Download 1. Studies related to behavioural problems of primary school children

6. BRIEF RESUME OF THE INTENDED WORK:
INTRODUCTION:
“Education is not just about ensuring a child's physical and intellectual development but
also about helping the child mature emotionally.” Anonymous.
Communicating well with children and young people is a real talent and a key part of the
success that challenges young minds and unlocks potential. Every good teacher has this talent
and more in abundance and those who truly connect with their young students are rarely
forgotten.1
Children constitute nearly 40% of the more than 100 million population of our country. Of
this at least 10-12% in the age group, of less than 18 years suffer from abnormalities of
behaviour and development. Child psychiatric problems are recognized as emerging public
health issue throughout the world suggesting a global prevalence of approximately 20%.
Behavioural problems are the commonest psychiatric problem among young children.2
Behavioural problems in school children are common due to excessive stress,
competitiveness, high parental expectations and consequent anxiety .The common behaviour
problems among school children are nail biting, bully’s behavior, attention deficit,
hyperkinetic disorder, conduct disorder.3hits hope f stage where the
Young children with behavioural problems are at a greater risk of developing psychiatric
disorders in later life and contribute disproportionately to the substantial social and economic
burden attributable to mental health problems in the community. Even though current
statistics reveal an escalating rise in child and adolescent issues, it is seen that these issues are
getting noticed but are mostly going unaddressed due to lack of awareness and unavailability
of guidance from professionals.4
6.1 NEED FOR THE STUDY:
“Moving Right along Planning Transitions to Prevent Challenging Behaviour”
Behavioural problems have grown to epidemic proportions accounting second highest
category of mental health problems among children .Number of young children and their
families who are affected by mental, emotional, and behavioural disorders is significant. It is
estimated that as many as one in five children and adolescents may have a psychological
issue. Early identification of behavioural problems in children is an important pre-requisite of
the implementation of interventions to prevent long term psychiatric outcomes.4
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A nations’ most important and most precious resource is its children who constitute its hope
for continued achievement and productivity. A large population of children in schools makes
it impossible to focus and provide desired attention to a single child with any such problem.
Creating awareness, early detection and intervention for common disorders, is not only vital
but of paramount importance in planning healthy adaptive and productive future growth of a
child .5
A study was conducted in 2006 on prevalence of conduct disorder in schoolchildren of
Kanke, Ranchi, and Jharkhand. A total of 240 students, selected by stratified random
sampling, were subjected to the Schedule for Affective Disorders and Schizophrenia for
School Age Children: Present and Lifetime Version (K-SADS-PL) screening interview.
Nineteen students who qualified were subjected to conduct disorder and ADHD supplement
of K-SADS-PL with additional information from parents. Conduct disorder was found in
4.58%; the ratio of boys to girls being 4.5:1. Childhood onset was found in 73% and
adolescent onset in 27%. Mild conduct disorder was found in 36%, moderate in 64% and
severe conduct disorder in none. Co morbid ADHD was found in 36%, hyperactive-impulsive
being predominant. Significant difference was found in temperament between students with
and without conduct disorder with difficult temperament predominating in the former and
easy in the latter (p=0.004). Lying, bullying and cruelty to animals were most frequent
symptoms.6
An epidemiological study was conducted in 1989 on behaviour problems in school children
in urban areas of Beijing. A total of 2432 primary school children, aged 7-14 yrs. in urban
areas of Beijing, were evaluated with the Children's Behaviour Questionnaire developed by
Rutter. The frequency of behaviour problems in primary school was 8.3%-7.4% antisocial
behaviour and 0.62% neurotic behaviour. Behaviour problems were higher in boys than girls:
antisocial behaviour was dominant in boys, while neurotic behaviour was common in girls.
The frequency of behaviour problems varied significantly with the different social
environments in which the children were brought up, but were not different between one-child
families and those with more children.7
A study was conducted and published in 2006 Department of Psychiatry, University of
Wisconsin School of Medicine on Public screening procedures to accurately identify children
with problems unlikely to remit and thus, in need of intervention, is of major public health
concern. This study aimed to develop a universal school-based screening procedure Mothers
and teachers reported on a community sample (N = 328) of children's internalizing and
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externalizing symptoms in kindergarten and grades 1, 3, and 5. In grade 5, teachers reported
on children's school-based functional impairments, physical health problems, and service use;
mothers reported on children's specialty mental health care. The results shows that four
patterns distinguished children who (1) never evidenced symptoms; (2) evidenced only
isolated symptoms; or evidenced recurrent symptoms, either (3) without or (4) with co morbid
internalizing and externalizing. By grade 5, children with recurrent co morbid symptoms had
the greatest impairments, physical health problems, and service use. These children can be
identified quite accurately by grade.1 .8
The researcher have seen the behavioural problems in children while attending various school
health programmes and health education as a part of academic posting Teachers are less
aware about the behavioural problems of their students so along with the support of literature
evidences probed the investigator to undertake the present study . If the behaviour problem is
not identified at childhood in future it may leads to antisocial behaviour so identification of
behaviour problem is also a social responsility for teachers and parents.
6.2 REVIEW OF LITERATURE:
Review of literature is one of the most important steps in research process. The main purpose
of literature review is to convey to readers about the work already done and the knowledge
and ideas that have been already established on a particular topic of research Review of
