A Research Proposal submitted for the

Initial Review Submission of Research

to

SRI RAMACHANDRA INSTITUTE OF HIGHER EDUCATION & RESEARCH

INSTITUTIONAL ETHICS COMMITTEE

TITLE

IMPACT OF INTERNET ADDICTION, PERCEIVED STRESS,

PROCRASTINATION AND COPING AMONG COLLEGE STUDENTS

Submitted by

SNEHA PRIYA M

Reg. No. A3522006

M. Sc. Medical Psychology

DEPARTMENT OF CLINICAL PSYCHOLOGY

SRI RAMACHANDRA INSTITUTE OF HIGHER EDUCATION & RESEARCH

(Deemed to be University)
[Accredited by NAAC with A Grade & Graded by UGC as Category I University]

Porur, Chennai – 600116

MAY 2024
 DEPARTMENT OF CLINICAL PSYCHOLOGY

SRI RAMACHANDRA INSTITUTE OF HIGHER EDUCATION & RESEARCH (DU)

PORUR, CHENNAI

“IMPACT OF INTERNET ADDICTION, PERCEIVED STRESS,

PROCRASTINATION AND COPING AMONG COLLEGE STUDENTS”

PRINCIPAL INVESTIGATOR SNEHA PRIYA M

II M. Sc. MEDICAL PSYCHOLOGY
DEPARTMENT OF CLINICAL
PSYCHOLOGY, SRIHER (DU)

GUIDE MR. S. VARADHARAJAN

ASSISTANT PROFESSOR,
DEPARTMENT OF CLINICAL
PSYCHOLOGY, SRIHER (DU)

HEAD OF THE DEPARTMENT DR. NEERADHA CHANDRAMOHAN

ASSOCIATE PROFESSOR & HEAD
DEPARTMENT OF CLINICAL
PSYCHOLOGY, SRIHER (DU)
1. Title of the Research Proposal:

‘IMPACT OF INTERNET ADDICTION, PERCEIVED STRESS, PROCRASTINATION

AND COPING AMONG COLLEGE STUDENTS’

2. Name of the Principal Investigator with Qualification and Designation:

Sneha Priya M,

IInd Year, Msc. Medical Psychology,

Sri Ramachandra Institute of Higher Education and Research (Deemed to be University),

Porur, Chennai- 600119.

3. Name of the Supervisor:

Mr. S. Varadharajan,

Assistant Professor,

Department of Clinical Psychology,

Sri Ramachandra Institute of Higher Education and Research (Deemed to be University),

Porur, Chennai- 600119.

4. Name of the Co- Investigator(s) with Qualification and Designation:

Not Applicable.

5. Name of the Head of Department:

Dr. Neeradha Chandramohan.

6. Forwarding letter from the Head of the Department/ Institution/ Guide:

Attached

7. Consent from the Head of the Department of all the Departments Where the Study is
Being Conducted:
Not Applicable

8. Ethical Issues in the Study and Plans to Address the Issues:

Nil
9. Relevant Enclosures (This may Include Proformas, Case Report Forms,
Questionnaires, Follow- Up Cards, etc.):
Attached

10. Informed Consent Process (Including Patient Information Sheet and Informed
Consent Form in English):
Attached
11. Covering Letter from the Guide (with the Checklist Attached):

Attached

12. All Relevant Enclosures (This may Include Proformas, Case Report Forms,
Questionnaires, Follow- Up Cards, etc.):
Attached

13. CV of the PI and Guide (Co- Guides if applicable):

Attached
 PROTOCOL OF THE PROPOSED STUDY
IMPACT OF INTERNET ADDICTION, PERCEIVED STRESS,
PROCRASTINATION AND COPING AMONG COLLEGE STUDENTS

INTRODUCTION:

Internet addiction is an individual's inability psychological, social,

academic, or occupational difficulties in that person's life (Davis 2001; Young and Rogers,
1998). Internet addiction generally refers to an individual's inability to control his or her
Internet use, which ultimately causes marked distress and functional impairment in daily
life. Using the Internet has become an inseparable habit from human life and has
revolutionized the world with its limitless possibilities. The use of the Internet has
transformed the world in terms of information sharing, business opportunities,
communication, learning, relationships, socializing, shopping, entertainment, all are now
possible. accessible with just one click. The Internet has always been appreciated for being
informative, convenient, resourceful, and capable of creating economic and social benefits.
However, criticism regarding its negative impact is growing rapidly. Currently, India is the
second largest Internet user in the world. Internet and broadband penetration in India which
seems to be increasing steadily with 665.31 million active users in 2019.It is a form of
behavioural addiction, which refers to an uncontrollable urge to go online under the
influence of non-addictive substances and manifests as a significant decline in
psychological and social functioning due to Internet use exceeds.

