PROJECT REPORT

A Pilot Study on the Effects of Yoga Practices

On

Aggressive Behavior & Academic Performance

Of School Children

Sponsored by

Adhyatma Sadhana Kendra (ASK),

Chhatarpur, New Delhi

Conducted at S.D.M.C Primary Model School,

Sultanpur, New Delhi – 110030

South Zone Green Park

In Colobration With

Department of Education

South Delhi Municipal Corporation, New Delhi

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Participants:

Principal Investigators:

Swami Dharmanand Jain, Director Adhyatma Sadhana Kendra (ASK), New Delhi – 110074

Sh. Yash Pal Pahuja, Principal, SDMC Primary Model School, Sultanpur, New Delhi – 110030

Co-investigators:

Mrs Roopa Gupta, Psychologist, ASK, New Delhi;

Mrs Saroj Dua, Principal, S.D.M.C. Nigam Pratibha Kanya Vidyalaya, Malviya Nagar, New Delhi – 110017

Shri Kuldeep Malik, General Secretary Sampurn Vikas Trust, Sultanpur, New Delhi – 110030

Consultants:

Sh N. K. Ghai, Additional Director of Education (S.D.M.C.)

Dr. S. K. Bhandoria, Asst. Director of Education (S.D.M.C.)

Project Staff:

Research Associate: Dr. Vimla Joshi (from July, 2013 to December, 2013)

Research Assistant: Sh. Noratan Mal Parakh (from January, 2014 to July, 2014 )

Under the Guidence of:

Prof. Viney Jain, Professor Emeritus, Jain Vishwa Bharti Institute (JVBI),

Ladnun, and Research Coordinator, ASK, New Delhi – 110074

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Project Report Contents:

1. Introduction

2. Objectives of the Project

3. Study Design

4. Methodology 4.1. Collection of Demographic Data 4.2. Sample Selection: Identification of High Risk Students for Aggressive Behavior 4.3. Yoga and Preksha Dhyan (YPD) Intervention Module 4.4. Collection and Analysis of Data

5. Results

5.1 Characteristics of the Selected Sample Population

5.2. Gender and Aggressiveness

5.3. Effects of the Yoga-Preksha Dhyan (YPD) Intervention on Aggressiveness

5.4. Effects of YPD on the Academic Performance

5.5 Correlation between Aggressiveness and Academic Performance

6. Limitations of the Present Study

7. Conclusions

8. Recommendations for Future Research

9. References

10. Appendices

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1. INTRODUCTION

Aggression is a form of behavior directed toward harming or injuring another living being who is

motivated to avoid such treatment. In recent times aggressive and violent behavior has been

rapidly increasing in all sections of the society that includes young and adolescent children. This

is a matter of grave concern since if this trend is not checked it will destroy peace and

development, leading eventually to self- destruction of humanity.

The reasons for increased violence are manifold and are being explored to develop effective

prevention strategies. Recent researches have confirmed that aggressive behavior begins early

in life and, in most children, reaches a peak at about four years of age, but it is only at the

school entry age that aggressive behavior patterns become apparent (Campbell, Shaw & Gilliom,

2000). For effective intervention, early detection of young children, who display aggressive

behavior is important because they are more likely to engage in anti-social activities and violent

crimes in future. It has been observed that aggression in preschool children persists into

adolescence in almost 50% of these children, some of whom will engage in antisocial activities

in later life (Campbell 1995).

It is at the primary school level that the children begin to face and learn to solve various

problems. They may have difficulty at school, have difficulty concentrating, have conflicts and

may learn that violence is a way of resolving conflicts, become rebellious, anxious and

withdrawn. There may also be a correlation between learning difficulties and aggressive

behavior. The emergence of emotional and behavioral problems in children is more probable

under conditions of adversity, poverty and low socio-economic status.

Development and persistence of aggressive behavior is complex and is affected by several

biological, environmental, social and personality factors. Accurate identification and

assessment of childhood aggression, required for effective intervention strategies, is often

difficult because of the diversity of underlying reasons and forms of displays, which limit the

validity and reliability of available measurement tools.

Childhood aggression can be categorized in physical, verbal, reactive and proactive forms. The

presently available assessment tools include: (1) outside observations by teachers, peers,

parents, or trained researchers; (2) self-assessment instruments and (3) projective tests, such as

responses to drawings and visuals. The degree of correspondence among ratings of peers,

teachers, parents, and self-reports may, however, vary and needs to be taken into account.

