Title: A Study to Assess the Knowledge among Parents Related to Aggression in School Going Children

Background: School going is a period of life with health and developmental needs and rights. It this period the children develop knowledge and skills, learn to manage emotions and relationships. The WHO defines school going from age 10 to 19 years. Investing in the world’s 1.2 billion school going can break cycles of poverty and inequity, highlights UNICEF in its 2011 State of the World’s Children report. Aggressive behaviors can obstruct instruction and success in a variety of interventions, preventing progress in a variety of developmental domains. 
Objectives: 1. To assess the knowledge among parents related to the aggression of school going children. 2. To determine the association between the knowledge score of parents with their demographic variables. 
Materials and Methods: This study was based on a descriptive approach, In this study 80 parents of school going children were selected from the rural area of Sawangi Meghe,Wardha District by using tool such as structured knowledge questionnaire with non-probability convenient sampling method data was collected. 
Results: The study showed that the mean percentage of knowledge score was 13.31±4.39 (44.36 %) according to the level of knowledge score regarding aggression among parents of school going children. 2.5% of the parents had poor, 42.5% had average, 45% had good knowledge score, 8.75% had very good knowledge score and 1.25% had excellent knowledge score.   
Conclusion: The present study is descriptive and aims to assess the knowledge regarding aggression among parents of school going children. Recommendation, we can study on Impact of the Aggression on student’s mental health and school performance.


Materials and Methods:
This study was based on a descriptive approach, In this study 80 parents

INTRODUCTION
Large quantity of knowledge regarding aggression and its regulation has been gathered from clinical sources, many related studies and theoretically. The study of human aggression in children and youth has become a significant subject for scientific research due to the social implications of violence. Aggression is a big source of concern for a variety of reasons, not the least of which is the risk of physical harm. School going is a period of life with health and developmental needs and rights. It this period the children develop knowledge and skills, learn to manage emotions and relationships.The WHO defines school going from age 10 to 19 years. Investing in the world's 1.2 billion school going can break cycles of poverty and inequity, highlights UNICEF in its 2011 State of the World's Children report [1]. Aggressive and disruptive behaviors among parents of children with developmental disabilities are the strongest predictors of stress at the household level. Furthermore, violent behavior is a strong predictor of out-of-home placements for children with intellectual impairments. Aggression is linked to a higher risk of physical abuse from caregivers, including parents [2].
Aggressive behaviors can obstruct instruction and success in a variety of interventions, preventing progress in a variety of developmental domains.
Because of the devastating consequences of aggressive behavior in children, it is critical to gain a better knowledge of the scope of the problem [3]. Aggression is usually divided into two basic types. The first is affective (emotional) and hostile, reactive, or retaliatory aggression, which occurs in response to provocation, and the second is instrumental, goal-oriented, or predatory aggression, which occurs when aggressiveness is utilized to attain a purpose. A person who punches someone who insults him or her is an example of aggressive aggression. Armed robbery is one example of instrumental aggression. A distinction between affective and predatory aggressiveness is supported by research from a variety of fields [4]. Human aggressiveness can be divided into two types: direct and indirect aggression. Direct aggression is defined as physical or verbal behavior designed to injure another person, whereas indirect aggression is defined as behavior intended to harm an individual's or group's social relationships [5]. Aggression is defined as a response by an individual to deliver something unpleasant to another person, according to popular classifications in the social sciences and behavioral sciences. According to certain definitions, the person must aim to hurt another person. Aggression may or may not be defined as predatory or defensive behavior between members of different species [6].
According to the few studies examined above, the interplay between attachment and gender on aggression may be mitigated further by age. Preschool age might be assumed before and throughout the school [4]. Aggression, like many other psychological phenomena, is a highly complicated concept with a difficult term to come by. If we had to summarize some of the current definitions, we could say that the vast majority of them are concerned with its aim, expression, and affecting elements. They also involve harming another person or oneself to hurt another person or oneself. Aggression comes in a multitude of forms, each with its level of complexity [7]. Aggression, according to psychologists, is defined as behavior between members of the same species that is designed to humiliate, pain, or harm, as well as antisocial behavior, depression, anxiety, dissociation, and other trauma-related symptoms, as well as problems with emotion management [8]. Children learn important social skills, verbal and emotional expression, self-control, and coping skills throughout their early years. Mild to moderate aggressive behavior, like shouting, name-calling, shoving, and jabbing, is extremely normal during this time; in fact, most children are physically violent toward siblings, peers, and adults by the age of 17 months [9]. Students who perceive their mothers or fathers to be more loving, caring, and attentive to them are less likely to engage in physical aggression than those who perceive their parents to be more authoritative and over protective, according to the study, which was conducted on Nigerian secondary students [10].

Objectives
1. To assess the knowledge among parents related to the aggression of school going children 2. To determine the association between the knowledge score of parents with their demographic variables.

Research Design
Descriptive Research Design is used in this study this approach was selected because the aim of the study evaluated knowledge of parents regarding the aggression of school going children.