The Internet can provide many different opportunities for entertainment and social
connection. However, the rate of Internet addiction, i.e, people who use the Internet
regularly for work, entertainment and social networking purposes, is increasing. Therefore,
whether Internet addicts have different strategies to cope with stress is worth investigating.
Additionally, problematic Internet use can affect functioning and increase people's
difficulty in managing stress. Developing effective coping behaviours can reduce stress,
help people solve personal problems, and maintain psychological balance and health.

Perceived stress refers to the degree to which events in a person's life are assessed as
stressful, unpredictable and uncontrollable (Cohen, kamarck & Mermelstein, 1983;
Phillips, 2012). The degree of stress experienced by an individual and the level of the effect
of this perception on the individual's ability to cope with stressful events. Perceived stress
appears to be associated with diverse internet behaviour problem. Many stressors such as
adaptation to university life, maintaining good grades, future planning, and attempting to
live independently from their parents can often contribute to health problems for college
students. This perceived stress may affect both physiological and psychological health. The
transition into higher education is a stressful time as college students face multiple stressors
such as academic overload, constant pressure to succeed, competition with peers, and in
some countries financial burden as well as concerns about future prospects, while many
college students adjust effectively to the university context, a larger proportion of students
are adversely impacted by stress and are at risk of developing mental health problems.

The term “coping” includes cognitive, emotional, and behavioural strategies that
individuals use when they are in stressful situations in order to control associated
unpleasant experiences (Folkman & Lazarus, 1988; Spagna, Russo, & Roccato, 2014).
Coping includes efforts to prevent or reduce threats, harm, and loss or to reduce the distress
often associated with these experiences. For most students, managing stress during college
can be extremely difficult. However, learning to manage stress can help students cope with
daily social and academic pressures and thus have a better college experience. Effective
time management strategies increase academic performance (Campbell and Svenson, 1992)
and are frequently suggested by academic assistance personnel as aids to programs
emphasize starting large task well before due dates, breaking down large tasks into small
ones, and doing small tasks on a regular schedule, students regularly ignore these
techniques and find themselves in great distress before exams (Brown, 1991). Coping
techniques such as proper utilization of time, involving in leisure related activities,
optimistic support from friends and family often relieves stress in students (Blake &
Vandiver, 1998; Mattlin et al., 1990). Leisure and exercise relieves stress, motivates and
provides directions and increases proficiency in college students (Ragheb & Mckinney,
1993) different coping methods such as finding help, solving problem, leisure, exercise,
cognitive-restructuring, and a sense of security were found to be beneficial (Donaldson &
Prinstein et al., 2001).

Procrastination has also been found to negatively affect academic accomplishments and
social relationships (Burka & Yuen, 1983). Among the most significant components are
time-related factors, such as errors in time management and difficulties predicting the time
accurately (Milgram, 1991). People who frequently procrastinate tend to underestimate the
time needed to complete a task (Aitken, 1982), spend less time than necessary on tasks
(Ferrari & Dovidio, 2000), and start work closer to the deadline than those who do not tend
to procrastinate. delay. (Lay and Burns, 1991).

Procrastination is the tendency to postpone things necessary to achieve goals (Lay, 1986).
Another reason why students especially procrastinate is that they may have done it before it
was effective. Academic procrastination, that is, the intentional delay in starting or finishing
important and timely academic activities (Schowwrnburg, 2004; ZIesar, Rosenthal, &
White, 1978), is a common phenomenon. Procrastination behaviour is associated with poor
academic performance (e.g., poor grades) and higher course withdrawal, anxiety, and
decreased self-confidence. In short, procrastination is harmful to both academic
performance and mental health. Additionally, Gustavson and Miyake (2017) reported that
students with high levels of procrastination were unable to organize themselves and achieve
their learning goals. Although the negative consequences of procrastination in the
individual's daily life might not be considered, the outcomes of its prevalence between
college students who are to take significant responsibilities in the future can be irreparable.
Procrastination is increasingly recognized as involving a failure in self- regulation such as
procrastinators, relative to non-procrastinators, may have a reduced ability to resist social
temptations, pleasurable activities, and immediate rewards when the benefits of academic
preparation are distant. These individuals also fail to make external cues to determine when
to initiate, maintain and terminate goal-directed actions (Senécal et al., 1995). Associated
characteristics include reduced agency, disorganization, poor impulse and emotional
control, poor planning and goal setting, reduced use of metacognitive skills to monitor and
control learning behaviour, distractibility, poor task persist once, time and task.