Preventative interventions during the early years of life may reduce the persistence and serious

consequences of aggression such as anti-social behavior, violence and crime. Several school

based preventive strategies have been formulated and their short and long-term effectiveness

evaluated in experimental trials. A review of the results obtained suggested that multi-

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component programs focusing on the child, parents and teachers could be more effective,

(Dimitrovich and Greenberg, 2003). These approaches are, however, difficult to implement and

are not cost-effective.

Practices of yoga and meditation are known to enhance physical and mental health by

promoting concentration of mind and reducing stress, anxiety and anger. Preksha Dhyan, a

simple spiritual practice of meditation, developed by Acharya Tulsi and Acharya Mahaprgya

based on ancient Jain scriptures is directed toward purification of the Self, transformation of

consciousness and behavior modification (Acharya Tulsi, 1994; Sadhvi Vishrut Vibha, 2009).

Preksha means to perceive carefully and deeply, without attachment or aversion. It begins with

perceiving the gross physical body leading to perceiving the internal states of consciousness in

later stages. Preksha Dhyan is a systematic system of meditation consisting of several

components providing flexibility to suit the given circumstances and desired objectives. Practice

of Preksha Dhyan is becoming popular all over the world thanks to its associated benefits on

health and behavior. Preliminary studies of its practice within the Jeevan Vigyan curriculum in

schools in Rajasthan have demonstrated beneficial effects on academic performance of school

children. Systematic studies on the effects of Preksha Meditation on aggressive and anti-social

behavior are necessary for developing it as an effective prevention strategy to reduce violence

in society.

In the present pilot project we have undertaken to empirically study the effects of Yoga and

Preksha meditation as a preventive intervention on aggressive behaviors in primary school

children from low socio-economic backgrounds. The project was sponsored by Adhyatma

Sadhana Kendra, Chhatarpur New Delhi and carried out at the S.D.M.C. Primary Model School,

Sultanpur, New Delhi after obtaining approval from the Department of Education, South Delhi

Municipal Corporation, New Delhi.

2 .OBJECTIVES OF THE PROJECT

The project has the following objectives:

To develop methods, tools and techniques to administer simple Yogic and Meditation practices as part of a prevention intervention strategy to reduce aggression in young school going children

To study the feasibility and acceptability of these techniques as interventions to reduce aggression in a primary municipal school setting

To monitor the effects of the intervention by appropriate measures of aggression, collect preliminary data and to evaluate the efficacy of the preventive intervention on the aggressive behavior of the school going children

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3. STUDY DESIGN

This is a single arm study, where subject’s pre-intervention data are used as control data. The

project has been conducted in three phases:

(A) Adaptation and standardization of the Preksha Dhyan protocol to suit the project objectives

(B) Identification of students with aggressive tendencies among the students in 3rd, 4th and 5th standards (age group 7 – 12 years. both sexes)

(C) Administration, monitoring and evaluation of the proposed intervention at regular intervals among the high risk students identified in phase (B)

4. METHODOLOGY

4.1. Collection of Demographic Data

Name, age, gender, class, family circumstances, address, etc. were recorded by the class teacher in the given form (see appendix).

4.2. Sample Selection: Identification of High-Risk Students for Aggressive Behavior

Children with aggressive tendencies, who may be at high risk of developing aggressive

behavior later in life, were identified in the total population of students in 3rd, 4th &

5th standards in the school (N = 366). Both girls and boys were included.

The identification was based on (1) Observations and ratings by Class Teachers and (2)

Quantitative Aggression Score (AG-Score) obtained through a modified Hindi version of

the Self-Report questionnaire, originally developed by Buss and Perry (1992). The

modified version used in the present study is given in Appendix II.

the scale has 16 questions and the answers are graded from 1 -4, therefore minimum

possible score is 16 x 1 = 16 and the maximum possible score is 16 x 4 = 64.

Students, whose AG-Score was equal to or higher than 35 were considered at high risk

and were included in the study sample and were administered the proposed YPD

intervention.

4.3 Yoga and Preksha Dhyan (YPD) Intervention Module

Giving due consideration to the age and background of the participants, the school

environment and the aim (reduction of aggressive behavior) of the pilot project an

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Intervention module was suggested by Swami Dharmananda and was finalized after a

few preliminary trials.

