AJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,
KARNATAKA, BANGALORE.
ANNEXURE – II
PROFORMA FOR REGISTTRATION OF SUBJECTS FOR DISSERTATION
01 / Name of the candidate and address(in block letters) / GANESH KUMAR.L
I YEAR M.SC NURSING
ST ANN’S COLLEGE OF NURSING
MULKI,
MANGALORE – 574 154
02 / Name of the institution / ST ANN’S COLLEGE OF NURSING
MULKI,
MANGALORE – 574 154
03 / Course of the study / M.SC NURSING
PSYCHIATRIC NURSING
04 / Date of admission to the course / 28.06.2008
05 / Title of the study
EFFECTIVENESS OF PLANNED TEACHING PROGRAMME ON KNOWLEDGE AND ATTITUDE OF TEACHERS REGARDING BEHAVIOURAL PROBLEMS OF PRIMARY SCHOOL STUDENTS IN A SELECTED SCHOOL AT MULKI.
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8 / Brief resume of the intended study
6.1 The need for the study
“Schools are more than institution where teachers impart skills and lessons; they are places where teachers transmit cultural knowledge”, says sociologist prudence L. carter. 1
Behavioral problems means, an act performed by an individual or being a student which is socially not accepted. Behavioral problems are quite common among school children like late coming, truancy, lying, complaining on co students, talking during instruction and class hour, exhibition of over obedience, pinching, beating, fighting, quarreling for a seat, unable to sit quietly on the given seating, making noise during class.2 The DSM-III R explains that, the oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorders are the behavioral problems.3 The current estimate in school aged children is about 6% with a range of 2% to 14% and the prevalence of conduct disorder is greater in boys range from 6% to 16%, compared with a range of 2% to 9% in girls.4
Studies conducted on prevalence of behavioral problem in India and neighboring countries showed that, there are behavioral problems existing among school children and are quite common. These behavioral problems are not often identified in school setting due to lack of awareness of school teachers on behavioral problem or these behaviors are being considering as normal due to negligence by the teacher or lack of aware of mental health services. The disturbed characteristics in their behavior, is though not affecting much presently, it will ofcourse affect individual, family and society as whole later. The early identification and management is the best way to protect them from harming self and society.
A study was conducted on prevalence of psychological disturbance among 1535 students (810 boys and 725 girls ) age of 5 to 8 years in Bangalore, the problem behavior was assessed by 48 school teachers using child behavior questionnaire. The result showed 281 children being identified as disturbed, giving a prevalence of 18.3%.5
The study on behavior disorder was conducted among1288 urban primary school children in Bangladesh. It was found that there were13.4% had some type of behavior problems, with males more than twice as commonly affected as female (20.4 Vs 9.9 % ), Emotional 3.2%, conduct 8.9%, and undifferentiated disorder 1.2% were detected respectively of the children. All three disorders were more prevalent in males than in females.6
A study was conducted to determine the prevalence of attention deficit hyperactivity disorder and co-morbid conditions among 1112 primary school students aged 6-12 years in Nigeria. The result showed that the prevalence of attention deficit hyperactivity disorder (ADHD) was 8.7%, sub type were predominantly inattentive 4.9%, predominantly hyperactive/ impulsive 1.2%, and combined type is 2.6%, the male to female ratio was 2:1 for all the sub types. The co morbid conditions include oppositional defiant disorder (ODD- 25.8%), conduct disorder 9.3%.7
All the studies show that, the primary school students are having behavioral problem in the school setting, and these problems and combined psychosocial problems and lack of mental health services amplify the risk or negative outcomes like precipitating academic underachievement, school dropout, delinquent, truant and antisocial behavior etc.8 Teachers’ role in behavior of the students is introducing, modeling and reinforcing positive social behavior. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding.9 When the teacher is lacking skills to manage the behavior of the students, teachers’ punishment attitude is prior to guiding the students’ action. Nurses can play a vital role in imparting knowledge about behavioral problems of children to primary school teachers because studies show that behavioral problems are found among the primary school children.