REVIEW OF LITERATURE:

Zhun Gong et al (2021), conducted the study to explore whether there is a relationship
between the perceived stress and internet addiction, and consider that procrastination plays
a mediating role and flow plays a moderating role in this relationship. A total of 446 college
students, including 163 male students (36.5%) and 283 female students (63.5%),
participated in the cross-sectional study. The Chinese Perceived Stress Scale (CPSS),
Internet Addiction Test (IAT), Procrastination Assessment Scale, and Flow Scale were the
instruments employed in this study. The results show significant associations among
perceived stress, internet addiction, procrastination, and flow. It also shows that
procrastination plays a mediating role between perceived stress and internet addiction,
while flow plays a moderating role between them.
Scott Deatherage et al (2014) also conducted study to investigate the connections between
perceived stress, internet usage, motives for internet usage, problematic internet use, and
traditional coping methods among college students. A sample of 267 college seniors with
an average age of 22.44 (SD=.92) participated in the study, with the majority of participants
being female (165) and white (239). The Brief COPE scale, Online Motives Questionnaire,
Perceived Stress Scale (PSS), and Index of Problematic Online Experiences were used as
instruments in the study. The results indicated a significant difference in perceived stress
scores, with women (M=20.97, SD=6.914) scoring higher than men (M=18.68, SD=6.59).
This suggests that being female, engaging in avoidant-emotional coping, and having a
motive to enhance online experiences were negatively associated with stress.

The objective of this study was to explore the connection between academic procrastination
and internet addiction, as well as to determine the influence of academic procrastination on
internet addiction among Thai university students. A cross-sectional study was conducted,
involving 470 participants selected through multi-stage cluster random sampling from a
university student population. Data were collected using a demographic data form and an
internet addiction test, with Pearson correlation coefficient and simple linear regression
used for data analysis. The results showed that academic procrastination (M=49.68,
SD=12.61) and internet addiction (M=65.26, SD=5.60) were at a moderate level. A positive
correlation was found between academic procrastination and internet addiction, and
academic procrastination significantly predicted internet addiction, accounting for 11.3% of
the variance. These findings highlight the significant role of academic procrastination in the
development of internet addiction.

The objective of this study was to evaluate the extent of academic procrastination (AP)
among university students, as well as its correlation with social media addiction and its
predictors. A cross-sectional study was conducted by Mariam Hejab Al Shaibani (2020) on
a sample of 697 college students, including both males and females. Participants provided
with the demographic information and completed the Internet Addiction Scale and the
Tuckman Procrastination Scale (TPS). The results indicated that, overall, students
displayed moderate levels of academic procrastination. There was a significant association
between students' academic procrastination and social media addiction. Addiction to social
media, daily hours spent on social media, household size, and phone use during lectures
were all significantly correlated with academic procrastination. Predictors of
procrastination accounted for 22.2% of its variation and included daily hours of social
media use, phone usage during lecture time, and social media addiction.

The aim of this study was to investigate the prevalence of internet addiction among medical
students, assess their levels of perceived stress and self-esteem, and explore the correlations
between internet addiction, perceived stress, and self-esteem. The study also examined the
coping strategies employed by students when using the internet. A cross-sectional study
was conducted with 200 students selected through stratified random sampling. The
instruments used in the study were the Young's Internet Addiction Scale, Rosenberg's Self-
Esteem Scale, Cohen's Perceived Stress Scale-10, and the Brief COPE Scale. The results
revealed that the prevalence of internet addiction was 18%. The group of students with
internet addiction displayed higher levels of perceived stress (p=0.001) and lower self-
esteem (p<0.0001). Internet use was positively correlated with perceived stress (r=0.2866)
and negatively correlated with self-esteem (r=-0.2918). Students with internet addiction
were found to utilize more emotion-based coping skills, as opposed to task-oriented coping
skills (p=0.0032).

The objective of this study is to examine the correlation between internet addiction and
reported stress among first-year college students. A cross-sectional and observational study
was conducted with a sample of 172 medical students. The instruments used in this study
were the Internet Addiction Test (IAT) and the Perceived Stress Scale (PSS). Among the
172 participants, the findings revealed that 5.73 percent of students were classified as
having internet addiction. Furthermore, more than 85% of students with internet addiction
did not participate in regular physical activity or sports, spent over two hours per day
online, and reported high levels of perceived stress. The study also found that using
multiple devices and spending more time online for a longer duration (over 5 years) were
associated with internet addiction.

NEED FOR THE STUDY:

The proposed study will throw light on exploring the impact of internet addiction, stress,
coping strategies on procrastination among college students considering other socio-
demographic variables in Indian context. The existing studies revealed procrastination as
moderating factor for internet and addiction and stress, among college student and young
adulthood is the transition from adolescence an often display high levels of internet
addiction which is often associated with increased stress, ineffective coping mechanisms
and procrastination. However, there is a research gap that needs to be filled, as most studies
have focused on high-income college students It is important to explore how these
variables operate in different socio-economic contexts in order to understand the underlying
psychological mechanisms This will enable the development of alternative models coping
strategies and interventions that support the development of adaptive and healthy
behaviour.

METHODOLOGY

AIM: To study the impact of internet addiction, perceived stress, procrastination and
coping among college students.

