Enhancing Knowledge of Anxiety Disorders in Primary School Students Through Jigsaw Puzzle Activity

Journal of Cognitive Sciences and Human Development Pub Date : 2023-09-30 DOI:10.33736/jcshd.5589.2023

Charles Ganaprakasam, Tinagaran Selvarajah, Tatchayani Santreseker, Muralitharan Shanmugam

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Abstract

The study aims to develop an Anxiety-Related Disorders Jigsaw Puzzle (ADJP) as an intervention tool and to determine its effectiveness in enhancing children's mental health literacy on anxiety-related disorders. The ADJP contained four modules defining anxiety-related disorders, symptoms, risk factors, and prevention strategies. Seven subject-matter experts and participants evaluated these modules, and feedback was used to improve the tool further. A one-group pretest-posttest quasi-experimental design was then used to test the ADJP's efficacy in enhancing knowledge of anxiety-related disorders among primary school students (N=35). The results showed significant differences in anxiety literacy (A-Lit) scores between the intervention and control groups, implying that the ADJP intervention effectively enhanced the knowledge of anxiety-related disorders among study participants. Findings suggest the tool could be used as a mental health literacy resource for classroom activities to improve students' awareness of anxiety-related disorders.

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通过拼图活动提高小学生对焦虑障碍的认识

本研究旨在开发焦虑相关障碍拼图(ADJP)作为干预工具，并确定其在提高儿童焦虑相关障碍心理健康素养方面的有效性。ADJP包含四个模块，定义焦虑相关障碍、症状、风险因素和预防策略。7位主题专家和参与者对这些模块进行了评估，并利用反馈进一步改进了该工具。采用单组前测后准实验设计，对ADJP提高小学生焦虑相关障碍知识的效果进行检验(N=35)。结果显示，干预组与对照组在焦虑素养(A-Lit)得分上存在显著差异，表明ADJP干预有效增强了研究对象对焦虑相关障碍的认知。研究结果表明，该工具可作为课堂活动的心理健康素养资源，以提高学生对焦虑相关障碍的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of Cognitive Sciences and Human Development

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