Madhumita Ramakrishna

About Madhumita

Madhumita Ramakrishna completed her undergraduate degree in Applied Psychology from the University of Delhi and in 2011 completed her Masters in Psychology.

Madhumita has taught psychology to senior secondary students in the IB and CBSE curriculum for 6 years, and was a guest lecturer at Gargi College, University of Delhi, for 6 months before joining the joint PhD program.

Madhumita has also actively spoken at various forums on the importance of mental health awareness in the adolescent and youth population.

Project details

Student Classroom Behavioural Issues in India and a Digital health Behaviour Management Intervention for Teachers

Rationale Recent education policy in India (2013) has focussed on increasing education participation by students from rural and disadvantaged areas. Misbehaviour affects learning, and unclear prevalence of misbehaviours brings concerns about training rural teachers to manage these misbehaviours. Epidemiological studies across India suggest that the prevalence of behavioural concerns amongst children to be between 11.48 - 45.6% and utilise various reporting methods (Bansal & Barman, 2011; Cholakottil, Kazhungil, & Koyamu, 2017; Sarda et al., 2013). This calls for studies using standardised measures on a specified age group. Recently, a pilot online Classroom Behaviour Management program, consisting of lecture and tutorials observed a reduction in high school student negative behaviours (Teoh et al., 2018). Whilst negative behaviour decreased, prosocial behaviours did not increase. Teachers reported a greater use of applying behavioural management skills, but students did not perceive broad changes in teachers’ behaviours. Results obtained propose a 2 stage project with the following aims: 1. Further investigate the prevalence of behaviour problems amongst school-aged children using standardised measures 2. Evaluate an online behaviour management program be able to reduce student’s negative behaviours and increase student prosocial behaviours. Methodology Stage 1 (Prevalence) • Subjects: 300 boys and 300 girls from 6 schools. • Design: Multi-group design. IV = group; DV = student behaviour. Stage 2 (Online Intervention) • Subjects: From Phase 1 • Design: Multi-group, multi-factorial design. IV = group. DV = students’ behaviours, teachers’ classroom management skills. • Online Program: 7 hours of education delivered using eLearning methods focussing on predictors of problem behaviours, behavioural techniques for increasing positive and reducing negative behaviours, social skills and learning disorders. Measurement Instruments • Childhood Psychopathology Measurement schedule • Student School Offences. • Teacher Interpersonal Self-Efficacy Scale • Teaching Behavior Questionnaire Time-Frame Data collection would involve 24 months (i.e., Stage 1 = 12 months; Stage 2 = 12 months), with 12 months required for data analysis and write-up.

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UQ Supervisor

Dr Matthew Bambling

Centre for Digital Health
IITD Supervisor

Professor Purnima Singh

Department of Humanities & Social Sciences