INTRODUCTION:

School plays a crucial and formative role in the spheres of cognitive, language, emotional, social and moral development of children. There is now a growing recognition that schools have a significant role in promoting mental health. Teachers are powerful groups who have in their process of education studied the nature of individual growth. This has equipped them to be in a position to shape and reshape behaviours that are warranted. Nearly one in five children and adolescents will have emotional and behavioral disorders at some times in their youth. Mental disorders in schools amount to 3.12 % in students. Even by conservative estimates 10% of the child population suffers from mental disturbances with serious associated impairments including learning problems, health problems and during abuse any given time. At least 3% of school age children suffer from serious emotional disturbances at any given point of time.¹

The quality of childhood life solely depends on the type of environment. School and neighborhood unhealthy social surroundings can put them at stress and can increase their vulnerability to develop emotional disorders. As children are easily amenable to different stresses and strain, it is imperative on the part of parent and teachers to know the intricacies of a healthy psychosocial environment leading to behavioral patterns which are personally satisfying and socially acceptable.²

Teachers have an immense impact on young children’s mental health. They enjoy a very important position in the formation of healthy mind in then as reported by UNESCO. There are almost 43 million teachers around the world at the primary and secondary levels. The size alone of the teacher population is of public health significance.⁵

Teachers have been utilized for school health programmes in health status assessment and health education. Since there is considerable shortage at mental health professionals, schools teachers can make important contributions in the promotion of mental health of children. The opportunity that teachers have for interpersonal relationship greatly contribute to the mental health of children.⁷

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 service 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.⁹

School teacher’s, who spend majority of there working hours interacting with children, observing them, have opportunity to identity changes in their behaviour. In order to do this effectively, all teachers should have training to develop skill in positive interaction technique which enhances the child’s self esteem and fosters positive relationship with the children and their parents. if the teacher is well equipped with the knowledge of child development and interpersonal process he or she will be able to play an important role in ameliorating the behavioural problems of children.¹⁰

A study on assessment of behavioural problems in children with intellectual disability. Epidemiological data showed high prevalence of emotional and behavioural problems in children with intellectual disability.¹³Therefore the Investigator has undertaken the particular study to assess the knowledge of primary school teachers regarding behavioural problems and their prevention among children.

A child is an important asset to the family, society and nation. It is a precious gift, and has a lot of potentials within. The child can be a best resource for nation if developed and utilized well. Positive health both in mind and the body is an inevitable factor to be considered in human resource development. Thus improving the health, especially that of a child will be a cost effective way for the nation development. Only a healthy can be developed into a healthy citizen. Being the greatest assets, they provide the foundation for the future health and strength of the nation. It should also be kept in mind that every human being born has the right to live – to live in such a way as to achieve his optimal growth and development of potentialities.¹³

Common Behavioral Problems in Children:

These may manifest as disturbance in:

· Emotions e.g. anxiety or depression

· Behavior e.g. aggression

· Physical function e.g. psychogenic disorders

· Mental performance e.g. problems at school

Children should be allowed to express their true fears and anxieties about impendingevents.¹³A study was conducted on parent- and teacher-reported behaviour problems of first graders. Parent’s information about behaviour, problems and life situation of children before and after first year of school were analysed and compared with data from teacher reports. The results of the study contribute to the question how children deal and cope with the new situation coming to school. The findings of a high rate of attention problems at school and the close relationship between behaviour problems and achievement lead to the conclusion that an early prevention of behaviour problems is essential to promote school performance.¹⁴

OBJECTIVES FOR THE STUDY:

1 To assess the knowledge of primary school teachers regarding behavioural problems and their prevention in school going children.

2 To find association between knowledge of the primary school teachers regarding behavioural problems and their prevention with selected socio-demographic variables.

3 To prepare an information booklet regarding behavioural problems and their prevention among children for primary school teachers.

Variables:

Independent Variable:

Selected demographic variable such as age, sex, religion, Marital status, child age, experience, subject through, abnormal behaviour, mental health programme, parent teacher meeting and parent teaching association.

Dependent variable:

Knowledge of teachers regarding the prevention of behaviour problems.

RESULTS:

This chapter deals with the analysis and interpretation of data collected to assess knowledge of primary school teachers on prevention of behavioral problem. The purpose of this analysis is to reduce the data to a manageable and interpretable form so that the research problems can be studied and tested.