OBJECTIVE:

To explore the impact of Internet addiction, perceived stress, procrastination and coping
among college students.

HYPOTHESIS:

H0: There will be no relationship between internet addiction, perceived stress,

procrastination and coping among college students.

H1: There will be relationship between internet addiction, perceived stress, procrastination
and coping among college students.

RESEARCH DESIGN

Correlational study design

SAMPLING PROCEDURE:

Convenience sampling technique will be used to choose a sample of approximately 235

individuals in the age range of 18- 25 years from the college students.

INCLUSION CRITERIA:

 College students aged 18-25 years.

 Individuals who use the internet regularly.
 Individuals who are currently enrolled in regular mode college/university.
 Participants include both male and female
 Participants who know to read and write English Language
 EXCLUSION CRITERIA:

 Anyone with the diagnosed psychiatric condition that might affect participation
 Individuals who are not currently enrolled in regular mode college/university
 Individuals who range outside from 18-25 years
 Anybody currently undergoing therapy

TOOLS:

1. Socio-demographic sheet is a semi-structured socio-demographic data sheet developed by

Principal Investigator which included information regarding name/initials, age/date of
birth, gender, birth order, number of siblings, education, occupation, marital status, family
type (Nuclear/Joint/Extended/Alone), and area of residence.
2. Internet Addiction Scale developed by Kimberly Young, 1998 was developed to measure
the presence and severity of internet and technology dependency among adults. This
questionnaire consists of 20 statements. The IAT total score is the sum of the ratings given
by the examinee for the 20 item responses. Each item is rated on a 5-point scale ranging
from 0 to 5. The maximum score is 100 points. The higher the score is, the higher is the
severity of your problem.
3. Perceived Stress Scale (PSS-14)The scale was originally developed in 1983 by Cohen et al
and was designed to assess the degree of stress people felt in unpredictable, out-of-control,
and overloaded situations. This instrument provides a global measure of perceived stress in
the last month, that is, the degree to which various life situations are interpreted as stressful.
It consists of 14 items, of which items 4, 5, 6, 7, 9, 10, and 13 are positive statements and
items 1, 2, 3, 8, 11, 12, and 14 have negative directionality. The scaling is ordinal (0 =
never, 1 = almost never, 2 = sometimes, 3 = often, 4 = very often) and the total score was
obtained by inverting the positive items.
4. Brief COPE SCALE was developed by Charles S. Carver, Michael F. Scheier, and Jagdish
K. is a 28 item self- report questionnaire designed to measure effective and ineffective
ways to cope with a stressful life event. The COPE (Coping Orientation to Problems
Experienced) scale is a 4-point Likert scale used to assess an individual's coping strategies
in response to stressors. Respondents rate the frequency of their engagement in various
coping mechanisms on a scale ranging from "I usually don't do this at all" to "I usually do
this a lot."
5. Procrastination Scale: The Procrastination Assessment Scale—Students was developed by
Solomon & Rothblum in 1984 to assess the prevalence of and reasons for student
procrastination. It is the 5-point Likert scale the degree to which they procrastinate on the
task (1 = never procrastinate; 5 = always procrastinate) and the degree to which
procrastination on the task is a problem for them (1 = not at all a problem; 5 = always a
problem).

PROCEDURE

College students in the community of age range 18 – 25 years will be approached. They
will be provided with information regarding the nature of the study, after which written
informed consent will be obtained. The socio-demographic details of the eligible
individuals will be recorded using the socio-demographic sheet prepared by the
investigator. The internet addiction test (IAT), followed by the perceived stress scale (PSS-
14), Brief COPE scale and Procrastination assessment scale – students (PASS) will be
administered.

STATISTICAL ANALYSIS:

Appropriate Statistical Analysis will be carried out after data collection.

 SUMMARY OF THE PROTOCOL

IMPACT OF INTERNET ADDICTION, PERCEIVED STRESS,

PROCRASTINATION AND COPING AMONG COLLEGE STUDENTS

Internet addiction (IA) is defined as a condition where an individual has lost control of their
Internet use and proceeds to use the internet excessively to the point where they experiences
problematic consequences which ultimately have a negative effect on their life ( Kardefelt-
Winther,2004).Given the significant role of the internet in today's society and the on-going
advancements in technology, several studies have shown a link between internet addiction
and factors such as procrastination, stress, and the transitional phase from adolescence to
young adulthood. This proposed study aims to further investigate how internet addiction
contributes to increased stress levels, tendencies for procrastination, and the coping
mechanisms that individuals employ to deal with these challenges. To accomplish this, a
correlational study design will be utilized, with a sample size of 235 individuals aged
between 18 and 25 years. The participants will be selected through purposive sampling,
adhering to specific inclusion and exclusion criteria. Appropriate statistical analysis methods
will be employed to analyse the data collected
 GANIT CHART (TIMELINE)
December January February April May June July
PLAN OF WORK 2023 2024 2024 2024 2024 2024 2024