literature is defined as broad. Comprehensive, in depth, systematic and critical review of
scholarly publication, unpulished printed or audio visual materials and personal
communications.9
Related literatures are organized under the following headings
1. Studies related to behavioural problems of primary school children
2 Studies related to .knowledge and practice of teachers regarding identification of
behavioural problem
3. Studies related to effectiveness of self instructional module on teachers
1. Studies related to behavioural problems of primary school children:
A study was conducted in Iran [2008] for finding the association between nail biting and
psychiatry disorder shown that Nail biting is common amongst children and adolescents
referred to a child and adolescent mental health clinic. The most common co-morbid
positional defiant disorder (36%), separation anxiety disorder (20.6%), enuresis (15.6%), tic
disorder (12.7%) and obsessive compulsive disorder (11.1%). The rates of major depressive
disorder, mental retardation, and pervasive developmental disorder were 6.7%, 9.5%, 3.2%,
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respectively. There was no association between the age of onset of nail biting and the comorbid psychiatric disorder. Severity and frequency of NB were not associated with any comorbid psychiatric disorder.10
An epidemiological study was conducted on emotional and behavioural problems primary
children Japan [1989]. 1860 primary school children, aged from 6 to 12 years, from urban
suburban and rural areas in Japan were assessed by their school teachers according to the
Rutter scale. The prevalence of children with deviant scores in the general population
was3%and this figure was lower than that for any other country assessed by the same scale.
Eighty-four percent of the deviants were of an antisocial type but only 7% were neurotic. The
ratio of antisocial on neurotic was higher than those from other countries. The prevalence of
children with deviant scores was higher in boys than in girls and also higher in early and
middle school years than in late school years. Area, family occupation, sib ship size, birth
order and one-parent family had only limited effects on the deviant behaviour of the
children.11
2. Studies related to knowledge and practice of teachers regarding identification of
behavioural problem:
A study was conducted in United States in 2003 national random sample of teachers
regarding their perceptions and practices concerning school bullying prevention activities. A
total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with
both the bully and victim. Less than one-third set aside classroom time to discuss bullying
(31.7%) or involved students in creating classroom rules against bullying (31.2%). Most
perceived no barriers to implementing these activities. Teachers perceived post-bullying
activities as the most effective means of reducing bullying problems, followed by improved
student supervision, and by environmental bullying prevention activities. The findings suggest
that pre professional and continuing education are needed to improve teacher knowledge
about effective classroom-based bullying prevention activities.12
A Study was conducted in Federal Neuro -Psychiatric Hospital, New Haven, Enugu State,
Nigeria , published in 2010 the School based mental health programs are absent in most
educational institutions
for intellectually disabled children and adolescents , co-morbid
behavioural problems often complicate intellectual disability in children. This study assessed
the prevalence and pattern of behavioural problems among Nigerian children with intellectual
disability and also the associated factors. Teachers' rated Strengths and Difficulties
Questionnaire (SDQ) was used to screen for behavioural problems among children with
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intellectual disability in a special education facility in south eastern Nigeria. A total forty four
(44) children with intellectual disability were involved in the study. Twenty one (47.7%) of
the children were classified as having behavioural problems in the borderline and abnormal
categories on total The inter-clinical scales correlations of teachers' rated SDQ in the studied
population also showed good internal consistency (Cronbach Alpha=0.63). There is an urgent
need for establishing school-based mental health program and appropriate screening measure
in this environment.13
3. Studies related to effectiveness of self instructional module on teachers:
A study was to investigate the effectiveness of a series of self-instructional modules (SIMs)
for training secondary-level social studies teacher-trainees to develop and ask higher-level
questions. Forty Ss enrolled for social studies method courses were blocked on pre-test scores
and randomly assigned to treatment groups. The experimental group treatment consisted of
using only four SIMs for 6 weeks. Three control group instructors employed conventional
classroom instructional techniques. The data indicate that the experimental group achieved
significantly higher achievement test scores and student teaching performance ratings.
Additionally, the experimental group expressed favourable attitudes toward the use of the
SIMs. Based on this data, the use of SIMs appears to be superior to more conventional
instructional methods for developing concepts and skills essential to instruction for higher
cognitive processes.14
A study was conducted in India NIMHANS child mental health team on teachers’ knowledge
of children's exposure to family risk factors was examined using the Family Risk Factor
Checklist-Teacher. Data collected for 756 children indicated that teachers had accurate
knowledge of children's exposure to factors such as adverse life events and family
socioeconomic status, which predicted children's mental health problems at 1 year follow-up.
For children at high teacher-rated risk, odds ratios ranged from 3.04 to 7.46, after adjusting
for prior mental health problems. Teachers had poor knowledge of internal family
functioning, such as conflict, parenting practices, or parental drug abuse. The findings suggest
that asking teachers to report children's exposure to particular family risk factors is a feasible
method for identifying children for selective interventions, but improved family-school
communication may further enhance this process.15
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6.3 STATEMENT OF THE PROBLEM:
“A study to assess the effectiveness of self instructional module on knowledge and
practice among school teachers regarding
identification of behavioral problems of
children in selected primary schools at Mangalore .’
6.4 OBJECTIVES:

