-KID), and body image disturbances by Body Shape Questionnaire- the 8 items shorter version (BSQ-8C). The authors examined the relationships between variables measured on these scales and anthropometric data. Of the 976 students screened, 33 (3.38%) students were obese; 21 boys (3.25%) and 12 girls (3.65%). Of the 31 consenting obese subjects and an equal number of age and sex matched controls included in the study, 68% and 7% of them were diagnosed with a DSM-IV disorder based on MINI-KID respectively. The most common diagnosis in the obese group was social phobia (36%) followed by specific phobia (19%) and major depressive disorder (19%). Ninety percent of the obese samples expressed concern over body shape as against 29% in the control subjects. Among obese subjects, 36% expressed mild concern, another 36% expressed moderate concern and 19% expressed marked concern over body shape. Psychiatric co-morbidity and body shape dissatisfaction are common in obese non-treatment seeking adolescents and warrants need for comprehensive evaluation and management of these issues to manage the epidemic of adolescent obesity in India.

Ability of children to perform touchscreen gestures and follow prompting techniques when using mobile apps.

BackgroundChildren today get access to smartphones at an early age. However, their ability to use mobile apps has not yet been studied in detail.PurposeThis study aimed to assess the ability of children aged 2–8 years to perform touchscreen gestures and follow prompting techniques, i.e., ways apps provide instructions on how to use them.MethodsWe developed one mobile app to test the ability of children to perform various touchscreen gestures and another mobile app to test their ability to follow various prompting techniques. We used these apps in this study of 90 children in a kindergarten and a primary school in New Delhi in July 2019. We noted the touchscreen gestures that the children could perform and the most sophisticated prompting technique that they could follow.ResultsTwo- and 3-year-old children could not follow any prompting technique and only a minority (27%) could tap the touchscreen at an intended place. Four- to 6-year-old children could perform simple gestures like a tap and slide (57%) and follow instructions provided through animation (63%). Seven- and 8-year-old children could perform more sophisticated gestures like dragging and dropping (30%) and follow instructions provided in audio and video formats (34%). We observed a significant difference between the number of touchscreen gestures that the children could perform and the number of prompting techniques that they could follow (F=544.0407, P<0.05). No significant difference was observed in the performance of female versus male children (P>0.05).ConclusionChildren gradually learn to use mobile apps beginning at 2 years of age. They become comfortable performing single-finger gestures and following nontextual prompting techniques by 8 years of age. We recommend that these results be considered in the development of mobile apps for children.

Prevalence of depression, anxiety and stress among school going adolescents in Delhi: a cross sectional study

Background: Adolescence is a stressful period due to physical, psychological, sexual changes and the presence of psychiatric disorders such as depression, anxiety and stress at this stage of life is a matter of concern. Depression is a common mental disorder, characterized by persistent sadness and a loss of interest in activities that you normally enjoy, accompanied by an inability to carry out daily activities, for at least two weeks. The objective of this study is to find the prevalence and associated factors of depression, anxiety and stress among school going adolescents.Methods: This was a school based descriptive cross-sectional study conducted in the month of July 2018 in an urban school in New Delhi. A semi-structured, self-administered questionnaire to assess socio-demographic profile as well as depression anxiety stress scale (DASS)–21 was used to assess depression, stress and anxiety.Results: Overall prevalence of depression, anxiety and stress were found to be 47.9%, 65.3%, and 51.8% respectively. Most of student suffered from moderate depression (46.8%), anxiety (33.3%) and mild stress (60.9%). It was noted that these were more common among female students, late adolescent age group, students alone/ away from family, students from separated/ single parents, consuming alcohol and family pressure to perform well in school.Conclusions: The alarming risk of depression, anxiety and stress among students with low academic satisfaction as well as those who face family pressure to perform better calls for need of parents-student counselling sessions, as well as frequent extracurricular activities to help create a healthier school environment.

