INTRODUCTION:

Background of the Study:

Normal children are healthy, happy and well adjusted. This adjustment is developed by providing basic emotional needs along with physical and physiological needs for their mental well-being. The emotional needs are considered as emotional food for healthy behavior. The children are dependent on their parents, so parents are responsible for fulfillment of the emotional needs. Every child should have tender loving care and sense of security about protection from parents and family members. They should have opportunity for development of independence, trust, confidence and self-respect. There should be adequate social and emotional interaction with discipline. The child should get scope for self-expression and recreation. Parent should be aware of about achievements of their children and express acceptance of positive attitude with in the social norms.¹

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 well-being, safety and the physical and intellectual development of children today. 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.²

School age is the period between 6 – 12 years. Young scholars are emerging as creative person who are preparing for their future role in society. The school years are a time of new achievement and new experience. Individual children needs and preferences should be respected.²

Behavioral and emotional problems in school aged children can cause significant difficulties in children's healthy development. For many children, they are also predictive of longer-term antisocial behaviors and mental health problems. Some children show symptoms that are consistent with diagnoses of Anxiety, Depression, Oppositional Defiant Disorder (ODD), Attention-Deficit Disorder (ADHD), and Conduct Disorder (CD) (American Psychiatric Association, 1994). As well as causing significant distress for children and families during their childhood, children with emotional and behavioral problems face an increased risk of low self-esteem, relationship problems with peers and family members, academic difficulties, early school leaving, adolescent homelessness, the development of substance abuse issues and criminality. A child personality is considerably influenced by the character and conduct of their parents. Surveys reveals that the parents are often more concerned about their behavior.²

Teachers play 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. School children will spend their more time with their respective school teachers.²

OBJECTIVES OF THE STUDY:

· To assess the knowledge of primary school teachers regarding behavioral problems and their prevention among children.

· To assess the effectiveness of information booklet on knowledge of primary school teachers regarding behavioral problems and their prevention among children.

· To find the association between pretest knowledge of primary school teachers regarding behavioral problems and their prevention among children and selected demographic variables.

Hypotheses:

All hypotheses will be tested at 0.05 level of significance.

H₁: There will be a significant difference between pretest and posttest knowledge scores of primary school teachers on behavioral problems and their prevention among children.

H₂: There will be a significant association between pretest knowledge scores of the primary school teachers regarding behavioral problems and their prevention among children and selected demographic variables.

REVIEW OF LITERATURE:

1. Studies related to behavioral problems among children:

A study was conducted in Poland, to analyze the clinical symptoms of tic disorders and sleep habits in children in chair and Department of Developmental Neurology. A sample size of 84 children with treatment group, control group included 156healthy children work selected by cluster sampling. The study resulted in a conclusion that Quote frequently treatment group are connected with other behavioral symptoms, in particular Attention Deficit Hyperactivity disorder and obsessive compulsive disorder. Sleep habits are different in treatment group (TG) than in control group.³

A study was conducted in city of Pavia, on the prevalence of tic disorders among primary school children in Department of child Neurology and Psychiatry. A sample size of 2347 primary school children was selected. The study resulted in conclusion that a total 68 children (56 boys, 12 girls) aged 6-11 years were identified with tic disorders. The prevalence was 4.4% in boys and 1.1% in girls with no detectable trends at the age 6-11 years. Situation related takes were noted in 37 cases. A significant correlation was found between the presence of tick disorders and impaired school performance.⁴

A study was conducted in Lowa city, USA, to determine prospectively the duration of non-nutritive sucking behaviors of children between 1 and 8 years of age and the effect of persistent habits on selected occlusal characteristics in the late deciduous dentition in college of Dentistry. A sample size of 797 children was selected by observation method. The study resulted in a conclusion that to intercept the development of cross bites and functional shifts, the developing occlusion should be observed in the deciduous dentition in children with prolonged digit or pacifier habits.⁵

