INTRODUCTION:

Teachers have an immense sway on children psychological wellness. They appreciate a significant situation in the arrangement of solid brain in then as announced by UNESCO. There are very nearly 43 million teachers around the globe at the essential and auxiliary levels. The size of the teacher populace of the general wellbeing criticalness.¹ School plays a vital and developmental job in the circles of psychological, language, passionate, social and good advancement of a child.

There is presently a developing acknowledgment that schools have a huge job in advancing psychological wellness. teachers are incredible gatherings who have in their procedure of instruction examined the idea of individual development. Almost one out of five children and young people will have enthusiastic and conduct issue at certain occasions in their childhood. Mental disarranges in school add up to 3.12% in understudies. Indeed, even by traditionalist appraisals 10% of the youngster populace experiences mental unsettling influences with genuine related with hindrances including learning issues, medical issues and during misuse any given time. In any event 3% of youngsters experience the ill effects of genuine enthusiastic unsettling influences at some random purpose of time.²

NEED FOR THE STUDY:

The school is an educational institution where groups of pupils pursue defined studies at defined levels; receive instructions from one or more teachers. The school health services is one of the aspects of community health nursing, it refers to providing need based comprehensive services to pupils to promote and protect their health, control diseases and maintain their health.³ In our India approximately 22.7% of youngsters are affected by behavioral, cognitive, emotional problems. Additional screening and assessment gear pointed towards a better incidence of externalizing symptoms among boys than girls.⁴

The range of kids with mental health problems, transitory or intense, will in all likelihood keep to enlarge; but sources for intervention end up much less good enough with every day. In truth, the recent studies estimate that some type of diagnosable intellectual issues impacts between 17% - 22% of the 6 million youngsters underneath the age of 18 years. But, much less than one – 5th or 2 million, who want to receive treatment.⁵

TITLE OF THE STUDY:

“A study to assess the effectiveness of psycho education technique on knowledge regarding early identification of children with behavioral problems among primary school teachers in selected shcools at belagavi”.

AIM OF THE STUDY:

The aim of the study was to identify the effectiveness of psycho-education module in the improvement of knowledge of the primary school teachers regarding early identification of children with behavioral disorder.

OBJECTIVES OF THE STUDY:

1. To identify the knowledge of teachers regarding behavioural problems in primary school children during pre-test.

2. To determine the effectiveness of planned psycho education technique regarding early identification of behavioural problems in primary school children for teachers after administration of planned teaching technique.

3. To find out the comparison between pre-test and Post-test knowledge scores regarding early identification of behavioural problems in primary school children.

4. To find out the association of knowledge scores of teachers regarding early identification of behavioural problem in primary school children with selected demographic variables.

OPERATIONAL DEFINITION:

1. Assess: It is the action of making a judgement about the value or quality of something. In this study, the word assess refers to the process of checking the knowledge of primary school teachers to note the effectiveness of psycho-education module.

2. Effectiveness: It is an extent to which an action produces a desired outcome. In this study it refers to the extent to which structured teaching program on early identification of children with behavioural problem among primary school teachers.

3. Psycho education technique: It refers to prepared teaching materials containing the information regarding behavioural problems in children among primary school teachers.

4. Knowledge: In this study, knowledge refers to the understanding ability of primary school teachers regarding early identification of behavioural problems in primary school children in which aspects of concepts of behavioural problems, types early identifying sign and symptoms and management as measured by the knowledge part of self-structured knowledge questionnaire.

5. Behavioual problems: In this, study behavioural problems mean deviation in normal psychological development characteristics of children. It includes habit problem, problems of movements, problems of speech, problems of sleep, problem of schooling and psychosomatic problems.

6. Primary school teachers: This refers to the professionals who have completed the diploma related degree in education, certified by the Karnataka government who imparts knowledge from 1 to 5^th standard.

RESEARCH HYPOTHESIS:

There is significant difference between the mean pre-test and post-test knowledge score among primary school teachers.

Inclusion Criteria:

Teachers who are working in selected primary schools at Belagavi.

1. Teachers who are teaching 1-5^th standard school children.

2. The teachers who can speak and understand English and Kannada

3. Teachers who are present at the time of the study.

Delimitations:

The study assesses only on the knowledge aspects of primary school teachers regarding behavioural problems in school children.

Conceptual Framework:

Modified conceptual frame work based on the Theory of Ludwing Vas Bertlasffy, General System Theory.

REVIEW OF LITERATURE

An experimental study was conducted on the knowledge regarding behavioral problems of primary school children among their teachers, the population was 60 primary school teachers, by using questionnaire and 5 points Li-Kert the data was collected. The result was the pretest mean for knowledge and attitude was less (18.58% ±6.04%, 40.47% ±8.52%) as compared to that of posttest knowledge (32.78% ±2.99%, 66.5% ±3.9%). This study concludes that after teaching program the teachers gain 5% of more knowledge than previous knowledge regarding behavioral problems in school children⁶.