The yoga and preksha dhyan module consisted of the following components:

1. Mahaprana Dhwani 03 minutes

2. Asans & Pranayam 14 minutes

3. Kayotsarg (relaxation) 08 minutes

4. Schwas Preksha (deep breath meditation) 06 minutes

5. Anupreksha (contemplation) 07 minutes

6. Mahapran Dhwani 02 minutes

7. Preksha Geet (song) 05 minutes

Anupreksha (contemplation, auto suggestions) were specifically designed for control

of anger, development of tolerance and discipline.

The module was administered in Hindi by a trained teacher 3 days per week for 45

minutes, holidays and vacations according to the school calendar were excluded.

Details of the yoga and preksha dhyan module are given in Appendix III.

4.4. Collection and Analysis of Data

Aggression- Scores (AG-Score) were measured by the self-report questionnaire for

every subject in the study sample before intervention and subsequently at an interval

of one month for six months post intervention.

Academic performance was evaluated at the end of the session by annual examination

as per the school procedures. The percentage of total marks scored is taken as a gross

assessment of the academic performance (AP-Score).

All the information on the participating children were recorded in standard data-sheets.

The collected data were analyzed using standard statistical methods.

5. RESULTS

5.1 Characteristics of The Selected Sample Population

There were in all 366 students, both boys and girls in the age group: 7-12 years enrolled in the

primary classes (3rd, 4th and 5th). The students came from lower socio-economic families mostly

of migrant daily wage earners such as laborers, gardeners, cooks, carpenters, masons, tailors

and guards.

The Aggression score (AG-Score) distribution of the entire student population registered in the

school in the month of August, 2013 is shown in Fig.1.

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0

20

40

60

80

100

120

15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64

Fre

qu

en

cy

Aggression Score

AG-Score Distribution

Fig. 1: AG-Score Distribution (based on the Self-report analysis) of the students

Fig.1 shows that AG-scores are distributed broadly wihin the 16 - 64 range with almost 80%

being below 35. The average AG-Score of the entire student population was calculated as

26.6 +/- 8.3. To identify the aggressive students a critical AG-Score threshold of 35 was

selected. On this basis 72 students (about 20 %) were identified as aggressive (shown in black)

and constituted the study sample selected for administering the YPD intervention program.

5.2. Gender and Aggressiveness

The numbers of boys and girls in our sample student population were evenly distributed. The

gender wise numbers of aggressive students and their average AG-Scores are shown in Table 1.

Table 1: Proportions of Aggressive Boys and Girls and their Average AG-Scores in the student

population

Gender

Total No. of Students

(N)

Average AG-Score of the student

population Mean values +/- S.D.

No. of aggressive Students

N-AG (%)

Girls 182 25.1 +/- 7.9 24 (13.1 %)

Boys 184 28.2 +/- 8.4 48 (26.1 %)

Total Students 366 26.6 +/- 8.3 72 (19.7 %)

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The percentage of boys with aggressive tendencies (AG-Score =/> 35) is almost double (26 %)

than that of girls (13%). The average AG-Score of boys (28.2 +/- 8.4) is also slightly higher than

that of girls (25.1 +/- 7.9). The present data thus indicate that boys , in general, are more

aggressive than girls. This is in agreement with the results of several previous studies carried

out in different countries with different cultural backgrounds.

5.3. Effects of the Yoga-Preksha Dhyan (YPD) Intervention on Aggressiveness

The 72 aggressive students (identified on the basis of AG-Scores =/> 35) practiced the Yoga-

Preksha Dhyan protocol (as given in appendix III), under the supervision of a Trained Yoga

teacher. This program was administered for 45 minutes, 3 times per week for six months

(excluding holidays and vacations). The project was started in August, 2013 and the

intervention program was administered for 6 months comprising 60 YPD sessions in all. The

behavior was monitored every month by the self-report questionnaire (see appendix II).

Academic performance was evaluated by the usual annual examination at the end of the school

session.

It should be noted that the students were enthusiastic and most of them (except 2, who

discontinued their studies at the school) attended all the YPD-sessions.

The results are summarized in Tables 2 and 2 A given below:

Table 2: Effects of the YPD Practice on the number of Aggressive Students and their Average AG-Scores as functions of Post-Intervention Time (The number of YPD

sessions in each month are also shown)

Table 2 shows that the number of aggressive students decreased sharply already after one to two months of Yoga -Preksha Dhyan (YPD) intervention. Out of 72 students in the aggressive category, only 26 remained aggressive after 11 YPD sessions in the first month, which reduced further to 22 after another month or additional 11 YPD sessions.