2. Studies related to knowledge of primary school teachers regarding behavioral problems.

A study showed that teachers appear to mainly attend to and deal with conduct problems which cause greater disturbance in the classroom. However, emotional and developmentally related problems were also addressed revealing teachers' concerns about their pupils' well-being and development. Teachers seemed to mainly use positive ways in dealing with children's behavior problems, but they did deliver punishments as well. Finally, the study indicated that teachers appear to be rather effect-oriented employing a variety of techniques of different theoretical orientation which have been perceived to be effective.⁶

A study was conducted in United States, to assess teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that pre professional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.⁷

A Study was conducted in Federal Neuro -Psychiatric Hospital, New Haven, Enugu State, Nigeria, which was conducted with an objective to assess the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors. Teachers' rated Strengths and Difficulties Questionnaire (SDQ) was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. A total forty four (44) children with intellectual disability were involved in the study. Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha=0.63). There is an urgent need for establishing school-based mental health program and appropriate screening measure in this environment.⁸

A study was conducted in Bangalore, to assess the knowledge and attitude of School Teachers on behavioral problems of children and to identify the prevalence of behavioral problems among a sample of 5 to 8year old Indian children. The result shown that in the first phase (screening) 48 teachers rated 1535 children from the schools of Bangalore city, on the 26 item Children’s Behavior Questionnaire, 281 Children were identified as disturbed. In the second phase, 279 of children were identified as disturbed on the Children’s Behavior Questionnaire.⁹

3. Studies related to alternative measures to assess the knowledge of primary school teachers regarding behavioral problems.

A study was conducted in Salem, to evaluate the effectiveness of planned teaching programme on knowledge of school teachers regarding management of hyperactive students. The sample selected for the study was cohort group of 40 teachers, teaching from 1st to 7th standard of selected private schools. A structured questionnaire with 40 items to assess the knowledge was prepared and pre-test was conducted on 1st day, after obtaining the written permission. Planned teaching programme in the same day after pre-test and the post-test was conducted on 9th day. The study result revealed mean difference between pre-test (14.6) and post-test score (30.5) and the difference was significant (t=16.03, p<0.01).¹⁰

A Quasi Experimental Study was conducted in selected schools of Pune city. In the present study the sample comprised of 60 people. A structured questionnaire knowledge regarding behavioral problem was prepared to study the sample. Descriptive and inferential statistics had been used to analyze the data obtained through interviews. This study indicates that the planned teaching is effective in increasing the knowledge of teachers regarding behavioral problem.¹¹

Priyesh Bhanwara (2012) conducted a study to assess the effectiveness of planned teaching programme on increasing the knowledge regarding learning disabilities. The study was conducted in selected schools of Pune city. The samples were teachers both male and female. Sample size was 60. Non convenient purposive sampling technique was used. The result was teachers are got the adequate knowledge regarding learning disabilities.²

4. Studies related to effectiveness of information booklet on regarding behavioral problems and their prevention on knowledge of primary school teachers.

Merwin conducted a study to investigate the effectiveness of a series of self-instructional modules (SIMs) for training secondary-level social studies teacher-trainees to develop and ask higher-level questions. Forty Ss enrolled for social studies method courses were blocked on pre-test scores and randomly assigned to treatment groups. The experimental group treatment consisted of using only four SIMs for 6 weeks. Three control group instructors employed conventional classroom instructional techniques. The data indicate that the experimental group achieved significantly higher achievement test scores and student teaching performance ratings. Additionally, the experimental group expressed favorable attitudes toward the use of the SIMs. Based on this data, the use of SIMs appears to be superior to more conventional instructional methods for developing concepts and skills essential to instruction for higher cognitive processes.¹²

A study was conducted in NIMHANS, India, on teachers’ knowledge of children's exposure to family risk factors was examined using the Family Risk Factor Checklist-Teacher. Data collected for 756 children indicated that teachers had accurate knowledge of children's exposure to factors such as adverse life events and family socioeconomic status, which predicted children's mental health problems at 1year follow-up. For children at high teacher-rated risk, odds ratios ranged from 3.04 to 7.46, after adjusting for prior mental health problems. Teachers had poor knowledge of internal family functioning, such as conflict, parenting practices, or parental drug abuse. The findings suggest that asking teachers to report children's exposure to particular family risk factors is a feasible method for identifying children for selective interventions, but improved family-school communication may further enhance this process.¹³