The analysis and interpretation of data of this study are based on data collected through structured knowledge questionnaire. The data collected from 100 primary school teachers and results were computed by using descriptive and inferential statistics based on the objectives of the study.

Presentation of Data:

To begin with, data was entered in a master sheet, for tabulation and statistical processing. The findings were presented under the following headings. Area wise knowledge scores of primary school teachers regarding prevention of behavioral problems among children. Association of knowledge with demographic variables.

TABLE I: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO IDENTIFICATION OF ABNORMAL BEHAVIOUR AMONG THEIR STUDENTS= N=100

Characteristics		Frequency	Percentage (%)
Abnormal behavior	Yes	15	15.0
Abnormal behavior	No	85	85.0
TOTAL		100	100

Fig 1 Representing teachers according identification of abnormal behavior according to their students

TABLE II: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR ATTENDENCE IN MENTAL HEALTH PROGRAMME- N=100

Characteristics		Frequency	Percentage (%)
Mental health	Counseling course	34	34.0
	Workshop	17	17.0
	Seminar	3	3.0
	Conference	4	4.0
	Not attended any	42	42.0
TOTAL		100	100

Fig 2 Representing teachers according to their attendance in mental health programme

TABLE III: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO PRESENCE OR ABSENCE OF PARENT TEACHER ASSOCIATION IN THEIR SCHOOL.

Characteristics		Frequency	Percentage (%)
Parent teacher association	No	16	16.0
Parent teacher association	Yes	84	84.0
TOTAL		100	100

.Fig 3 Representing frequency and percentage distribution of teacher according to presence or absence of parent teacher association in their school

Indicates that Majority 84% of subject’s were had parent teacher association and only 16% had no parent teacher association.

TABLE IV: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO FREQUENCY WITH WHICH PARENT TEACHER ASSOCIATION MEETINGS ARE CONDUCTED.

Characteristics		Frequency	Percentage (%)
Parent teacher association meeting	Weekly	35	35.0
	Monthly	9	9.0
	Quarterly	18	18.0
	Yearly	22	22.0
	NIL	16	16.0
TOTAL		100	100

Fig4. Representing frequency and percentage distribution of teachers according to Frequency with which parent teacher association meetings are conducted

Indicates that Majority 35% of subject’s were had parent teacher association Meeting and only 16% had no parent teacher association meeting

SECTION II: AREA WISE KNOWLEDGE SCORES OF PRIMARY SCHOOL TEACHERS ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION

TABLE V: MEAN, MEAN PERCENT AND STANDARD DEVIATION OFS AREA WISE KNOWLEDGE

SL. NO	Area wise	No. of items	Mean	S.D	Mean%
1	Knowledge questions	4	2.46	0.73	61.50
2	Common bad habit noticed in children	6	3.33	1.19	55.50
3	Communication disorders	4	2.52	0.97	63.00
4	Learning disorders including Learning and mathematical disorders	11	6.14	1.15
5	Hyperactive children and conduct disorder	5	3.29	0.78	65.80
6	Temper tantrum	4	1.99	1.01	49.75
7	Anxiety	4	2.38	0.95	59.50
8	Common preventive measures for behavioural problems	6	3.77	1.36	62.83
	Overall Knowledge	44	25.88	2.74	58.82

Table V depicts the highest mean knowledge of the respondent found in aspect hyperactive children and conduct disorder (65.80%) followed by communication disorder (63%) and common preventive measures (62.83%) and knowledge questioner (61%) and anxiety (59.50%) and common bad habits noticed in children (55.50%) and least mean knowledge score (49.75%) found in Temper tantrum. The overall mean knowledge score of the respondent found to be 58.82 with standard deviation of 2.74.

Fig 5 Representing teacher’s knowledge level on different aspects

TABLE VI: CLASSIFICATION OF SUBJECTS ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.N=100

Knowledge	< 50%		50-75%		> 75%
Knowledge	Frequency	%	Frequency	%	Frequency	%
Knowledge questions	7	7.0	86	86.0	7	7.0
Common bad habit noticed in children	26	26.0	54	54.0	20	20.0
Communication disorders	21	21.0	65	65.0	14	14.0
Learning disorders including Learning and mathematical disorders	34	34.0	66	66.0	0	0.0
Hyperactive children and conduct disorder	13	13.0	52	52.0	35	35.0
Temper tantrum	38	38.0	60	60.0	2	2.0
Anxiety	25	25.0	67	67.0	8	8.0
Common preventive measures for behavioral problems	15	15.0	49	49.0	36	36.0
Overall Knowledge	7	7.0	93	93.0	0	0.0