Post-Intervention Time in months/

(YPD Sessions)

No. of Students Remaining

Aggressive (%)

Average AG- Score +/- S. D.

0 72 (100%) 40.78 +/- 5.65

1 (11) 26 (36.1%) 31.70 +/- 7.81

2 (22) 22 (30.6%) 32.66 +/- 8.21

3 (32) 22(30.6%) 31.46 +/- 7.88

4 (41) 21 (29.2%) 30.31 +/- 6.19

5 (49) 10 (13.9%) 27.00 +/- 7.27

6 (60) 07 (9.7%) 27.73 +/- 6.26

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No further significant changes were observed during the next 2 months. Interestingly, however, after another month of practice, the number of aggressive students declined again significantly. Finally, after six months of practice given in 60 YPD sessions, only 7 students were identified in the aggressive category. Interestingly, however, out of these 7 students, 5 had the AG-scores in the 35-40 range and 2 students had AG-scores in the range 40 -45. The reduction in the average AG-Scores from 40.8 +/= 5.7 (pre-intervention) to 31.7 +/- 7.8 (1 month post-intervention) and to 27.73 +/- 6.26 after six months also supports the effectiveness of YPD intervention in decreasing aggressiveness. The relatively large values of standard deviations indicative of considerable inter-individual variations. It should be noted that subsequent to the YPD practice as carried out in the present pilot study, the teachers and school staff observed marked changes in the behavior of students. For example, the physical fights and sustained injuries among students during the mid-day breaks reduced considerably. The students were more disciplined and the school environment became congenial and more peaceful. These independent observations by several members lend strong confirmation to the quantitative results obtained using the self-report aggression questionnaire. Thus, the present data show that Yoga- Preksha Dhyan could reduce aggressive behavior in 90% of students. The reasons underlying poor responses in 10% students could be many and require further investigations. To examine whether the YPD affected boys and girls differently, the effects of YPD intervention in boys and girls are shown separately in Table 2 A.

Table 2 A: Gender wise Effects of the YPD Practice

Post- Intervention

Time (Months)

No. of Boys

with AG-Score

=/>35

Boys Average AG-Score

+/-s.d.

No. of Girls with

AG-Score =/>35

Girls Average

AG- Score +/- s.d.

0 48 (100%) 40.8/±5.5 24 (100%) 40.8/±6.1

1 19 (39.6%) 39.8/±4.5 7 (29.2%) 40.4/±5.4

2 14 (29.2%) 40.5/±4.9 8 (33.3%) 39.6/±3.9

3 14 (29.2%) 41.9/±4.8 8 (33.3%) 38.9/±3.5

4 15 (31.2%) 38.5/±2.8 6 (25.0%) 37/±1.7

5 7 (14.6%) 38.1/±2.1 3 (12.%) 46/±9.8

6 5 (10.4%) 39/±5.1 2 (8.3%)5 41/±8.5

Interestingly, the present results do not demonstrate any significant differences between boys and girls on the effects of YPD intervention. The number of aggressive girls declines in a similar fashion as that for boys, the small differences seen are not considered significant statistically. The average AG-Scores of both, the aggressive boys and girls, also do not significantly change as a function of post-intervention time.

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Significant inter-individual variations in the responses to YPD intervention is suggested by the large values of standard deviations in the data presented in Tables 2 and 2A. Further, analysis of the time dependence of responses to the interventions suggest that at least 3 different categories/trajectories of aggressive behavior can be distinguished in the aggressive group of children, which could be classified as: (1) Early Responders, those who responded to YPD intervention within 2 months (22 YPD sessions), majority (approximately 70%) of aggressive children belong to this category. (2) Late Responders, those who respond between 50 to 60 YPD sessions given in 4-6 months, this category comprise about 20% of the aggressive group; and (3) Non-Responders, those who remained aggressive (about 10%) even after 60 YPD sessions in 6 months of YPD intervention. Investigations of the factors/reasons and mechanisms responsible for different responses observed was beyond the scope of the present study. Further research to characterize the different trajectories and to understand the underlying processes is warranted.