6.2 Review of literature
A study was conducted to identify the prevalence of specific characteristic behavior such as inattention/ over activity among 9,299 primary school students at Sweden. A random technique was used. The findings were 5.7% of them had a symptom of hyperactivity, 2.3% of attention deficit hyperactivity disorder(ADHD), 3.6% of conduct disorder(CD) and another 3.0% for mixture of attention deficit hyperactivity and conduct disorder.10
A study was conducted to assess the prevalence of behavioral problem among 957 school going student in Ludhiana. The result showed that 45.6% of the students were estimated to have behavioral problem, 36.5% had significant problem.11
A study was conducted to find out the prevalence of conduct disorder and its co-morbid attention deficit hyperactivity disorder (ADHD) among 240 primary school students in Kanke, Jharkand. The study showed 4.58% of conduct disorder were found more among boys than girls. Childhood onset was found in 73% and adolescent onset is 27%. Co morbid hyperactive impulse being predominant. Lying, bullying and cruelty to animals were most frequent symptoms.12
A study was conducted on parent-child conflict and the co morbidity among childhood externalizing disorder among 808 elementary school students. The study examined genetic and environmental contributions to the relationship between conflict and the co-variation among the three disorders specially attention deficit/ hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD) and concluded that, the parent child conflict appears to act as a common vulnerability that increases risk for multiple childhood disorders.13
A survey was conducted among 5472 students in grades 4 to 6 in 71 schools across Israel used questionnaire that contains physical and psychological maltreatment by school staff. The finding showed a high rate (22.2%) of victimization of primary school students by the staff which is highly unacceptable.14
A study conducted on reducing behavioral problems in early care and education program among 144 school teachers in Tolland Pre School showed that 76% of the teachers improved in their ability to identify children in need of mental health referral, and 88% reported that education program reduces the likelihood suspensions and expulsion.15
In the review of literature, the first few studies result showed that, there is a behavioral problem among primary school students and the another study showed the attitude of the teacher in the school and the final study showed that the educational program for teachers’ regarding mental health of school children is increased their knowledge. So the investigator is plan to give a teaching program for school teachers to increase or aware of the behavioral problems of the school students and preventive management.
6.3 Statement of the problem:
Effectiveness of planned teaching programme on knowledge and attitude of teachers regarding behavioural problems of primary school students in a selected school at Mulki.
6.4 Objectives of the study
1. To determine the level of knowledge of teachers on identification, causes, and management of behavioral problems of primary school students as measured using structured questionnaire.
2. To assess the attitude of teachers regarding behavioral problems of primary school students as measured using attitude scale.
3. To find out the effectiveness of planned teaching program in terms of gain in knowledge and change in attitude score.
4. To find out the relationship between knowledge and attitude of school teachers regarding identification and management of behavioural problem.
5. To find out the association between knowledge and selected demographic variables(age, sex, educational qualification, year of experience, and marital status)
6. To find out the association between attitude and selected demographic variables (age, sex, educational qualification, year of experience, and marital status)
6.5 Operational definition:
1. Effectiveness:
In this study ‘effectiveness’ refers to the extent to which a planned teaching program on behavioral problems has achieved the desired effect in terms of gain in knowledge scores and change in attitude scores of the primary school teachers.
2. Planned Teaching Program:
In this study planned teaching program denotes the systematically developed teaching program designed for teachers on identification, causes, and management of behavior problems of students in school environment and it will be used to conduct the classes for teachers by the investigator.
3. Knowledge:
In this study knowledge refers to information/ facts the school teachers have regarding behavioural problem as measured using structured knowledge questionnaire in terms of knowledge scores.
4. Attitude:
In this study attitude refers to the learned predisposition to behave in a consistent evaluative manner towards behavioural problems as measured using an attitude scale.
5. School teacher:
In this study school teacher refers to primary school teachers working in selected English medium schools at mulki.
6. School students:
In this study school student refers to students between 6-10 years of age studying in selected primary schools at Mulki.
7. Behavior problem:
In this study behavioral problems refer to those listed in dsm-iv. Attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), and oppositional defiant disorder (ODD).
6.6 Assumptions:
1. School students have behavioral problem which are not often identified.
2. School teachers have some knowledge regarding behavioral problems among school students
3. Knowledge and attitude of school teachers can be measured using an appropriate tool.
4. Planned teaching program had been found useful in improving the knowledge.
6.7 Delimitations
1. The teachers who are working in the primary schools
2. The behavioral disorders like Attention Deficit Hyperactivity disorder(ADHD), Conduct disorder (CD), Oppositional defiant disorder(ODD) are only selected.
6.8 Hypotheses:
All the hypotheses will be tested at 0.05 levels
H1: There will be significant difference between the mean pretest and post test knowledge score of the subjects studied.
H2: There will be significant difference between mean pretest and posttest attitude score of the subjects studied.
H3: There will be a significant relationship between the knowledge and attitude score of school teachers on behavioural problems.
H4: There will be a significant association between
a). Knowledge and selected demographic variables
b). Attitude and selected demographic variables
Materials and methods
7.1 Source of data
Data will be collected from 40 primary school teachers who will fulfill the inclusion criteria.