Preparation of
Consent Form and
Data Collection Form
Tentative
Institutional Ethics
Committee Approval
Data Collection
Statistical Analysis
Data Interpretation
Final Report
Submission
REFERENCE

Joseph, J., Varghese, A., Vr, V., Dhandapani, M., Grover, S., Sharma, S. K., Khakha, D. C.,
Mann, S., & Varkey, B. P. (2021). Prevalence of internet addiction among college students in
the Indian setting: a systematic review and meta-analysis. General Psychiatry, 34(4),
e100496. https://doi.org/10.1136/gpsych-2021-100496

Zhang, W., & Xu, R. (2022) Effect of exercise intervention on internet addiction and
autonomic nervous function in college students. BioMed Research International, 2022, 1–7.
https://doi.org/10.1155/2022/5935353

Seo, E. J., Ahn, J., Hayman, L. L., & Kim, C. (2018).The association between Perceived
stress and quality of life in university students: The parallel mediating role of depressive
Symptoms and Health-Promoting Behaviours. Asian Nursing Research, 12(3), 190–
196. https://doi.org/10.1016/j.anr.2018.08.001

Kumar, S., & Bhukar, J. P(2013). Stress level and coping strategies of college
students. Journal of Physical Education and Sport, 4(1), 5–
11. https://doi.org/10.5897/jpesm12.001

Ko, C., Yen, J., Chen, S., Yang, M., Lin, H., & Yen, C. (2009).Proposed diagnostic criteria
and the screening and diagnosing tool of Internet addiction in college
students. Comprehensive Psychiatry, 50(4), 378–
384. https://doi.org/10.1016/j.comppsych.2007.05.019

Krishnamurthy, S., & Chetlapalli, S. K.(2015). Internet addiction: Prevalence and risk
factors: A cross-sectional study among college students in Bengaluru, the Silicon Valley of
India. Indian Journal of Public Health, 59(2) 115. https://doi.org/10.4103/0019-
557x.157531

Chou, W., Ko, C. H., Kaufman, E. A., Crowell, S. E., Hsiao, R. C., Wang, P. W., Lin, J. J., &
Yen, C. F. (2015). Association of stress coping strategies with Internet addiction in college
students: The moderating effect of depression. Comprehensive Psychiatry, 62, 27–
33. https://doi.org/10.1016/j.comppsych.2015.06.004
Servidio, R., Gentile, A., & Boca, S. (2018b). The mediational role of coping strategies in the
relationship between self-esteem and risk of Internet addiction. Europe’s Journal of
Psychology, 14(1), 176–187. https://doi.org/10.5964/ejop.v14i1.1449

Chen, Z., Poon, K. T., & Cheng, C. (2017). Deficits in recognizing disgust facial
expressions and Internet addiction: Perceived stress as a mediator. Psychiatry
Research, 254, 211–217. https://doi.org/10.1016/j.psychres.2017.04.057

Hayat, A. A., Kojuri, J., & Amini, M. (2020). Academic procrastination of medical
students: The role of Internet addiction. PubMed, 8(2), 83–
89. https://doi.org/10.30476/jamp.2020.85000.1159

Kim, J., Hong, H., Lee, J., & Hyun, M. (2017). Effects of time perspective and self-control
on procrastination and Internet addiction. Journal of Behavioural Addictions, 6(2), 229–
236. https://doi.org/10.1556/2006.6.2017.017

Gong, Z., Wang, L., & Wang, H. (2021) Perceived stress and internet addiction among
Chinese college students: mediating effect of procrastination and moderating effect of flow.
Frontiers in Psychology, 12.https://doi.org/10.3389/fpsyg.2021.632461

Deatherage, S., Servaty‐Seib, H. L., & Aksöz, İ. (2013) Stress, coping, and internet use of
college students. Journal of American College Health, 62(1), 40–46.
https://doi.org/10.1080/07448481.2013.843536

Nadarajan, S., Hengudomsub, P., & Wacharasin, C. (2023).The role of academic

procrastination on Internet addiction among Thai university students:A cross-sectional
study Belitung Nursing Journal, 9(4), 384–390. https://doi.org/10.33546/bnj.2755

Angane, A. Y., Kadam, K., Ghorpade, G. S., & Unnithan, V. (2020).Unraveling the net of
self-esteem, stress, and coping skills in the era of internet addiction. Annals of Indian
Psychiatry, 4(1),70. https://doi.org/10.4103/aip.aip_80_19
 INFORMED CONSENT
INTERNET ADDICTION, PERCEIVED STRESS, COPING STRATEGIES AND
PROCRASTINATION AMONG COLLEGE STUDENTS

Name of the Principal Investigator: Sneha Priya M

Description of the Study: The proposed study focuses on exploring the impact of internet
dependency, the perception of stress, delaying tasks, and the methods individuals use to cope,
specifically focusing on college students. Hence, this study will be helpful to provide strategies
for college students to improve academic success and well-being by addressing internet
addiction, stress, and procrastination, and promoting effective coping mechanisms. Therefore,
the participants will be undergoing paper and pencil survey regarding aforementioned study
concept. The overall time to complete the survey will be approximately 30- 40 minutes.