To assess the knowledge of teachers regarding the identification of behavioral problems
of children in selected primary schools at Mangalore measured by structured questionnaire.

To assess the practice of teachers regarding the identification of behavioral problems of
children in selected primary schools at Mangalore measured by structured questionnaire.

To develop and administer self instructional module on identification of behavioral
problems of children in selected primary school.

To find out the effectiveness of self instructional module on identification of behavioral
problems of children in selected primary school.

To find out the difference between knowledge and practice of school teachers regarding
identification of behavioral problems of children in selected primary school.

To find out the association between Pre test Knowledge score of teachers regarding the
identification of behavioral problems of children in selected primary school with their
selected variables (age, sex, year of experience, qualification, marital status, previous
knowledge, number of children etc.)

To find out the association between Pre test practice score of teachers regarding the
identification of behavioral problems of children
in selected primary school with their
selected demographic variables (age, sex, experience, qualification, marital status, previous
knowledge, number of children etc) .
6.5 OPERATIONAL DEFENITION:
Effectiveness
In this study effectiveness refers to determining the extent to which SIM has achieved
the desired effect measured by knowledge questionnaire.
Self instructional module
In this study it refers to a systematic study material which provides information to a
person regarding identification of behavioral problems of primary school children.
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Knowledge
In this study the knowledge refers to the responses given by the primary school teachers
to the items in structured questionnaire on identification of behavioral problems of primary
school children.
Practice
In this study the practice refers to the efforts of teachers in identification of behavioral
problems with the use of acquired knowledge through self instructional module.
Teachers
In this study teacher refers to the person who are teaching the subjects to the children
studying in primary schools.
Identification
In this study identification refers to recognize the behavioral problems of primary school
children.
Behavioral problems
In this study behavioral problem refers to the inappropriate activities shown by the
children like, nail biting, bully’s behavior, hyperkinenetic, attention deficit disorder.
Children
In this study child refers to individuals who are studying in primary schools.
Primary school
In this study primary school refers to physical setting which provides primary education
to the children between the age of 6 and 9.
6.6 ASSUMPTION:

Behavior problems like nail biting, bully’s behavior, attention deficit, hyperkinetic,
conduct disorder are common among children of primary school.