5.4. Effects of YPD on the Academic Performance

Academic performance (AP-Score) was adjudged by the marks obtained (%) in the annual examinations. Average AG-Scores are compared with the average AP-Scores, pre- and post-intervention, are shown in the Table 3.

Table 3: Comparison of the Effects of YPD Intervention on Aggressiveness and Academic Performance

Pre-intervention

Average AG-Score Pre-intervention

Average AP-Score Post-Intervention Average AG-Score

Post-Intervention Average AP-Score

40.8 +/- 5.6 46.1 +/- 13.5 27.7 +/- 6.2 51.6 +/- 15.2

It is noted that after six months of Yoga-Preksha -Dhyan practice, the average academic performance score of the group improved from 46.1 to 51.6, though there were large inter-individual differences as indicated by the high values of the standard deviations. Table 3 also shows that the aggressiveness scores declined post-intervention, which might suggest that aggressiveness and academic performance and could be inversely correlated.

5.5. Correlation between Aggressiveness and Academic Performance To explore the suggested correlation further between the aggressiveness and academic performance, the AG-Scores and AP-Scores of individual students in the group were plotted as shown in Fig.3.

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Fig. 3: Correlation between Aggressiveness (x-axis) and Academic Performance (y-axis)

The wide scatter of points observed indicates absence of any significant correlation. Improvement of academic performance by YPD practice, as suggested by data in Table 3, could possibly be brought out by some other effects of YPD practice such as improved attention. A number of previous studies carried out to study association between aggressiveness and achievement have shown varied and contradictory results (see for example, Stipek and Miles, 2008).In view of the complex nature and multiple factors affecting the relationship, investigations using more refined methodology are needed to comprehensively study this vital question.

6. LIMITATIONS OF THE PRESENT STUDY

Major limitations of the present pilot study are:

1. The data pertains to a small sample size from a single school, a group of 72 children was identified as “aggressive” out of 366 children.

2. The identification of “aggressive” students was done using a self-report aggression scale. A Hindi version of a simplified Self-Report Questionnaire containing 16 questions was used. Validity of using the self-report questionnaire is, however, based on the assumption that the subjects have truthfully answered all questions.

3. Sufficient data on the socio-economic status and the family environment of the students could not be collected in the absence of a qualified and skilled social worker.

The psychologist employed as research associate for the project also discontinued her services due to family and health reasons.

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

0 10 20 30 40 50 60

AG-Score vs AP-Score

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4. No information about the biological factors such as health status and heredity, that may influence aggressiveness, was collected.

7. CONCLUSIONS Notwithstanding the above limitations, the present Pilot Project has yielded some interesting data, which show that:

(1) The Yoga-Preksha Dhyan (YPD) intervention protocol as developed here is feasible and has been implemented with good compliance in a primary school setting.

(2) The methodology for identifying high risk subjects by quantitative assessment of aggressiveness (AG-score) based on self-report questionnaire as developed in the present study is found to be reliable and easy to use.

(3) The data on average AG-scores demonstrate that YPD intervention can significantly reduce aggressiveness in most of the primary school children, both boys and girls in the age group 7-12 years. Though the relative number (%) of aggressive girls is less than that of boys, yet they do not differ significantly in their responses to YPD intervention.

(4) The data on the responses to YPD intervention as functions of time or number of YPD sessions further indicate that there may be at least 3 different sub-groups and trajectories of aggressive behavior in the present sample of the school going children—(1) the early responders (about 70%), (2) the late responders (about 20%) and (3) the non-responders (about 10%). The psycho-biological processes underlying the different responses, especially the non-responders, need to be further investigated.

(5) Though the average academic performance improved somewhat after YPD practice, no correlation between aggressiveness and academic performance could be discerned from the present data.

(6) Compared to the multi-modal strategies, focusing on the child as well as the family and school environments, developed to reduce aggressive behavior of school children, the present YPD intervention focusing on the child is easier to implement besides being cost-effective.

8. RECOMMENDATIONS FOR FUTURE RESEARCH

In view of the important implications of the results for reducing aggression and violence in the society, it is recommended that:

(1) The investigations should be extended to be carried out in a number of schools and on a large enough sample so that statistically significant data having a greater confidence value can be collected and analyzed.

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(2) The study design should be improved and adequate resources provided such that the long term stability of responses to YPD intervention and the underlying processes and mechanisms can be elucidated.

