Covid-19 illness is a pandemic infectious disease caused by a new coronavirus that originated in Wuhan, China. Nepal being a landlocked underdeveloped country is particularly vulnerable to the pandemic. Similarly, the dread of contracting the coronavirus is making people concerned about a global pandemic. It is vital to determine the impact of viral outbursts on mental health. Hence, this study aims to identify level of depression, stress and anxiety during lockdown among Nepalese residents. Cross-section web-based research design was undertaken at Bagmati province, Gandaki province and Lumbini province with four hundred twenty-two (n=422) (n=422) Nepalese residents by using a multistage proportionate stratified random sampling method. The Dass-21 tool was used to assess level of depression, stress and anxiety. Among 422 respondents only 5.9% had extremely severe level of anxiety, whereas 14.5% were moderately depressed, 77.5% did not have any stress during lockdown. There was statistically significant difference between depression and age (p=0.016), depression and sex (p=0.023). Also, there was a significant difference between stress and age (p=0.023), sex (p=0.0263) and education level (p=0.049).It is concluded that more than two-third of the respondentsere found to be in normal ranges for depression, stress and anxiety. Less than one-fourth of respondents had moderate to severe level of anxiety and depression.
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children and adolescents. Children with ADHD are at risk for psychological, social and academic problems so that teacher’s knowledge on ADHD affects the child’s academic and psychological difficulties. Objective of this study was to identify the knowledge about ADHD in children among school teachers and identify association between knowledge and selected variables. Methods: We used descriptive and cross sectional research design. Structured self administered questionnaire was used to collect data. Total 9public and private schools wererandomly selected for study. Calculated sample size was 380. However, 328 teachers returned the questionnaire (response rate was 86%). Collected data were entered in SPSS for analysis. Descriptive and inferential statistics were used for analysis of data. Results: Among 328 teachers, 68.3% had inadequate knowledge while 31.7% had adequate knowledge on ADHD. Age and years of teaching were significantly associated with knowledge of ADHD, however, sex of the teachers and type of school were not associated with knowledge of ADHD. Conclusion: Knowledge of ADHD among school teachers is still inadequate which suggests the need for effective health education programme on ADHD for understanding and managing the behavioural and psychological problems caused by ADHD among school children.
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