Early Identification of behavioral problem is very important if it is not so, that can
leads to antisocial behavior in future.

School going children are spending more time in schools than home, so the school
teachers must take a crucial role in identification of behavioral problems.

The teachers may have less knowledge and practice regarding the identification of
behavioral problems among children of primary school.
6.7 DELIMITATION:
•
The study is delimited to selected primary school teachers.
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6.8 HYPOTHESES:
All the hypotheses will be tested at 0.05 level of significance.
H1: The mean post test knowledge score of school teachers will be significantly higher
than mean pre test knowledge score.
H2: There will be a significant difference between Knowledge and practice of school
teachers regarding identification of behavioral problems of children’s in selected primary
school.
H3: There will be a significant association between pre test knowledge score of school
teachers regarding the identification of behavioral problems with their selected demographic
variables (age, sex, year of experience, qualification, marital status, previous knowledge,
number of children etc.)
H4: There will be a significant association between pre test Practice score of school
teachers regarding the identification of behavioral problems with their variables (age, sex,
year of experience, qualification, marital status, previous knowledge, number of children etc.)
7.0 .MATERIAL AND METHODS:
7.1. SOURCE OF DATA:
Teachers who are working in selected primary schools at Mangalore.
7.1.1. RESEARCH DESIGN:
Pre experimental One Group Pre-test Post test research design
Pre-test
Administration of SIM
Post-test
01
X
02
01 Assessing the knowledge and practice of teachers regarding identification of behavioural
problems of children in primary school.
X=Administration of self instructional module on identification of behavioural problems of
primary school children.
02
=
Assessing the knowledge and practice of teachers regarding the identification of
behavioural problems of primary school children after the administration of SIM on 5th day.
7.1.2. SETTING:
The study will be conducted at selected primary schools at Mangalore.
7.1.3. POPULATION:
The teachers who are working and handling the subjects in primary schools at Mangalore.
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7.2. METHOD OF DATA COLLECTION:
7.2.1. SAMPLING PROCEDURE:
Purposive sampling technique will be used to select the sample.
7.2.2 .SAMPLE SIZE:
In this study the sample will be 50 teachers who are working in primary schools.
7.2.3. INCLUSION CRITERIA:
•
The teachers who are handling Subjects in primary school.
•
Teachers who are willing to participate.
7.2.4. EXCLUSION CRITERIA:
•
Teachers who are absent during data collection.
•
Part time teachers of primary school.
7.2.5 INSTRUMENTS INTENDED TO BE USED:
•
Demographic proforma
•
Structured knowledge and practice questionnaire.
7.2.6 DATA COLLECTION METHOD:
Obtain written permission to conduct the study from selected school principal; samples are
selected based on inclusion criteria. Explain the study in detail to the samples and also obtain
informed consent from them. First the pre test knowledge and practice of teachers regarding
identification of behavioral problems of primary children will be measured by structured
questionnaires. Self instructional module will be administered to the primary teachers .After
5th day the SIM administration post test knowledge and practice will be measured to evaluate
the effectiveness.
7.2.7 DATA ANALYSIS PLAN:
Data obtained will be analyzed by using descriptive analysis and inferential statistics .
7.3. DOES THE STUDY REQUIRE INTERVENTIONS TO BE
CONDUCTED ON PATIENT OR OTHER HUMAN OR ANIMALS?
Yes, a self instructional module on identification of behavioural problems of primary school
children will be administered to the school teachers.
7.4.
HAS THE ETHICAL CLEARENCE OBTAINED FROM YOUR
INSTITUTION IN CASE OF ABOVE
Yes, Ethical clearance will be obtained from research committee of Karavali College of
nursing science.
An informed consent will be obtained from the study sample before
collecting the data.
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