From the Maistry to the Computer Operator: the Colonial Legacy of “Skilling India” through ICT Training

Abstract Under the Hindu nationalist Narendra Modi government, the largest state-run and supported network of skills training schools, the Industrial Training Institutes (ITIs), are slated to be the most important sites for transforming subaltern youth into appropriate global workers for the IT-ITES sectors. Based on historical, archival research and sustained, ethnographic work in industrial schools in New Delhi, I trace parallels between the colonial, skilled craftsman, or the “maistry,” in the nineteenth century to the contemporary computer operator in the twenty-first century through inextricable linkages between forms of governmentality, communication technologies, and labor formations. Colonial and contemporary industrial students are constructed as uncivilized and trained for subordinate positions despite the leveling promise of industrial schools. However, both groups critically interpret development messages in the context of their everyday lives in demanding an “education” versus “training,” and in holding the state responsible for their welfare. Historical and ethnographic research is vital to critically examine the promise of “Skilling India” for marginalized communities.

The effectiveness of a low-intensity problem-solving intervention for common adolescent mental health problems in New Delhi, India: protocol for a school-based, individually randomized controlled trial with an embedded stepped-wedge, cluster randomized controlled recruitment trial

BackgroundConduct, anxiety, and depressive disorders account for over 75% of the adolescent mental health burden globally. The current protocol will test a low-intensity problem-solving intervention for school-going adolescents with common mental health problems in India. The protocol also tests the effects of a classroom-based sensitization intervention on the demand for counselling services in an embedded recruitment trial.Methods/designWe will conduct a two-arm, individually randomized controlled trial in six Government-run secondary schools in New Delhi. The targeted sample is 240 adolescents in grades 9–12 with persistent, elevated mental health symptoms and associated distress/impairment. Participants will receive either a brief problem-solving intervention delivered over 3 weeks by lay counsellors (intervention) or enhanced usual care comprised of problem-solving booklets (control). Self-reported adolescent mental health symptoms and idiographic problems will be assessed at 6 weeks (co-primary outcomes) and again at 12 weeks post-randomization. In addition, adolescent-reported distress/impairment, perceived stress, mental wellbeing, and clinical remission, as well as parent-reported adolescent mental health symptoms and impact scores, will be assessed at 6 and 12 weeks post-randomization. We will also complete a parallel process evaluation, including estimations of the costs of delivering the interventions.An embedded recruitment trial will apply a stepped-wedge, cluster (class)-randomized controlled design in 70 classes across the six schools. This will evaluate the added effect of a classroom-based sensitization intervention over and above school-level sensitization activities on the primary outcome of referral rate into the host trial. Other outcomes will be the proportion of referrals eligible to participate in the host trial, proportion of self-generated referrals, and severity and pattern of symptoms among referred adolescents in each condition. Power calculations were undertaken separately for each trial. A detailed statistical analysis plan will be developed separately for each trial prior to unblinding.DiscussionBoth trials were initiated on 20 August 2018. A single research protocol for both trials offers a resource-efficient methodology for testing the effectiveness of linked procedures to enhance uptake and outcomes of a school-based psychological intervention for common adolescent mental health problems.Trial registrationBoth trials are registered prospectively with the National Institute of Health registry (www.clinicaltrials.gov), registration numbers NCT03633916 and NCT03630471, registered on 16th August, 2018 and 14th August, 2018 respectively).

Parallel partnerships: Teach for India and new institutional regimes in municipal schools in New Delhi

ABSTRACT Over the past decade the Teach for India (TFI) organisation has emerged as a prominent non-governmental organisation (NGO) involved in Public-Private Partnerships (PPP) with ailing urban municipal government bodies across select cities in India. An off-shoot of the Teach for America (TFA) programme, TFI aims to improve quality of education in under-resourced municipal government schools through English medium education. Through in-depth interviews with members associated with TFI, some municipal school teachers and information accessed through Right to Information (RTI) applications, this article delineates the modalities of the PPP arrangement within municipal schools in Delhi. It examines how the intervention is institutionalising parallel governance structures, accentuating class-based tensions and exacerbating pedagogical inequities within these long-neglected schools.

Design and Development of the "POD Adventures" Smartphone Game: A Blended Problem-Solving Intervention for Adolescent Mental Health in India.