DileepNatekar (2012) conducted study to assess the knowledge of primary school teachers regarding learning disabilities and their prevention among children in Bangalore. Self-administered structured questionnaire was prepared and administered to 50 primary school teachers between 1-7th standard based on purposive sampling 17 techniques. The outcome of this study was the teachers are got the adequate knowledge regarding learning disabilities.²

MATERIALS AND METHODS:

Methods:

A quantitative approach was used and the research design adopted for the study is one group pretest posttest only design. Here, independent variable is introduction of information booklet regarding behavioral problems and their prevention and dependent variable is is knowledge of primary school teachers of regarding behavioral problems and their prevention among children. The setting was in Infant Jesus Anglo-Indian Higher Secondary School Tangasseri, Balika Mariam L.P School, and St. George Thrikkadavoor, at Kollam. The populations in this study includes primary school teachers in selected primary schools at Kollam. Purposive sampling was used in the study.

Tools/instruments:

The instruments used for the present study are demographic proforma and structured questionnaire which were validated by the experts.

Data collection:

Data collection was conducted from 26-02-2018 to 05-03-2018.

Data will be collected after obtaining prior administrative permission and informed consent from primary school teachers. The tool for data collection procedure are demographic proforma including name, age, address, religion, education or qualification, influence of media, previous experience, previous source of information regarding behavioral problems and their prevention, previous history of behavioral problems and structured questionnaire regarding behavioral problems.

The purposive sampling was used to select the samples. Setting for the study was Infant Jesus Anglo-Indian Higher Secondary School Tangasseri, Balika Mariam L.P School, and St. George Thrikkadavoor, at Kollam. Initially, the structured questionnaire was given to 60 samples. On the first day, pretest was done by using demographic proforma and structured questionnaire regarding behavioral problems. Then, information booklet given to the primary school teachers and posttest was done after five days by using the same structured questionnaire regarding behavioral problems.

Data analysis:

The researcher will analyze the data by using descriptive and inferential statistics based on the objectives and hypothesis of the study. To compute the data, a master data sheet was prepared by the investigator.

1. Description of sample characteristics:

This section describes the percentage wise distribution of demographic variables.

Figure 1: Percentage wise distribution of samples according to age. (N = 60)

The data presented in figure 1 shows that most of samples in this group belongs to age between 21 – 30.

Figure 2: Percentage wise distribution of samples according to religion. (N = 60)

The data presented in figure 2 reveals that 91.67% samples are Christians and 8.33% are Hindus.

Figure 3: Percentage wise distribution of samples according to years of experience. (N = 60)

The data presented in figure 3 shows that most of the samples in this group belongs to 0-10 years of experience (60%).

Figure 4: Percentage wise distribution of samples according to educational qualification. (N = 60)

The data presented in figure 4 elicit that many of the samples in this group have educational qualification as graduate (61.67%).

Figure 5: Percentage wise distribution of samples according to attendance in any training programme. (N = 60)

The data presented in figure 5 reveals that 38.33% of samples attended the programme while 61.67% of samples has not attended any training programme.

Figure 6: Percentage wise distribution of samples according to previous sources of information. (N = 60)

The data presented in figure 6 describes that most of the samples (70%) do not have previous source of information and 30% of samples has previous source of information.

2. The evaluation of effectiveness of information booklet on knowledge of primary school teachers regarding behavioral problems and their prevention among children in selected primary school at Kollam.

The overall mean value of pretest and posttest knowledge score are 11.98, 25.3 and S.D are 4.14, 4.19 respectively. When computed the data, calculated t’ value 24.310 which is greater than the table value at 0.05 level of significance. Hence the research hypothesis is accepted. So it can be concluded that there is a significant difference in between pretest and posttest scores knowledge among primary school teachers of primary school children.