It is found that 7.0% had in adequate knowledge, 93.0% had moderate knowledge and no subjects had high knowledge

Fig 15 Representing teacher’s knowledge level

SECTION III: ASSOCIATION BETWEEN KNOWLEDGE WITH SELECTED SOCIO- DEMOGRAPHIC VARIABLES

TABLE VII: ASSOCIATION BETWEEN AGES WITH KNOWLEDGE LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

Age in years		Overall Knowledge
		Inadequate		Moderate		Adequate
		N	%	N	%	N	%	Chi square	DF
Age	20-30 yrs	2	9.5	19	90.5	0	0.0	2.698^NS	DF=3
	31-40 yrs	3	11.5	23	88.5	0	0.0
	41-50 yrs	0	0.0	22	100.0	0	0.0
	51-58 yrs	2	6.5	29	93.5	0	0.0

NS: Non significant at 5% level

Table VII depicts the association between age and knowledge level of the respondents regarding prevention of behavioral problem.

The results indicates that 9.5% of the respondents in the age group of 20 – 30 years possessed in adequate knowledge as compared with 11.5% and 0.0% in age group of 31 – 40 years and 41 – 50 years respectively notice with in adequate knowledge level.

The result also reveals that 100% of respondents in the age group 41- 50 years possessed moderate knowledge as compared with 90.5% and 88.5% in the age group of 20 – 30 years and 31- 40 years respectively.

Further statistical value revels that the association between age and the knowledge level was found to be non significant at 5% level (X² = 2.698; P>0.05).

Demographic characteristics of the respondents:

The findings related to demographic characteristics of respondents are discussed under the following sub-headings:

Age:

The finding of the study revealed that 31% of subjects belongs to the age group of 51-60 years and only 21% belongs to the age group of 20-30 years

Sex:

The finding of the study revealed that 50% of subjects were males and 50% were female.

Religion:

The finding of the study revealed that Majority 69% of subjects belongs to Hindu religion and only 2% belongs other religion.

Education:

In this study Majority 43% of subjects were M.A Graduate and only 14% were M.Com Graduate.

Marital status:

Study indicates that Majority 53% of subjects were married and only 10% were divorced.

Child age:

The study revealed that Majority 43% of subject’s child age less than 6 years and only 15% had child with 12years and above.

Experiences:

Study indicates that Majority 50% of subject’s had experience below 5 years and only 5% had above 5 years

Subject thought:

The finding of the study indicates that Majority 37% of subject’s were teaching languages and only 10% were teaching Mathematics.

Abnormal behavior:

Study indicates that Majority 85% of subject’s were not identified any kind of abnormal behavior and only 15% of teacher have identified of abnormal behavior.

Respondents’ attendance to mental health program:

The finding of the study revealed that Majority 42% of subject’s were not attended mental health programme and only 3% of subjects were attended seminar

Presence or absence of parent teacher association in the respondent’s school:

The finding of the study revealed that Majority 84% of subject’s were had parent teacher association and only 16% had no parent teacher association

Frequency with which Parent teacher association meetings are conducted:

The finding of the study revealed that Majority 35% of subject’s were had parent teacher association meeting and only 16% had no parent teacher association meeting.

2. Knowledge of primary school teachers regarding behavioural problems and their prevention among school children

The respondent highest mean knowledge was found in aspect hyperactive children and conduct disorder (65.80%) followed by communication disorder (63%) and common preventive measures (62.83%) and knowledge questions (61.50%) and anxiety (59.50%) and common bad habits noticed in children (55.50%) and least mean knowledge score (49.75%) found in Temper tantrum. The overall mean knowledge score of the respondent found to be 58.82 with standard deviation of 2.74.

3. Association between knowledge of the primary school teachers regarding behavioural problems and their prevention with selected variables:

Findings of the study shows the association between knowledge scores and demographic variable like age ,sex religion, education, Marital status, child age, experience, subject thought, abnormal behaviour, mental health programme, parent teacher meeting and parent teacher meeting association was found to be non significant (P<0.05).

There were no studies supporting relationship between knowledge scores with demographic variables.