A quasi-experimental study was conducted on knowledge among teachers related to behavioral problems in school children in India. 60 school teachers were selected and by collection of data using check list and 20 knowledge items. The study found that 45% of teachers are middle aged group (26-45 years). 88.34% were females. Totally 93.34% average knowledge in pretest and 75% of teachers had good knowledge in posttest. This study shown that the knowledge of teachers about behavioral problems is quite good. Which can be updated through school teaching and also has provided importance of having a school mental health awareness⁷

A descriptive study was conducted on the knowledge of school teachers regarding behavioral problems and their prevention among school going children at Bagalkot, Karnataka. Sample size was 100 primary school teachers, by using structured questionnaire and check list data was collected. 85% of teachers were not identify any kind of abnormal children. Overall mean knowledge score of teachers found to be 58.82%. the conclusion was teachers having moderate knowledge regarding behavioral problems and its prevention⁸.

METHODOLOGY:

Research approach and Research design:

In this study Evaluative Research Approach & One group pre-test and post-test study design was used.

Setting:

The present study was conducted at the classroom in Selected primary schools at Belagavi. Karnataka.

Population:

The present study population comprised of primary school teachers working in Selected primary schools.

Independent Variable:

The Independent variable of the study refers psycho-education module for primary school regarding early identification of children with behavioral problems

Dependent variables:

The Dependent variable refers Knowledge of primary school regarding early identification of children with behavioral problems

Sample and Sample Size:

The present study was conducted among 70 primary school teachers working in Selected primary schools at Belagavi.

Sampling Technique:

The sampling technique used for the present study is Probability sampling technique in which sample, random sampling is used for the selection of the subjects.

Description of the instrument:

The tool consists of Semi structured questionnaire. It consists of two parts.

Part-I: It consist of Socio – demographic profile of the subjects.

Part-II: It consist of a structured knowledge questionnaire on behavioral problems.

Ethical Clearance:

Ethical clearance was obtained.

Reliability:

Reliability was established by split half method by using Spearman Brown Prophesy formula.

RESULTS:

The data presented in table 1 indicates that majority of subjects 34(49%) were in the age group between 36-45 years. Maximum subjects 50(71%) were females. Many subjects 28(40%) have completed D. Ed. With regarding marital status 35(50%) were married, majority of monthly income 35(50%) was between 45001-55000, majority (44%) of the teachers were teaching language and Maximum subjects 34(49%) had 7-11 years of experience.

Table 1: Distribution of teachers by demographic characteristics N=70

Sl No.	Characteristics	Frequency	% of teachers
1.	Age groups
	25-35 years	15	21%
	36-45 years	34	49%
	46-55 years	21	30%
2.	Gender
	Male	20	29%
	Female	50	71%
3.	Qualification
	D. Ed	28	40%
	B. Ed	27	39%
	M. Ed	15	21%
4.	Marital status
	Married	35	50%
	Unmarried	17	24%
	Divorce/Widow	18	26%
5.	Income groups
	25000 – 35000	5	7%
	35001 – 45000	30	43%
	45001 – 55000	35	50%
6.	Teaching subject
	Language	31	44%
	Mathematics	28	40%
	Science	11	16%
7.	Year of experience
	2-6years	14	20%
	7-11years	34	49%
	11+years	22	31%
8.	Types of family
	Nuclear	28	40%
	Joint	42	60%

Table2: Mean and Standard deviation for the knowledge of primary school teachers on Early identification of children with Behavioural problems.

Area of analysis	Mean	Median	Mode	Standard deviation	Range
Pre-test	13.6	14	14	2.50	13
Post-test	18.87	19	23	6.06	22
Difference	5.7	5	9	3.56	09

The above table no.2 and fig no. 1 shows that the mean knowledge score obtained by the subjects in the pre-test was 13.6 with the Standard Deviation of 2.50 whereas mean knowledge score obtained in the post test was 18.87 with the standard deviation of 6.06.

Fig.-1.

Table No 3: Frequency and percentage distribution of knowledge level in pre-test and post-test N=70

Levels	Pre-test Knowledge	%	Post-test Knowledge	%
Low level	42	60.00	18	26
High level	28	40.00	52	74
Total	70	100.00	70	100.00

The above table reveals that in the pre-test 42(60%) had low level of knowledge and 28(40%) had high level of knowledge. In the post-test only 18 (26%) had low knowledge and majority 52 (74%) had high level of knowledge.

Fig.2. A column shows knowledge score of staff nurses regarding benefits of Baby Friendly Hospital Initiative.