9. REFERENCES

Acharya Tulsi(1994): Transmutation of personality through preksha meditation, Jain Vishva Bharati, Ladnun Buss, A. H., & Perry, M. P. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63, 452-459. Campbell SB (1995): Behavior problems in preschool children: a review of recent research. J Child Psychol Psychiatry. 36(1):113-49. Campbell, S.B., Shaw, D. S. & Gilliom, M. (2000). Early externalising behaviour problems: Toddlers and pre-schoolers at risk for later maladjustment. Development and psychopathology, 12, 467-488. Domitrovich CE, Greenberg MT. (2003): Preventive interventions that reduce aggression in young children. In: Tremblay RE, Barr RG, Peters RDeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; pp1-7. http://www.child-encyclopedia.com/documents/Domitrovich-GreenbergANGxp.pdf. Gladue BA. Aggressive behavioral characteristics, hormones, and sexual orientation in men and women. Aggress Behav 1991; 17: 313–326. Sadhvi Vishrut Vibha (2009): An Introduction to Preksha Meditation. Jain Vishva Bharati, Ladnun . Stipek, D. and Miles, S. (2008): Effects of Aggression on Achievement: Does Conflict With the Teacher Make It Worse? Child Development, Volume 79, 1721–1735.

Acknowledgements

Valuable assistance by Mrs. Kushbu Jain during the initial stages of the project to develop the

aggression scale is gratefully acknowledged. Cooperation and interest shown by the school

staff, particularly the class teachers, contributed significantly to the successful execution of the

project work. Special thanks are due to Shri N.K. Ghai and Dr. S. K. Bhandoria of the Department

of Education, SDMC, for their interest, advice and useful suggestions during the course of the

project. Also special thanks to Sh Devinder Yadav Member S.M.C. for his cooperation.

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10. Appendices

16

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18

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‘okl Hkjrs gq, gkFk dks QSykuk] lhuk ,oa

isV dk Hkhrj esa fldksM+ukA fQj ‘okl

Hkjrs gq, gkFk dks QSykuk] lhuk ,oa isV

dk QwyukA gkFk okfil ykrs gq, ‘okl

fudkyuk lhuk isV fipdkuk & 5 ckj A

isV ‘okl dh fØ;k & ¼1½

/khes&/khes eqag ls ‘okl

ckgj fudkyuk isV dh

ukfHk ls Hkhrj ys tkukA

/khjs&/khjs ukd ls ‘okl

Hkjuk isV dk ukfHk ls

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QSyukA vuqHko djuk & 5 ckjA ¼2½ ukd ls ‘okl ckgj ukfHk Hkhrj ‘okl vUnj ukfHk ckgj A

¼3½ 30 fMxzh dks.k ls vkxs >qd dj ‘okl iz’okl dh fØ;k djuk A ¼4½ 90 fMxzh dks.k ls