4. Preparation of an information booklet regarding behavioural problems and their prevention in children for primary school teachers:

The information booklet was developed on the basis of the findings of the study. This is supported by many studies. The study conducted by Suman (2004) where she finds that teachers are utilized in planning and implementing life skill education, mental health education, psycho-social intervention and professional referral. This is also supported by a study Walter HJ, Gouze K, Lim KG (2006), they found that the teachers would benefit from education, training and consultation from mental health professionals if they serve as effective gate keepers to mental health services. This is also similar to a study conducted by Lauria-Horner BA, Kutcher S, Brooks SJ (2004), found that mental health awareness and understanding was enhanced by curriculum effects on help seeking behaviour and case identification. This is also supported by the study conducted by Dake JA, Price JH, Telljohann SK, Funk JB (2003), they suggest that pre professional and continuing education are needed to improve teacher knowledge about effective class room based prevention activities.

The steps involved in the development of information booklet:

1) Preparation of the first draft of the information booklet

2) Content validation of the information booklet

3) Editing of information booklet

4) Preparation of the final draft of information booklet

1. Preparation of the first draft of the information booklet:

The first draft was prepared on the basis of extensive review of literature and opinion of the experts. The convenience, independent learning and level of understanding of the students were considered for the effectiveness.

2. Content validation of the information booklet:

The information booklet developed by the investigator along with the questionnaire was given to experts for validation. The experts were asked to give their suggestions and opinions about the content against the criteria checklist. All the suggestions were considered for the development of information booklet.

3. Editing of information booklet:

The information booklet was subjected to content validity, the suggestions and opinions of the experts were incorporated and the unwanted items were deleted.

4. Preparation of the final draft of information booklet

The final draft of information booklet was prepared by simplifying the language.

SUMMARY:

This chapter discussed the findings of the study in accordance with the objectives and with appropriate supportive findings.

CONCLUSION:

The study was descriptive type to assess the knowledge of school teachers regarding prevention of behavioural problems among school children in selected schools at Bagalkot with a view to develop an information book let. It was conducted in 10 simple randomly selected schools. Analysis was done and the following conclusions were drawn.

Findings of the study are as follows:

· 31% of subjects belong to the age group of 51-60

· 50% of subjects were males and 50% were female

· 69% of subjects belong to Hindu religion

· 43% of subjects were M.A Graduate and only 14% were M.Com Graduate

· Majority 53% of subjects were married

· 43% of subject’s child age less than 6 years and only 15% had child with 12years and above

· 50% of subject’s had experience below 5 years

· 37% of subject’s were teaching languages

· 85% of subject’s were not identified any kind of abnormal behavior in children

· Majority 42% of subject’s were not attended mental health programme

· Majority 84% of subject’s were had parent teacher association and only 16% had no parent teacher association

· 35% of subject’s were had parent teacher association meeting

· The overall mean knowledge score of the respondent found to be 58.82 with standard deviation of 2.74.

· There was no statically significance between selected demographic variable and knowledge scores

IMPLICATIONS OF THE STUDY:

The findings of this study have implications in various areas of nursing namely nursing practice, nursing education, nursing administration and nursing research.

Nursing Practice:

Primary school teachers have a vital role in school health services. Prevention of behavioral problem is one of the components of school health service. Measures should be taken to improve their knowledge. Education programme with effective teaching strategies will help primary school teachers to improve their knowledge in prevention of behavioral problems. Various Teaching strategies can be used to improve in their knowledge on Prevention of behavioral problem in order to promote health of the children in schools.

Nursing Education:

The primary school teacher’s curriculum should consist of knowledge related to behavioral problem and their effective implementation. While training primary school teachers, emphasis should be on prevention behavioral problem.

Nurses at the post-graduate level need to develop skills in preparing health teaching material in various health aspects in Prevention of behavioral problem, newer techniques have to be used for motivating staff participation. Emphasis should be made on in service education and training programmes in the department to increase the knowledge of primary school teachers.

Nursing Administration:

As a part of school health service, the nurse administrator should plan and organize continuing education programme for primary school teachers to motivate them in conducting teaching programmes on prevention behavioral problem in schools. Primary school teachers can also teach to students about the same. She/he should be able to plan and organize programme taking in to consideration the cost effectiveness and carry out successful educational programme.

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Received on 13.02.2017 Modified on 15.03.2017

Int. J. Adv. Nur. Management. 2017; 5(3): 215-222.

DOI: 10.5958/2454-2652.2017.00046.4