Table 4: Comparison of pre-test and post-test knowledge scores of primary school teachers on Behavioural problems of children.

Knowledge Variables	Post-test mean	Pre-test mean	Paired ‘t’ value	Inference
Knowledge regarding early identification of children with Behavioural problems.	18.87	13.6	7.58	S

Table No 4: Mean percentage of pre-test and post-test knowledge scores

Item

Total score

Pre-test (X)%

Post-test (Y)%

Gain in knowledge

(Y-X)

Items on knowledge regarding early identification of Behavioral problems.

2100

45%

63%

18%

Table 4 depicts the improved mean score of 18.87 in post-test with the ‘t’ value of 7.58 at p< 0.001 level of significance. It evidenced the effectiveness of psycho education technique on early identification of children with Behavioural problems. Hence the stated hypothesis was There is significant difference between the mean pretest and posttest knowledge scores

Table 5 reveals that the mean percentage of post-test was 63% While in the pre-test gain in knowledge was 45% The post test score was higher than the pre-test scores after administration of planned psycho education technique. Hence gain in knowledge is evident.

Table 5. it is evident that there was significant association found between pre-test knowledge score with demographic variables such as year of experience and teaching subjects. There was no statistically significant association found between pre-test knowledge score with age, gender, qualification, marital status, type of family and income of the subjects at p<0.001 level of significance.

Table-5: Association between the pre-test knowledge score with selected demographic variables of primary school teachers.

Characteristics	Pre-test levels of knowledge				Total	%	Chi-square	Df	p-value
Characteristics		Low level%	High level	High level%	Total	%	Chi-square	Df	p-value
Age groups
25 – 35	9	60.00	6	40.00	15	21.43	1.8490	2	0.3970,NS
36 – 45	18	52.94	16	47.06	34	48.57
46 – 55	15	71.43	6	28.57	21	30.00
Gender
Male	12	60.00	8	40.00	20	28.57	0.0000	1	1.0000,NS
Female	30	60.00	20	40.00	50	71.43
Qualifications
D. Ed	17	60.71	11	39.29	28	40.00	0.5060	2	0.7760,NS
B. Ed	15	55.56	12	44.44	27	38.57
M. Ed	10	66.67	5	33.33	15	21.43
Marital status
Married	19	54.29	16	45.71	35	50.00	1.6060	2	0.4480,NS
Unmarried	10	58.82	7	41.18	17	24.29
Divorce/Widow	13	72.22	5	27.78	18	25.71
Income groups
25000 - 35000	3	60.00	2	40.00	5	7.14	4.1270	2	0.1270,NS
35001 - 45000	14	46.67	16	53.33	30	42.86
45001 - 55000	25	71.43	10	28.57	35	50.00
Teaching subject
Language	22	70.97	9	29.03	31	44.29	19.5780	2	0.0001*
Mathematics	20	71.43	8	28.57	28	40.00
Science	0	0.00	11	100.00	11	15.71
Year of experience
2-6yrs	10	71.43	4	28.57	14	20.00	7.0700	2	0.0290*
7-11yrs	15	44.12	19	55.88	34	48.57
11+yrs	17	77.27	5	22.73	22	31.43
Types of family
Nuclear	15	53.57	13	46.43	28	40.00	0.8040	1	0.3700,NS
Joint	27	64.29	15	35.71	42	60.00
Total	42	60.00	28	40.00	70	100.00

Table 6. Association between the post-test knowledge score with selected demographic variables of primary school teachers.

Characteristics	Post-test levels of knowledge				Total	%	Chi-square	Df	p-value
Characteristics	Low level	%	High level	%	Total	%	Chi-square	Df	p-value
Age groups
25 – 35	2	13.33	13	86.67	15	21.43	2.0280	2	0.3630,NS
36 – 45	11	32.35	23	67.65	34	48.57
46 – 55	5	23.81	16	76.19	21	30.00
Gender
Male	5	25.00	15	75.00	20	28.57	0.0070	1	0.9310,NS
Female	13	26.00	37	74.00	50	71.43
Qualifications
D. Ed	13	46.43	15	53.57	28	40.00	11.2830	2	0.0040,S
B. Ed	2	7.41	25	92.59	27	38.57
M. Ed	3	20.00	12	80.00	15	21.43
Marital status
Married	7	20.00	28	80.00	35	50.00	2.2760	2	0.3200,NS
Unmarried	4	23.53	13	76.47	17	24.29
Divorce/Widow	7	38.89	11	61.11	18	25.71
Income groups
25000 - 35000	0	0.00	5	100.00	5	7.14	3.5900	2	0.1660,NS
35001 - 45000	6	20.00	24	80.00	30	42.86
45001 - 55000	12	34.29	23	65.71	35	50.00
Teaching subject
Language	11	35.48	20	64.52	31	44.29	3.4090	2	0.1820,NS
Mathematics	6	21.43	22	78.57	28	40.00
Science	1	9.09	10	90.91	11	15.71
Year of experience
2-6yrs	3	21.43	11	78.57	14	20.00	0.6490	2	0.7230,NS
7-11yrs	8	23.53	26	76.47	34	48.57
11+yrs	7	31.82	15	68.18	22	31.43
Types of family
Nuclear	6	21.43	22	78.57	28	40.00	0.4490	1	0.5030,NS