vkxs >qd dj ‘okl iz’okl fd fØ;k djuk A

¼[k½- vklu & rkM+klu &

nksuksa ikao esa pkj ls N% bap dh lekukUrj nwjh j[kdj [kM+s gksdj gksus gkFk

‘kjhj ds lkFk lVkdj [kM+s gksuk A fØ;k 4 A ‘okl ckgj fudkyuk ¼2½ nksuksa

gkFk lh/ks Åij dh vksj mBk;s ‘okl ysa NksM+saA ¼3½ ‘okl Hkjs nksuksa gkFk uhps

yk;saA ¼4½ ‘okl ckgj fudkysaA

blh vklu dks gkFk dh vaxqfy;ksa dks ihNs ?kqek;s gFksyh ckgj dh vksj dj

nksgjk;saA

dks.kklu &

fLFkfr & ¼1½ lh/ks [kM+s jgsa ‘okl ckgj fudkysaA ¼2½ nksuksa gkFk dks

Åij dh vksj mBk;sa] dku dks Nq,a] ckabZ vksj ftruk >qd lds >qdsaA

ikao lh/ks j[ks A ‘okl ys NksM+sa ¼3½ ‘okl Hkjs lh/ks gks tk;saaA nksuksa gkFk

uhps yk;saA ¼4½ ‘okl ckgj fudkysaA

ikngLrklu &

lh/ks [kM+sa gksa A nksuksa gkFk ta?kk ij j[ksa A

fØ;k & ¼1½ ‘okl Hkjsa ¼2½ ‘okl ckgj fudkysa] nksuksa gkFk Åij

mBk;sa] gkFk dku ds lkFk lVs jgsa] vkxs dh vksj >qdsa] ikao ds

vaxqBs dks gkFkksa ls Nq,a] ‘okl ysa NksM+sa A ¼3½ ‘okl Hkjs] Åij mBsa

gkFk uhps yk;sa A ¼4½ ‘okl ckgj fudkysa A

‘k’kkadklu &

oztklu& ikao eksM+dj vaxqBs feykdj ,sfM;ka [kksydj Åij cSBsa A

¼1½ ‘okl Hkjsa ¼2½ ‘okl ckgj fudkysa nkuksa gFksfy;ka feykdj

nksuksa gkFk Åij mBk;sa A dku ls gkFk lVs] dej ls ‘kjhj dks vkxs

dh vksj >qdk;sa] ekFkk ,oa gkFk Hkwfe ij Li’kZ djsa A ‘okl ysa ,oa

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NksM+s A ¼3½ ‘okl Hkjsa] ‘kjhj dks lh/kk djsa A nksuksa gkFk uhps yk;sa A ¼4½ ‘okl ckgj fudky nsa A

izk.kk;ke&

1- ukM+h ‘kks/ku izk.kk;ke &

in~eklu] v)Zin~eklu vFkok lq[kklu esa lh/kh dej j[kdj cSBsA nkfgus gkFk ds vaxqBs ls

nkfguh ukfldk can djsa] rtZuh ,oa vukfedk nksuksa Hkoksa ds chp esa j[ksa] cka;h ukfldk ls iwjk

‘okl ysa ,oa cka;h ukfldk can djsaA vaxqBs dks nkfguh ukfldk ls mBkysa] nkfgus ls ‘okl ys

nkfgus ls ‘okl NksMsaA nl ckj nksgjk;saA

2- vuqykse&foykse izk.kk;ke &

lh/kh dej cSBsaA nkfguh ukfldk can dj cka;h ukfldk ls ‘okl ysa A fQj nkfguh ukfldk ls

‘okl ys ,oa ckabZ ukfldk ls ‘okl NksM+sa ;g ,d vko`fÙk gqbZ A blh izdkj nl vko`fÙk;ka djsaA

3- Å¡ dkj izk.kk;ke &

lh/kh dej cSBsA ‘okl HkjsA Å¡ dk nh?kZ mPpkj.k ukfHk ls mBk;sa ,oa ‘okl ckgj fudyrk tk;sa

Å¡ Åij mBrk tk;sa iw.kZ mPpkj.k gksus ij n’kZu dsUnz esa igwap tk;sa A fQj okfil ‘okl Hkjrs gq,

ukfHk ij vk;sa ,oa Å¡ dk mPpkj.k djsa A

dk;ksRlxZ &

dk;ksRlxZ dk vFkZ gS ‘kjhj dk mRlxZ ;kfu ‘kjhj ds izfr eeRo Hkko dks gVkukA blesa ‘kjhj dh

f’kfFkyrk] fLFkjrk ds lkFk vius izfr tkx:drk cuk;sa j[kuk gSA ;ksx esa ‘koklu fd;k tkrk gS og

‘kjhj ,oa ekufld ruko nwj fd;k tkrk gSA dk;ksRlxZ esa ,d dne vkxs ‘kjhj vkSj vkRek dh fHkUurk dk

Hkh cks/k djuk gSA

fØ;k &

‘kjhj dks fLFkj ,oa f’kfFky cuk;sa A xnZu ,oa es:n.M ¼jh<+ dh gÏh½ dks ljyrk ls lh/kk j[ksaA flj ds

Hkkx] xyk] xnZu] psgjs dks ‘kkar f’kfFky vuqHko djsaA nksuksa dU/ks f’kfFky dj dU/ks ls iwjh ihB f’kfFky

djsaA dU/ks ls lhus dk Hkkx isV dk Hkkx f’kfFky djs A nkfguk gkFk dU/ks ij ysdj vaxqfy;ksa rd] cka;k gkFk

dU/ks ls ysdj vaxqfy;ksa rd f’kfFkyrk dk vuqHko djsaA dqYgsa ls ysdj ikao ds vaxqBs rd nkfgus ikao dks

f’kfFky djsa fQj cka;s ikao ds dqYgs ij vaxqBs rd f’kfFky djsa A iwjs ‘kjhj dks ,d lkFk ns[ksa f’kfFkyrk dk