Possible Risks to the Participant: There are no risks involved in this study

Possible Benefits to the Participant: The participants will not get any direct materialistic
benefits. However, the study might be helpful in gaining insight into the connections among
these factors can result in interventions that have the potential to positively influence academic
achievement. Hence, it gives the tactics to handle anxiety, decrease postponement, and
effectively deal with challenges can contribute to enhanced student results.

Cost and Payments to the Participant: There is no cost for participation in this study.
Participation is completely voluntary and no payment will be provided.

Confidentiality: Information obtained in this study is strictly confidential. The participant’s

name will not be used in the reporting of information, publications or conference presentations.

Participants Right to Withdraw from the Study: You have the right to refuse your
participation in this study, the right to withdraw from the study, and the right to have your data
destroyed at any point during or after the study, without any penalty Participants Right to
Withdraw from the Study: You have the right to refuse your participation in this study, the right
to withdraw from the study, and the right to have your data destroyed at any point during or after
the study, without any penalty.
 Voluntary Consent by the Participant: PARTICIPATION IN THIS STUDY IS
COMPLETELY VOLUNTARY, AND YOUR CONSENT IS REQUIRED BEFORE YOU
CAN PARTICIPATE IN THIS STUDY.

I have read this consent form and I fully understand the contents of this document and
voluntarily consent to my participation in this study. All of my questions concerning this study
have been answered. If I have any questions in the future about this study, they will be
answered by the investigator listed below. I understand that this consent ends at the conclusion
of this study.

PI- from SRIHER Collaborator (if any) outside SRMC

SNEHA PRIYA M
IInd Year, M.Sc. MEDICAL PSYCHOLOGY
DEPARTMENT OF CLINICAL PSYCHOLOGY
SRI RAMACHANDRA INSTITUTE OF
NIL
HIGHER EDUCATION AND RESEARCH,
PORUR, CHENNAI- 600116

PHONE NUMBER: 9840736631

By signing this form, I agree to my participation in this study. A copy of this form has been
given to me.

Date: Name/Initials:
 CERTIFICATION OF INFORMED CONSENT

I certify that I have explained the nature and purpose of this study to the individual(s) named
below, and I have discussed the potential benefits of this study participation. The queries an
individual had about this study have been answered, and I will always be available to address
future questions pertaining to the study.

Date: Signature of Person Obtaining Consent

Name:

Signature of Principal Investigator

 RESUME

Name : Sneha Priya M

Contact Address : No 6, kannamal nagar, ramapuram, smash bounce valasaravakam,

Chennai - 600087
E-mail : snehamadhan19@gmail.com

Mobile : 9840736631

Career Objective

A responsible and potential post graduate student, seeking for a position in a reputed
place to contribute my knowledge, skills and experience with the best of my efficiency
for the advancement of the educational and healthcare environment and excel in
profession with dedication towards my work and grow with the organization.

Educational Qualification

Year Degree Institution Percentage

2023 Pursuing Sri Ramachandra Institute of 80
MSc Clinical Psychology Higher Education and Research,
Porur, Chennai
2022 BSc Psychology Sri Ramachandra Institute of 90
Higher Education and Research,
Porur, Chennai
2019 12th Std Assisi Matriculation Higher 70
Secondary School

2017 10th Std Assisi Matriculation Higher 80

Secondary School

Research Work

UG Project: Intimacy and marital quality in couples undergoing infertility treatment.

 Conferences and Workshops

 Mental Health Awareness Program conducted by Women’s Christian College, Chennai the
“World Disability Day” webinar conducted clinical psychology department Sri Ramachandra
Institute of Higher Education and Research

 World Mental Health Day webinar conducted by Sri Ramachandra Institute of Higher Education
and Research

 Behavioural Sciences webinar conducted by Yuvakshet “How Perspective is Forensics for

Science Graduates” webinar conducted by UCC

 Solution focused brief therapy conducted by institute of mental health, kilpauk, chennai in 2022.