The study findings revealed that during pre-test most of the primary school teachers, (Mean value is 13.6 and Standard deviation is 2.50) 60% (42) had low levels of knowledge when in post-test (Mean value is 18.87 and Standard deviation is 6.06) 74% (52) had high level of knowledge regarding behavioral problems.

CONCLUSION:

From the present study it is evident that primary school teachers 28(40%) of had high level of knowledge and 42 (60%) of them had low level of knowledge in pre-test. There is significant improvement in the knowledge due to implementation of psycho-education technique on behavioral problems, in this post- primary school teachers had 52(74%) high level of knowledge and 18 (26%) had low level of knowledge.

IMPLICATION OF THE STUDY:

The behavioral disorder in children is not cured but managed through early identification by timely health education. The findings of the study have implications for nursing practice, nursing education, nursing administration and nursing research.

Nursing Practice:

1. This study emphasis on improving the knowledge regarding behavioral problems through educative measures.

2. Teaching program can be conduct for primary school teachers.

3. More knowledge regarding behavioral problems will help in early identification of the children with behavioral problems.

4. Health education can also provide with media, pamphlets which will help the client to increase the knowledge regarding behavioral problems.

5. Nurses, active participation in school health programs by providing direct and indirect care helps to achieve the goals of health services.

6. Teacher’s deficits in knowledge regarding behavioral problems indicate the needs for arranging the health education sessions on related topics.

7. Nurses should focus on psychiatric rehabilitation in community setting by using health teaching regarding behavioral problems.

Nursing Education:

1. Nurse educator should emphasize more on preparing students to impact health information to the public regarding behavioral problems.

2. The study has clearly proved that a structured teaching program was effective in improving the knowledge regarding behavioral problems. To practice this nursing personal needs to be equipped with adequate knowledge and practice regarding structured teaching program.

3. The curriculum of nursing education should enable student nurses to equip themselves with the knowledge of behavioral problems.

4. The nursing education should give more importance to the application of theory to practice.

Nursing Administration:

1. Nurse as an administrator should take limitation in formulating policies and protocols for short and long-term health teaching.

2. The nursing administration should motivate the subordinate for participating in previous educational programs and improve their knowledge and skills.

3. The administrator serves as a reserved person for young nursing students, parents and school teachers for proving guidance and counselling for children with behavioral problems.

4. The nurse administrator has the power to formulate pamphlets and flashcards for the awareness of behavioral problems among school teachers.

5. Cassettes of behavioral problems could be made available to nurse educator in a nursing education institution.

Nursing Research:

1. There is a good scope for the nurse to conduct research in this area, to find out the effectiveness of various teaching strategies to educate the teachers and parents.

2. The effectiveness of the research study can be made by further implication of the study.

3. Can be used for evidence-based practice as a rising trend.

REFERENCES:

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2. BhatiaMS, Bhasin SK, Choudhar S, Sidana A. Behavior disorder among school going children attending a nursery school. Journal or Mental Health and Human Behavior 2000;5(1):7-11

3. K. K. Gulani. Community Health Nursing. Principles and practice. 1^st edition. 2006. Kumar publishing house: new Delhi: 433, 663.

4. Dutta parul, text book of pediatric nursing, behavioral problems in children. 2000. 2^nd edition Jaypee Brothers Publication:165.

5. Gupta Kumar Anindya, Monica Mongia, Ajay kumar Garg. behavioural problems in school going children, Indian Psychiatric journal 2017;26(01). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5810175/

6. V N Tendulkar, Akshay N Chawan, Global Journal for Research Analysis 2018; 7(2) Page No 519-523

7. Priyesh Bhanawar, Sinhgade, Journal of Nursing 2011;1(2). http://www.sinhgad.edu/sinhgadnursingcollege-ejournal/volumeVI-Issue2/Volume_VI_Issue2_final.pdf

8. Ranjanidevi Hiremath, Sanjay Shinde, International Journals of Advances in Nursing Management 2017;5(3).

Received on 28.08.2021 Modified on 29.09.2021

Int. J. of Advances in Nur. Management. 2022; 10(1):61-66.

DOI: 10.52711/2454-2652.2022.00016