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.
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 E-mail: jay31patidar@gmail.com, dishalpatel3772@gmail.com
Abstract:
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.
KEYWORDS: Assess, Effectiveness, Knowledge, Temper tantrum, Self Instructional Module, School teacher.
INTRODUCTION:
BACKGROUND OF THE STUDY:
“Discipline is a symbol of caring to a child. Discipline is guidance. If there is love, there is no such thing as being too tough with a child”
-Bette Davis
A tantrum is a natural response, when someone or something blocks a child from learning a particular independent or learning skill. At this time, the child may not possess the required skills or knowledge to express his or her disappointment, anger and frustration in any other manner. For example, when your child cannot get what he or she wants, temper tantrum may crop up immediately. Another example may occur when you order your children stop watching TV.1
A temper tantrum is an explosion. It is a burst of adrenaline manifesting in red faces, clenched fists, loud ranting and sometimes physical aggression. A person experiencing a temper tantrum is completely overwhelmed with emotion. He or she cannot be reasoned with because the frontal cortex (thinking center of the brain) is “off-line.” Anger, panic and helpless rage control the show. Temper tantrums are unpleasant to witness, to say the least. Sometimes, depending on who is having them, they can be outright dangerous.2
Temper tantrums occur when a child is tired, hungry, uncomfortable, or not feeling well, too warm, or wearing scratchy or tight clothing. It's best to try to find out what caused it and can try to avoid the circumstances that might trigger another outburst. Temper tantrums are found to be most common among 3-6 year old children. Boys more often than girls display temper tantrums. A number of behavioral problems are associated with temper tantrums; including thumb sucking, sleep disturbances, bed-wetting and hyperactivity.3
No one in the world is immune from developing temper and anger. In fact, children are just like any other adults. Children are more prone to show anger and temper from time to time. A temper tantrum is a sudden, on-the-spot and unplanned show of anger. It may be an act to get parent's attention. Alternatively, it could also be spontaneous and self-generated as a response to some internal or external stimuli. When the child displays an incidence of temper tantrum, he or she may cry, yell, or swing their legs and hands wildly. Temper tantrum could last anywhere from a few seconds to more than 5 minutes. It could be very wild or it could be serious. Temper tantrum is always more intense at the start and it may dissipate very slowly with the passage of time.4
PROBLEM STATEMENT:
“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.”
OBJECTIVE:
· To assess the knowledge regarding temper tantrum in children among school teachers.
· To evaluate the effectiveness of Self instructional module on knowledge regarding temper tantrum in children among school teacher.
· To find out the association of knowledge with selected demographic variables.
HYPOTHESIS:
· School Teachers May Have Some Knowledge Regarding temper tantrum In Children.
· Self instructional module may improve knowledge of teacher regarding temper tantrum in children.
METHODOLOGY:
An Quantitative research approach was adopted for this study. The research design selected wasPre-experimental one group pre-test post-test research design. The study was conducted in northGujarat. 60 School teacher selected by non probability convenient sampling technique. Data collection done after obtaining permission from authority. Self structured questionnaire was used to collect data regarding temper tantrum in children; prepared tool was validated by different experts.
RESULT:
This study shows that out of 60 samples under study, majority of 20(33.33%)samples were in the age group of 31-35 year, 20(33.33%) samples were belongs to 26-30 year, 11(18.33%) samples were belongs to >35 year, and 9(15%) sample werebelongs to <25 years.In sex out of 60 samples under study, majority of 43(71.66%) samples werebelongs to female, 17(28.34%) samples were belongs to male.In education, majority of 24(40.00%) samples were belongs to PTC, 20(33.33%) sample were belongs to B.ED, 16(26.67%) sample were belongs to M.ED. In teaching experience of teacher, highest 22(36.67%) sample had belongs to1 to 5 year of teaching experience, 17(26.67%) sample had belongs to 11 to 15 years of teaching experience, 12(20%) sample had belongs to 6 to 10 year of teachingexperience, 9(15%) had belongs to 16 year or above. In type of school 24(40.00%) sample were belongs to government school, 36(60.00%) sample were belongs to private school. In medium of teaching 51(85.00.00%) sample were belongs to Gujarati medium, 09(15.00%) sample were belongs to English.
Knowledge test |
Mean score |
Mean Difference |
SD |
Calculated ‘t’ value |
Table ‘t’ value |
DF |
Pre-test |
11.75 |
7.3 |
3.42 |
15.95 |
2.00 |
59 |
Post- test |
19.05 |
2.70 |
Findings related to association between posttest knowledge score of school teacher with selected demographic variables:
These findings demonstrated that there was no significant association between post test knowledge score with their selected demographic variables.
From the findings it was considered that the teachers had good knowledge regarding the temper tantrum in children. It shows that the self instructional module was effective. There was association between the knowledge with sex.
REFERENCES:
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.
6. http://www.aboutourkids.org/articles/temper_tantrums_how_deal_meltdown.
7. http://www.ext.colostate.edu/PUBS/CONSUMER/10248.html.
8. www.google.com
Received on 06.10.2020 Modified on 12.11.2020
Accepted on 05.12.2020 ©A&V Publications All right reserved
Int. J. of Advances in Nur. Management. 2021; 9(1):43-45.
DOI: 10.5958/2454-2652.2021.00012.3