Table 1: Comparison of pretest and posttest score of knowledge among primary school teachers of primary school children.

	Mean	S.D	‘t’ value	Significance
Pretest	11.98	4.14	24.310*	Significant
Posttest	25.3	4.19	24.310*	Significant

t (60) = 2.0, *Significant at 0.05 level of significance.

Table 2: To find the association between pretest knowledge of primary school teachers regarding behavioral problem and their prevention among children and selected demographic variables.

Selected demographic variables	Knowledge	Chi square value	Inference
1. Age · 21 – 30 · 31 – 40 · 41 – 50 · 51 – 60	0 1 0 0	11 9 9 2	10 9 7 2	2.340*	NS
2. Religion · Hindu · Christian · Muslim · Others	0 1 0 0	1 30 0 0	4 24 0 0	2.448*	NS
3. Years of Experience · 1 – 10 · 11 – 20 · 21 – 30 · 31 – 40	0 1 0 0	19 9 2 1	17 10 1 0	3.394*	NS
4. Educationqualification · Graduate · Undergraduate · Postgraduate	1 0 0	15 14 2	21 5 2	5.796*	NS
5. Attendance in any programme · Yes · No	1 0	12 19	10 18	1.692*	NS
6. Previous source of information · Yes · No	1 0	7 24	10 18	3.581*	NS

Selected demographic variables

Knowledge

Chi square value

Inference

Good

Average

Poor

1. Age

· 21 – 30

· 31 – 40

· 41 – 50

· 51 – 60

2.340*

2. Religion

· Hindu

· Christian

· Muslim

· Others

2.448*

3. Years of Experience

· 1 – 10

· 11 – 20

· 21 – 30

· 31 – 40

3.394*

4. Educationqualification

· Graduate

· Undergraduate

· Postgraduate

5.796*

5. Attendance in any programme

· Yes

· No

1.692*

6. Previous source of information

· Yes

· No

3.581*

t (60) = 2.0, *NS - Non significant at 0.05 level of significance.

The table 1 shows that the mean value of pretest and posttest knowledge score are 11.98, 25.3 and S.D are 4.14, 4.19 respectively. When computed the data, calculated ‘t’value is 24.310 which is greater than the table value at 0.05 level of significance. Hence the research hypothesis is accepted. So it was concluded that there is a significant difference between pretest and posttest knowledge scores of primary school teachers on behavioral problems and their prevention among children.

The table 2 shows that theassociation of pretest knowledge of primary school teachers with selected demographic variables. When computed the data, calculated Chi square value for age, religion, years of experience, education qualification, attendance in any training programme and previous source of information is 2.340, 2.448, 3.394, 5.796, 1.692, and 3.581 respectively, which is not greater than the table value 2.0 at 0.05 level of significance. So it was concluded that there is no association between pretest knowledge among primary school teachers with selected demographic variables (Age, Religion, Years of Experience, Education qualification, Attendance in any training programme and previous source of information).

CONCLUSION:

This study attempted to assess the effectiveness of information booklet on knowledge regarding behavioral problems and their prevention among primary school teachers. The following conclusions were made based on the findings of the study.

· The information booklet has found to be effective that promotes in enhancement of knowledge regarding behavioral problems and their prevention among school children.

· There is no association between pretest knowledge among primary school teachers and selected demographic variables.

RECOMMENDATION:

Based on the results of the present study, the following recommendations were offered.

· A similar study can be under taken with a large number of samples to generalize the findings.

· A study can be conducted using other strategies such as manual, assisted instruction, self-instruction module, video show, planned teaching program, structured teaching programme etc.

· A longitudinal study can be done using posttest after 1 month, 6 month and 1 year to see the retention of knowledge and practice.

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Received on 03.12.2018 Modified on 29.12.2018

Asian J. Nursing Education and Research. 2019; 9(2):213-219.

DOI: 10.5958/2349-2996.2019.00045.4