Introduction: Digital technology platforms offer unparalleled opportunities to reach vulnerable adolescents at scale and overcome many barriers that exist around conventional service provision. This paper describes the design and development of POD Adventures, a blended problem-solving game-based intervention for adolescents with or at risk of anxiety, depression and conduct difficulties in India. This intervention was developed as part of the PRemIum for ADolEscents (PRIDE) research programme, which aims to establish a suite of transdiagnostic psychological interventions organized around a stepped care system in Indian secondary schools.Methods and Materials: Intervention development followed a person-centered approach consisting of four iterative activities: (i) review of recent context-specific evidence on mental health needs and preferences for the target population of school-going Indian adolescents, including a multiple stakeholder analysis of school counseling priorities and pilot studies of a brief problem-solving intervention; (ii) new focus group discussions with N = 46 student participants and N = 8 service providers; (iii) co-design workshops with N = 22 student participants and N = 8 service providers; and (iv) user-testing with N = 50 student participants. Participants were aged 12–17 years and recruited from local schools in New Delhi and Goa, including a subgroup with self-identified mental health needs (N = 6).Results: Formative data from existing primary sources, new focus groups and co-design workshops supported a blended format for delivering a brief problem-solving intervention, with counselors supporting use of a game-based app on “offline” smartphones. User-testing with prototypes identified a need for simplification of language, use of concrete examples of concepts and practice elements to enhance engagement. There were also indications that participants most valued relatability and interactivity within real-world stories with judicious support from an in-app guide. The final prototype comprised a set of interactive and gamified vignettes and a structured set of problem-solving questions to consolidate and generalize learning while encouraging real-world application.Discussion: Findings shaped the design of POD Adventures and its delivery as an open-access blended intervention for secondary school students with a felt need for psychological support, consistent with an early intervention paradigm. A randomized controlled trial is planned to evaluate processes and impacts of POD Adventures when delivered for help-seeking students in low-resource school settings.

Predictors of Recycling Intentions among the Youth: A Developing Country Perspective

India is currently facing a mounting challenge related to municipal waste management, due to an increasing urban population, and their high consumption lifestyles. India also has the world’s highest number of young people in the 10–24 years age group. The study applied the theory of planned behaviour (TPB) model to predict school students’ recycling intentions in Delhi, the capital of India and one of the highest producers of municipal solid wastes in the country. Data were collected from a school in New Delhi and the sample size consisted of 272 students from 9th and 10th grades. The TPB model explained 56% of the variance in the students’ intentions to recycling. The predictor ‘subjective norm’ appeared to have the strongest impact on the students’ recycling intentions, followed by ‘attitude’ and ‘perceived behavioural control’. It indicated that social factors are driving the Indian youth’s recycling intentions. It is important that the policymakers promote recycling as a social trend in India and provide adequate facilities to the public so that they can participate in recycling activities without facing difficulties. Schools also have a role in increasing students’ awareness of recycling and motivating them to participate in household waste management practices.

Perception about use of comics in medical and nursing education among students in health professions' schools in New Delhi.

Graphic narratives can give medical and nursing students a broader concept of health and illness. However, graphic texts are not yet integrated into medical education in India. The present study was undertaken to assess the perception of medical and nursing undergraduate students about the use of comics in health professions' education. This study was an institution-based cross-sectional study conducted among 130 medical and 108 nursing students of a medical and nursing college, respectively, in Central Delhi. A pretested self-administered questionnaire containing items to assess knowledge and perception about graphic medicine in medical education was used for data collection. Data were analyzed using SPSS 16.0. The mean age of students was 20.82 ± 1.51 years. Out of the 238 students, only 21.8% had heard about graphic medicine. However, 76.9% (n = 183) of students agreed that comics should be used in health professions' education. When asked about the subjects in which comic strips can be useful, the majority of medical students wanted them to be used in teaching community medicine (n = 95; 73.1%), while nursing students more often indicated their use in anatomy (n = 59; 54.6%). Overall large proportion of both nursing and medical students opined that comics aid in better understanding (58.8%) and memorization of concepts and content (57.6%). The majority of respondents felt that comic designing requires expertise (67.6%). Students also stated that comic strips on communicable diseases and reproductive and child health could be developed and used in teaching the subject of community medicine/public health. Majority of students felt that comics should be used in medical education in India, preferably for teaching community medicine. Further, maternal and child health are important topics that can be taught using comics in public health. There is a need to explore ways for integrating graphic medicine into health professions' education.