Setting of the Study
The different places of rural areas of Wardha district such as Sawangi Meghe will be the setting for this research.

Inclusion Criteria
 Parents of school going children who are willing to participated in study  Parents of school going children who are understand Marathi Hindi or English.

Exclusion Criteria
 Parents of school going children are who having aggression with child and taking treatment.  Parents of school going children who are having the child with mental illness.

Sample Size
The sample size of study was 80 parents of school going children.

Sampling Technique
In this study non -probability convenience method of sampling was used for sample collection.

Preparation of Tools
A tool was derived through several steps of item generation, reduction, weightage, pilot testing of the tool and validating of the tool. The content validity was determined after the opinion experts in the various field. Tool validation included measurement of inter-observer reliability; and generation of criterion-related, construct-related and content-related validity. The tool was later revised by English -language experts and then translated into the Marathi language by language experts without altering the meaning of the tool.

Data Collection Procedure
Data was collected by using a structured knowledge questionnaire on knowledge regarding aggression among parents of school going children. The knowledge questionnaire that divided in two parts 1.Demographioc variables such as age, sex, parent's education, religion and occupation and 2. Questionnaire that consisted 30 items. Scoring for knowledge questionnaire each correct answer carried 1 mark and 0 was given for the wrong response. Knowledge was graded from poor to Excellent knowledge based on scores. The minimum score was (1) and the maximum score was (30). Based on the total number of correct responses the degree of knowledge was classified as Poor (0-6), Average (7 -12), good (13 -18), very good (19 -24) and Excellent (25-30). The data collection was done within 02/02/2018 to 11/02/2018. Before the data collection, the willing consent from parents of school going children was taken in their understanding language. After that the structured knowledge questionnaire given to each patient and they fill the all required information and select the multiple choice question within 30 min and we collect it and after that assessment was done.

Analysis
The findings were summarized by concentration and percentages categorically. The program used in the study was SPSS 24.0 and an edition of graph pad prism 7.0 and P<0.05 is regarded as a degree of significance.

Statistical Analysis
Descriptive and inferential statistics were used for the analysis of data. The basic characteristics of the data were defined in descriptive statistics in a sample, and inferential statistics were used to draw inferences from our data to more general conditions. The association of knowledge and perception score with demographic variables was determined by one -way ANOVA test and independent t-test.

RESULTS
Section -A Percentage wise distribution of parents according to their demographic variables. Section -B Assessment of knowledge regarding aggression among the parents of school going children.
The Section C -Association of knowledge score in relation to parent's demographic variables.  Table 3 shows, the association of knowledge scores with the age of study participants. The tabulated F value (3.15) was higher than the calculated F value (1.522) at a 5% level of significance and (df 2, 77). Also 'p' = 0.225 was much higher than the acceptable level of significance i.e. 'p' = 0.05. Hence it is interpreted that the age of the study participants was not associated with the knowledge scores.  The association of knowledge scores with the sex of study participants. The tabulated t value (2.00) was higher than the calculated t value (1.23) at a 5% level of significance and (df 1, 78). Also 'p' = 0.22 was much higher than the acceptable level of significance i.e. 'p' = 0.05. Hence it is interpreted that the sex of the study participants was not associated with the knowledge scores.  The association of knowledge scores with the religion of study participants. The tabulated F value (2.76) was higher than the calculated F value (1.59) at a 5% level of significance and (df 3, 76). Also 'p' = 0.197 was much higher than the acceptable level of significance i.e. 'p' = 0.05. Hence it is interpreted that the religion of the study participants was not associated with the knowledge scores.  The association of knowledge scores with the educational status of the participants. The tabulated F value (2.76) was higher than the calculated F value (2.37) at a 5% level of significance and (df 3, 76). Also 'p' = 0.077 was much higher than the acceptable level of significance i.e. 'p' = 0.05. Hence it is interpreted that the education status of the study participants was not associated with the knowledge scores.  The association of knowledge scores with the occupation of study participants. The tabulated F value (2.76) was higher than the calculated F value (2.46) at a 5% level of significance and (df 3, 76). Also 'p' = 0.068 was much higher than the acceptable level of significance i.e. 'p' = 0.05. Hence it is interpreted that the Occupation of the study participants was not associated with the knowledge scores.

DISCUSSION
The current study's first objective suggested that to assess the knowledge among parents related to aggression of school going children. Support for this objectives was found given that the findings of this study shows that , We can study on Impact of the Aggression on student's mental health and school performance.

CONCLUSION
Consistent with other studies, the results of this study conclude that the findings of this study show that the Knowledge score, 2.5% of parents were having poor knowledge, 42.5% of parents having average knowledge score and 45% parents having good knowledge,8.75% of parents having very good knowledge and 1.25% of parents having Excellent knowledge. The minimum score was 01; the maximum knowledge score was 25. So mean knowledge score was 13.31±4.39 (44.36%) Hence it is interpreted that the parents revealed good knowledge.