7.1.1Research design
One group pre test- post test design will be used.
7.1.2 Setting
The study will be undertaken in the selected primary schools in Mulki
7.1.3 Population
Primary school teachers who have completed Bachelor of Education (B.Ed) or Diploma in Education (D.Ed)
7.2 Method of data collection
7.2.1 Sampling procedure/ Technique
In view of the nature of the problem and to accomplish the objectives of the study, convenient sampling technique will be used.
7.2.2 Sample size
The study will be conducted among 40 primary school teachers.
7.2.3 Inclusion criteria
1. Primary school teachers who are willing to participate in the study.
2. Primary school teachers who can understand English and Kannada language.
7.2.4 Exclusion criteria
Primary school teacher who did not complete the Bachelor of Education (B.Ed) or Diploma in Education (D.Ed)
7.2.5 Instrument used
A structured questionnaire will be prepared to assess the knowledge of primary school teachers regarding the student behavioral problem.
An attitude scale will be prepared to find the attitude of primary school teachers regarding student’s behavioral problem in the school.
A systematically organized teaching plan will be developed to conduct classes for primary school teachers on behavioral problem.
7.2.6 Data collection method
Data from the sample will be collected after obtaining prior permission from the concerned authorities of the school. The investigator will introduce himself to the participants and the objectives of the study will be explained to the teachers and their informed consent will be taken. There after, on the first day, pre test knowledge will be measured by administering the structured questionnaire and teachers’ attitude will be measured separately by administering rating scale. Classes will be conducted by the investigator on the same day. Post test will be conducted with the same knowledge questionnaire and attitude scale after 7 days.
7.2.7 Data analysis plan
The knowledge and attitude of teachers about behavioral problem of primary school students can be tested before and after introducing the planned teaching program by paired ’t’ test. The data will be presented in the form of tables and graphs.
7.3 Does the study require any investigation or intervention to be conducted on patients or other humans or animals? If so, please describe briefly.
Yes, a planned teaching program will be conducted to the primary school teachers regarding types and characteristics of behavioral problem, how to identify the problem and class room management.
7.4 Has ethical clearance been obtained from your institution in case?
Yes, ethical clearance is obtained from the concerned institution/ school.
References:
1. Barbara K, Judy SR. Challenging behavior in elementary and middle school. Merrill: Mosby publishers; 2007
2. Digumarti BR, Raju M.V.R, Prasad B. Behavioural problems of school children. www.bagchee.com/books.php
3. Clunn Patricia. Child psychiatric nursing. Philadelphia: Mosby year book;1991.
4. Boyd MA. Psychiatric nursing contemporary practice. 4th ed. New Delhi: Wolters Kluwer (India) Pvt.Ltd; 2008
5. Shenoy J, Kapur M, Kaliaperumal VG. Psychological disturbance among 5 to 8 year old school children. Social psychiatry and psychiatric epidemiology J 1998 Jan; 33(2)
6. Rabbani MG, Hossain MM. Behavior disorder in urban primary school children in Dhaka. 1999; 133:5
7. Adewuya AO, Famuyiwa O. Attention deficit hyperactivity disorder among Nigerian primary school children prevalence and co-morbid conditions. European child and adolescent psychiatry 2007; 16: 1
8. Why is it so important to focus on teaching positive social behaviour. www.pbis.org/schoolwide.htm
9. Walker, Colvin, and Ramsey. Preventing antisocial behaviour. www.cecp.air.org/newproduct asp
10. Kaplan Harold, Sadock JB. Comprehensive text book of psychiatry. 5th ed. Vol.2.Baltimore: Williams and wilkins; 1989.
11. Gupta I, Verma M, Singh T, Gupta V. Prevalence of behavioral problems in school going children. Indian J Pediatr 2001Apr; 68(4): 323-6
12. Sujit Sarkhel, Vinod KS, Mano A, Pushpal DeSarkar. Prevalence of conduct disorder in school children of Kanke. Indian J Psychiatry 2006; 48:3 :159-164
13. Alexandra Burt S, Robert FK, Matt McGue, William Iacono. Parent-Child conflict and the co-morbidity among childhood externalizing disorders. Arch Gen Psychiatry 2003May; 60: 505-513
14. Rami B, Anat Z, Ron AA, Mona KK. Child Abuse and Neglect 2002Dec; 26(12) : 1291-1309
15. Walter SG, Reducing Behavioral Problems in Early Care and Education program. IMPACT. 2007May; 1-14
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