Author(s): Jayesh. V. Patidar, Dishal. R. Patel

Email(s): ,

DOI: 10.5958/2454-2652.2021.00012.3   

Address: Dr. Jayesh. V. Patidar1, Mr. Dishal. R. Patel2
1Vice-Principal, Joitiba College of Nursing, Bhandu, District: Mehsana.
2Final Year M.Sc. Nursing Students, Joitiba College of Nursing, Bhandu, District: Mehsana.
*Corresponding Author

Published In:   Volume - 9,      Issue - 1,     Year - 2021

Introduction: Temper tantrums are brief episodes of extreme, unpleasant, and sometimes aggressive behaviors in response to frustration or anger. The literature in older children refers to these events as "rages." The tantrum behaviors are usually disproportionate to the situation. In toddlers, behaviors may include crying, screaming, shouting, falling to the floor, flailing extremities, going limp, hitting, kicking, throwing items, breath-holding, pushing, pulling, or biting. Tantrums occur once a day on average with a median duration of three minutes in 18- to 60-month-old children. The most common tantrum duration is 0.5 to 1 minute, and the child typically returns to their general mood and behavior between tantrums. The severity, frequency, and length of the events naturally decrease as the child gets older. Although the majority of temper tantrums in toddlers are typical and part of normal toddler behavior, atypical tantrums can be a presenting feature of behavioral and psychiatric disorders. Design: A quantitative approach using pre experimental pre-test post-test design with one group. Participants: 60 selected school teachers were selected using Non-Probability Convenient sampling technique in Mehsana District. Interventions: Information Booklet was given to the school teacher. Tool: Self-Structured Knowledge Questionnaire was used to assess the level of Knowledge among school teacher. Results: The data obtained were analyzed and interpreted in the light of objective and hypotheses using descriptive and inferential statistical in terms of mean, standard deviation,‘t’ test, and chi-square test value.The mean post test Knowledge score 19.05 was higher than pre test mean Knowledge score 11.75 with the mean difference of 7.3 and the calculated ‘t’ value 15.95 was greater than tabled ‘t’ (2.00). Among the selected demographic variables like age, sex, education, teaching experience, type of school, medium of teaching, previous knowledge of temper tantrum have significant association with pre test Knowledge score of samples where sex have significant association with pre test knowledge scores of Samples. Conclusion: The findings of the study revealed that self instructional module helps in improving Knowledge regarding temper tantrum among School teachers.

Cite this article:
Jayesh. V. Patidar, Dishal. R. Patel. A Study to assess the effectiveness of Self Instruction Moduale on knowledge regarding temper Tantrum in Children among school Teachers of selected school of Mehsana District. Int. J. of Advances in Nur. Management. 2021; 9(1):43-45. doi: 10.5958/2454-2652.2021.00012.3

1.    Belden AC, et al. Temper tantrums in healthy versus depressed and disruptive preschoolers: Defining tantrum behaviors associated with clinical problems. The Journal of Pediatrics. 2008;152: 117.
2.    Berkowitz CD. Berkowitz's Pediatrics: A Primary Care Approach. 3rd ed. Washington, D.C.: American Academy of Pediatrics; 2008.
3.    Breitenstein SM, et al. Understanding disruptive behavior problems in preschool children. Journal of Pediatric Nursing. 2009; 24:3.
4.    Goettsch SM. Mayo Clinic, Rochester, Minn. July 13, 2012.
5.    Kliegman, Robert M., Richard E. Behrman, Hal B. Jenson, and Bonita M.D. Stanton. Nelson Textbook of Pediatrics. 18th ed. Philadelphia: Saunders, 2007.

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DOI: 10.5958/2454-2652 

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