A Study to Assess the Knowledge Regarding Handling of Children with Emotional and Behaviour Problem in order to Prepare a Self Instruction Module among the Selected Primary School Teachers in Bangalore South

Abstract

Mental health is a critical component of children learning and general health. Fostering social and emotional health in children as a part of healthy child development must therefore National priority both the promotion of mental health in children and the treatment of mental disorders should be major public health goals [1]. Childhood mental health problems are associated with significant adverse health and psychosocial outcomes in adulthood like antisocial or delinquent behavior, depression suicide etc. and impose a substantial burden on the community. Good mental health is characterized by satisfactory emotional, social and behavioral functioning. This is reflected by positive feelings about oneself and ability to interact well with others and meet the demands routines of everyday life [2]. This study attempts to “Assess the knowledge regarding handling of children with emotional and behavioral problem in order to prepare a self-instructional module among primary school teachers of Bangalore south” [3]. To assess the level of knowledge of primary school teachers regarding handling of children with emotional and behavioral problems with their selected demographic variables [4]. Methods: The research design selected for this study was descriptive research design. The sample comprised of 30 Primary school teachers of Bangalore south. Convenient sampling technique was used to draw the sample for the study. The tool developed and used was structured questionnaire. Experts validated the content validity of the tool was found to be reliable and feasible. Collected data as analyzed and then presented in the form of tables, graphs and charts. The results were described by using descriptive and inferential statistics. Results: Majority 36% primary school teachers belong to age group 40-49, similarly 30% of primary school teachers in age group of 20-29 followed by 23.3% in 30-39 and 10% in 50-59. Majority 93.3% primary school teachers are female and rest 6.7% primary school teachers are male. 63.3% primary school teachers are under graduate and 36.75% are post graduate. 90% of primary school teachers are married and rest 10% are married. Majority 60% primary school teachers belong to nuclear family, 33.3% belong to joint and rest 6.7% belong to single. 63.3% majority of the primary school teachers had family monthly income of below Rs. 25, 000, 16.7% primary school teachers had monthly family income between RS. 25,000-50,000 and 20% of primary school teachers had family monthly income Rs.50, 000-1, 00,000. Majority 83.3% primary school teachers had sources of information on emotional and behavioral problems through electronic media and 16.7% had sources of information through print media. The findings of the study revealed that there was significant association of knowledge scores of primary school teachers with demographic variables of educational status, source of knowledge and marital status. International Journal of Recent Innovations in Medicine and Clinical Research 28 Introduction Children are mirror of a nation. They are our future and our most precious resources. The quality of tomorrow’s world and perhaps even its survival will be determined by the wellbeing, safety and the physical and intellectual development of children today [5]. To predict the future of a nation, it has been remarked, one need not consult the stars; it can more easily and plainly be read in the faces of its children. According to World Health Report 15 % of children have serious emotional disturbance. Epidemiological study of child and adolescent psychiatric disorders conducted by ICMR indicated the overall prevalence of mental and behavioral disorders in Indian children to be 12.5%. Mental disorders account for 5 of the top 10 leading causes of disability in the world for children above 5 years of age [6]. Besides the increase in number of children seeking help for emotional problems, over the years, the type of problems has also undergone a tremendous change. Indian studies also reflect similar variability [7]. Studies conducted in rural and urban areas of different part of India suggest prevalence range ranging from approximately 1.16 % to 43.1%. School teacher is the second mother to every child. So children listen to every point that teacher teaches, the unhealthy child cannot be expected to take full advantage of schooling Health education must remain mainly in the hands of the teacher and the school health Workers. Health education is a part of general education [8]. A growing understanding of the Physical, mental, emotional and normal nature of the children is the essence of professional teaching ability. Emotional behavioral problems are widely prevalence in any school children. Teacher can have an immense impact on young children’s health as reported by UNESCO; there are almost 43 million teachers around the world at the primary and secondary level. Every day at least 5-6 hrs [9]. It is the school teacher who comes in contact with school children. If school teacher have knowledge regarding emotional and behavioral problems it will help the teachers to identify problems as early as possible and take remedial measures promptly. Care of school age child is not only important in itself, the school system also offers an excellent country wide network and entry point for a comprehensive health program. The quality of human resources of any country is largely determined by the quality of its child development services. The etiological factors for mental health problems of children are usually biological risk factors, genetic risk factors, family relationship risks, experiential risks and social environmental risk factors [10]. A number of specific biological factors are associated with behavioral and developmental problems, mainly they contribute to behavioral & emotional problems. Teachers plays very important role in early diagnosis of mental health problems, giving reference to medical personal and also promotion of mental health among children in their schools. Schools children will spend their more time with their respective school teachers. 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 behaviors that are warranted [11]. 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. 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 [12]. 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. Schools have an unprecedented opportunity to improve the lives of young people with nations moving towards a commitment to universal education. Schools are finding it necessary to expand International Journal of Recent Innovations in Medicine and Clinical Research 29 their roles by providing health services to deal with factors. interfering with schooling. The years of primary, secondary and high school education become increasing burden and stressful with various languages that have to be learnt and an increasingly heavy load of syllabus [13]. There is a growing recognition that schools may play a significant role in producing psychopathology, especially due to the formative influences of school as normal as well as pathological development. It therefore become imperative to view the school’s system from the perspectives of primary, secondary and tertiary prevention with reference to the child’s mental health [14]. 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. It is in this context the importance of a teacher becomes vital in safeguarding the mental health of children [15]. This is especially true in the case of Indian situation where there is considerable shortage of mental health facilities for children. Teacher’s perception is essential in planning and implementing like skill education, mental health education, psycho social intervention and professional referral when necessary [16]. Teachers have been utilized for school health programs 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 [17]. The opportunity that teachers have for interpersonal relationship greatly contribute to the mental health of children [18]. Methodology The descriptive design was used to assess the knowledge of primary school teachers regarding handling of children’s with emotional and behavioral problem in selected primary schools of Bangalore south. The study subjects were selected from primary schools of Bangalore south. The target population for the present study was pri