vuqHko djsa A vius ‘kjhj esa vius gksus dk vuqHko djsa A

nh?kZ ‘okl izs{kk dk /;ku &

vius eu dks ukfHk ij yxk;saA izR;sd vUnj tkus o ckgj vkus okys ‘okl dks ns[ksA yEck ‘okl vUnj ys

ukfHk ckgj yEck ‘okl NksM+s ukfHk vUnjA ‘kkar Hkko ls ‘okl dks ns[krs jgsaA ‘kjhj dks fLFkj] eu dks ‘kkar

cuk;s j[ksa A vkrs&tkrs ‘okl dks ns[krs jgsa A

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vuqizs{kk &

fpÙk dks yykV ds e/; Hkkx esa yk;sa ;gka ij lQsn jax dk /;ku djsA esjs flj] yykV] psgjs ij lQsn jax

Nk jgk gSA Hkhrj esa vPNk yx jgk gSA

eSa ‘kfDr’kkyh cu jgk gwaA eSa lcls izse Hkko ls jgwaxkA eSa vius Øks/k dks ‘kkar dj ldrk gwa ,slh

‘kfDr dk fodkl gks jgk gSA eSa fdlh dks xkyh ugha nwaxkA

vkn”kZ thou xhr

thou ge vkn”kZ cuk;sa] mUufr iFk ij c<+rs tk,aA

D;ksa u Nk= xq.kik= dgk,a \ thou ge vkn”kZ cuk;saA

mPp&mPp vkpj.k c<+asxs] nwjkpkj ls lnk MjsaxsA

vkRe&”kfDr dk ifjp; nsaxs] ugha dgha nwcZyrk yk;saAA

la;e&Qwys esa Qwysaxs] RkRo vfgalk dks Nw ysasxsA

ugha uezrk dks Hkwysaxs] vuq”kklu ds fu;e fuHkk;saAA

ugha fdlh dks xkyh nsaxs] ugha fdlh ij Øks/k djsaxsA

cksy tcku ugha cnysaxs] lR; ekxZ dk viuk;saA

>wB&diV ls lnk cpsaxs] tqvk&pksjh ugha jpsaxsA

ij fuank esa D;ksa jl ysaxs] fut ij “kklu y{; cuk;saA

e|iku essa ugha iM+saxs] Mªx] rEckdw ls u fHkM+saxsA

cqjh vknrksa ls yM+saxs] b’;kZ] ?k`.kk vfHkeku feVk,aAA

lgu”khy cu ohj cusaxs] lPph vPNh lh[k lqusaxsA

/kkfeZdrk dk ikB i<+saxs] ^rqylh* v.kqozr iFk ij vk;saAA

22

v.kqozr xhr

la;ee; thou gks]

uSfrdrk dh lqj&lfjrk esa tu&tu&eu ikou gks]

la;ee; thou gksAA --------

vius ls viuk vuq’kklu] v.kqozr dh ifjHkk”kk]

o.kZ] tkfr ;k lEiznk; ls] eqDr /keZ dh Hkk”kk]

NksVs&NksVs ladYiksa ls ekul ifjorZu gks]

la;ee; thou gksAA ----------

eS=h&Hkko gekjk lcls izfrfnu c<+rk tk,]

lerk] lg&vfLrRo] leUo;] uhfr lQyrk ik,]

‘kq) lk/; ds fy, fu;ksftr ek= ‘kq) lk/ku gks]

la;ee; thou gksAA ----------

fo|kFkhZ ;k f’k{kd gks] etnwj vkSj O;kikjh]

uj gks] ukjh cus uhfre; thou&p;kZ lkjh]

dFkuh&djuh dh lekurk esa xfr’khy pj.k gksA

la;ee; thou gksAA-----------

izHkq cudj ds gh ge izHkq dh iwtk dj ldrs gSa]

izkekf.kd cu dj gh ladV&lkxj rj ldrs gSa]

‘kkS;Z] oh;Z] cyorh vfgalk gh thou n’kZu gks]

la;ee; thou gksAA-----------

lq/kjs O;fDr] lekt O;fDr ls jk”Vª Lo;a lq/kjsxk]

^rqylh* v.kqozr flagukn lkjs tx esa izljsxk]

ekuoh; vkpkj&lafgrk esa vfiZr ru&eu gks]

la;ee; thou gksAA-----------

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