 5th International Conference on Counselling, Psychotherapy and Wellness conducted by Christ

University, Bangalore in 2023

Trainings, Internships and Volunteering

 Completed certification course in Psychology of addiction, 2019

 Completed certification course in ‘Psychology of stress, health and well-being ’ by NPTEL

 Completed certification course in ‘The Science of Happiness and Well-being’ by NPTEL

 Completed certification course in ‘Yoga and Positive psychology for Managing Career and
Life’ by NPTEL

 Completed certification course in ‘Great Experiments in Psychology: by NPTEL

 Completed certification course in ‘Enhancing Soft Skills and Personality’ by NPTEL

 Personal Details

Date of birth : 19.05.2001

Age/Sex : 22/Female
Marital status : Single
Father’s name : Mathan A
Father’s occupation : Real Estate
Mother’s name : Kavitha M
Mother’s occupation : Homemaker
Nationality : Indian
Language Known : Tamil, English.

Declaration

I hereby declare that all the above furnished details are true to the best of my knowledge. I am
responsible for the authenticity of all the information.

Sneha Priya M

1
 S.VARADHARAJAN Profile Summary
 M.Phil. in Clinical Psychology from Sri Ramachandra
Email:
University, Porur, Chennai
varadh24@gmail.com
 M.Sc., Psychology 2010 Batch from Presidency College,
Mobile: +919942054154
University of Madras
+918056082733,
 Good communication and interpersonal skills and an
attitude towards success
Education

Present Address M.Phil. Clinical Psychology-2010-2012

Sri Ramachandra University, Porur, Chennai
Registered with Rehabilitation Council of India
Flat No: 103, First Floor, Anchi
(RCI) (License: CRR-A30636)
Royale Apartment, P.H.Road
Manavalanagar, Thiruvallur,
Thiruvallur District, Tamil Nadu-
M.Sc., (Psychology)-2008-2010
India -602002. Presidency College, University of Madras, Chennai

M.Sc., (Counseling & Guidance)–2004-2006

Permanent Address Madras School of Social work, University of Madras

9,First Street, 2nd Cross Street

K.K.Nagar, Manavalanagar,
B.Sc.,(Psychology)-2001-2004
Thiruvallur, Thiruvallur District,
University of Madras, Chennai
Tamil Nadu, India - 602002.

Personal Data

Date of Birth : 8th May 1981

Sex : Male

Nationality : Indian
Marital Status: Married

Languages : Tamil & English

2
Projects, Placements and Internships

 I worked for CCF- Child Christian Fund for a project in collaboration with MSSW in
Tsunami affected areas in Kanyakumari District (six coastal villages) Tamil Nadu for a
period of 1 month (1st to 30th -July 2005).
 An placement and Internship in Child Guidance & Adolescence Clinic at Kanchi
Kamakoti Child Trust Hospital, Nungambakkam, Chennai, for a period of 2 month (Dec
2005-Jan2006).
 An Placement and Internship in Juvenile Guidance Bureau for a period of 3 months (Jan-
March 2006).
 As a part of M.Sc., Psychology academics, placement and internship in Institute of
Mental Health (IMH), Kilpauk, Chennai, for a period of 1 month (Dec 2008-Jan 2009)

Presentations

 Participated and presented a paper on “Psychological factors underlying alcohol use and
abuse among young adults” 57th National and 26 National IAAP Conference 2022 held
from 27th -29th January 2022, organized by the Department of Clinical Psychology and
Department of Psychology, Mizoram University, Mizoram.

 Participated and presented a paper on “Academic Stress and Resilience among

Adolescents” in the two day ICSSR Sponsored, “Stress and Resilience: Among Children,
Adolescents, Women and Social Support Group , at Adikavi Nannaya University campus,
Rajahmundry, during 14th-15th, November 2014

 Participated and presented a paper on “Depression and expression of hostility in

schizophrenia” in the Annual National Conference of Indian Association of Clinical
Psychologists at SRM University, Kattankulathur, Kanchipuram from 28th February to 2nd
March 2014.

 Participated and presented a paper on “Problem behavior and parental empowerment of

mentally retarded children” in the two day national seminar on Multi-disciplinary approach
3
 to childhood disability management held at Kanakakunnu palace, Thiruvanathapuram,
Kerala, during 3rd-4th, December 2013

 Attended the 10th International & 41st National conference of IAAP on “Innovative
Dimensions of Applied Psychology: Counselling for Development” 2006

Research publications

 Sandhya Sivakumar, Varadharajan S , (2021) Early Gadget Exposure Among Young

Children and its Association with Cognitive and Socio-Emotional Development,
Submitted to Journal of Indian Association of Applied Psychology

 Varadharajan S , Kenneth K, (2016) Depression and Expression of Hostility in

Schizophrenia, International Journal of Advanced Research and Review, 2016; 6,173-177
 Sujith Babu , Thamilselvan Palanichamy, Varadharajan S, Manoj Kumar Sharma and
Senthilvadivel.P (2014) Problem behavior and parental empowerment of mentally
retarded Children, Golden Research Thoughts, 2014;4, 1-4

Training programmes, guest lecturer, and workshops

 As a resource person for a two-day workshop on “COGNITIVE BEHAVIOUR

THERAPY” – organized by Department of Psychology, PSG college of Arts and Science
Coimbatore- 16 & 17 March, 2018
 Resource person for the refresher course for Honorable civil magistrates on the Topic -
Preliminary Assessment under Section 15 of Juvenile Justice (Care and Protection of
Children) Act, 2015, organized by Tamil Nadu State Judicial Academy, TNSJA, 30 (95),
“Malligai” P.S.K.R. Salai, Greenways Road, R.A Puram, Chennai – 600 028 held on on
06.08.2017
 Resource person Guest Lecture on “GUIDANCE TECHNIQUES”, organized by
Department of Mental Health Nursing, Saveetha College of Nursing, Saveetha University,
Thandalam, Tamil Nadu 602105. 29.07.2017

4
  Resource person Guest Lecture on “ATTENTION DEFICIT HYPERACTIVITY
DISORDER” Track for change Managing ADHD with behaviour modification for
better living”, organized by Department of Mental Health Nursing, Saveetha College of
Nursing, Saveetha University, Thandalam, Tamil Nadu 602105. 01.07.2017
 Resource person for a two days TOT Training Program on “SUICIDE PREVENTION”,
organized by the Department of Social Defence, District Child Protection Unit,
Thiruvallur, Tamil Nadu. 30th & 31st January 2017
 Organized a CRE programme on “Psychological intervention in the treatment of
psychotic symptoms: An Update” in the Department of Clinical Psychology, Sri
Ramachandra University- 3rd and 4th of November, 2016
 A guest lecture on “PSYCHODIAGNOSTIC METHODS” held at Department of
Psychology, Presidency College, Chennai, Tamil Nadu, on 24.08.2016
 As a resource person for a two training program on “COGNITIVE BEHAVIOUR
THERAPY”– organized by Centre for Hope, Department of Psychology, PSG college of Arts
and Science Coimbatore- July 27-28, 2016

 As a resource person on Disability Assessment – Guiding Principles for Comprehensive

Assessment and Evaluation Regional seminar on Disability rehabilitation, organized by
Dr.MGR Janaki college of Arts and Science For women, Adayar, Chennai – 28, 12th
December 2014
 A guest lecture on “Psychological Assessment Tool explanation” held at Spastic Society
of Tamil Nadu, on 04.05.2014
 As a Resource Person on “Life Skills and Study Skills Training Programme”
organized by SHREE NIKETAN CBSE & Matriculation Schools (An ISO 9001:2008
Certified Institution) Thiruvallur, from 21st & 22nd January 2014.
 As a Resource Person on “Dynamic Behavior: Behavioral Addiction” for parents, organized
by SHREE NIKETAN CBSE & Matriculation Schools (An ISO 9001:2008 Certified Institution)
Thiruvallur, 0n 29th December 2013

Work Experience
PAST

5
  Lecturer- Department of Clinical Psychology, Sri Ramachandra University, Porur,
Chennai 02.05.2016 to August 2018.

 Consultant Clinical Psychologist - Department of Clinical Psychology, Sri

Ramachandra University, Porur, Chennai 29.07.2013 to 01.05.2016
 Clinical Psychologist- Department of Psychiatry, Melmaruvathur Adiparasakthi
Institute of Medical Sciences, Melmaruvathur from 01.02.2013 to 05.07.2013
 Clinical Psychologist- Spirit of Freedom of India Hospital (De-addiction Centre
from 30.12.2012 to 15.07.2013
 Psychologist-We Are Not Alone, from 01.05.2008 to
30.07.2010
 Psychologist-Aasha Institute of Living, from 02.05.2006
to 30.04.2008

PRESENT

 Assistant Professor-Department of Clinical Psychology,

SRIHER, August 2018 to till date

External Examiner:

 External Examiner for the Practical Viva-Voce (23.03.2016) in M.Sc, Applied

Psychology (Clinical Psychology). The Banyan Academy of Leadership in Mental Health
(BALM), East Coast Road, Kovalam, Kanchipuram District - 603112.
 External Examiner for the Practical Viva-Voce (08.02.2022) for M.Sc, (Clinical
Psychology). Saveetha Medical College, SIMATS, Thandalam, Chennai, Tamil Nadu,
India - 603105.

6
APPENDICES

7
 SOCIO- DEMOGRAPHIC DATA SHEET

1. Initial :

2. Contact Information (Mobile/ E-mail) :

3. Date of Birth :

4. Age :

5. Gender : Male/ Female/ Not preferred to disclose

6. Birth Order :

7. Education :

8. Occupation :

9. Relationship Status : Single, in a relationship, planning to get married

10. Family Type : Nuclear/ Joint/ Extended

11. Living Condition : Living with family/ Staying away from family

due to work or other reasons

13. Area of Residence : Rural/ Urban/ Sub- Urban

8
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1