Assess the Knowledge of Primary School Teachers regarding Behavioral Problems and Their Prevention among school going Children in Selected Government Primary Schools at Bagalkot

Hiremath, Rajanidevi.; Shinde, Sanjay

doi:10.5958/2454-2652.2017.00046.4

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In school teachers play a important role in health promotion and prevention of diseases.So,it is teacher's responsibility to find out the behavioural problems of children as early as possible and initiate preventive action.Hence its vital to assess the knowledge level of teachers regarding childhood behavioural problems.In this study result revealed that majority 58.82% teachers had moderate knowledge about behavioural problems of children and their prevention. 15 Rag pickers under the age of 14years are most vulnerable to various psychological disturbances.…”

Section: Introductionmentioning

confidence: 99%

Effect of Home based Parent Child Interaction Therapy for families Having Children with Disruptive Behavior Problems at Selected Community of Khurda, Odisha, India

Namita Barik,

Kshirabdhi Tanaya

2021

Indian Journal of Forensic Medicine & Toxicology

View full text Add to dashboard Cite

Background: Disruptive and inappropriate behaviors of children are actions that interfere with the instructional, administrative or service functions of the organization and family or school. In the early lives of children the significant risk factors for occurrence of antisocial behavior and criminal activity are the presence of oppositional and disruptive behaviors. Related to this concept ,current study was conducted with objectives to identify the families having children with disruptive behavior problems ,to determine the effect of (parent child interactive therapy) PCIT on disruptive behavior level ,to find out the association between disruptive behavior of the children with selected demographic variable. Materials and Methods:A quasi -experimental study was carried out with total 40 number of samples by using total enumeration sampling technique.The intervention was carried out under the guidance of guide and experts.Each Individual was exposed to the therapy for duration of 1 hour,twice a week . Child Directed Session 30 MIN and Parent Directed Session 30 mins. Total no.of 5 session was carried out. After completion of intervention ,changing behaviour was assessed by eyeberg scale.Result: Study concluded that in experimental group 90% children shown mild disruptive behavior and 10% children found moderate disruptive behavior before giving intervention , and after intervention 10% children did not show any disruptive behavior and ,90% children had mild disruptive behavior . And there was statistically significant association between disruptive behavior of children with type of family, education of father, education of mother . Conclusion:There was significant difference between the scores of pre-test and post -test level of disruptive behavior of the children in experimental group as 'p' value (0.025*) at 0.05 level of significant.

show abstract

Section: Introductionmentioning

confidence: 99%

Effect of Home based Parent Child Interaction Therapy for families Having Children with Disruptive Behavior Problems at Selected Community of Khurda, Odisha, India

Namita Barik,

Kshirabdhi Tanaya

2021

Indian Journal of Forensic Medicine & Toxicology

View full text Add to dashboard Cite

show abstract

Effect of Homebased parent child interaction therapy for families having children with disruptive behavior problems at selected community of Khurda, Odisha, India

Barik

Tanaya

2021

AJNER

View full text Add to dashboard Cite

Background: Disruptive and inappropriate behaviors of children are actions that interfere with the instructional, administrative or service functions of the organization and family or school. In the early lives of children, the significant risk factors for occurrence of antisocial behavior and criminal activity are the presence of oppositional and disruptive behaviors. Related to this concept, current study was conducted with objectives to identify the families having children with disruptive behavior problems, to determine the effect of (parent child interactive therapy) PCIT on disruptive behavior level, to find out the association between disruptive behavior of the children with selected demographic variable. Methods: A quasi –experimental study was carried out with total 40 number of samples by using total enumeration sampling technique. The intervention was carried out under the guidance of guide and experts. Each Individual was exposed to the therapy for duration of 1 hour, twice a week. Child Directed Session 30 MIN and Parent Directed Session 30 mins. Total no. of 5 session was carried out. After completion of intervention, changing behaviour was assessed by eyeberg scale. Conclusion: Result concluded that in experimental group 90% children shown mild disruptive behavior and 10% children found moderate disruptive behavior before giving intervention, and after intervention 10% children did not show any disruptive behavior and, 90% children had mild disruptive behavior.There was significant difference between the scores of pre-test and post -test level of disruptive behavior of the children in experimental group as ’p’ value (0.025*) at 0.05 level of significant. And there was statistically significant association between disruptive behavior of children with type of family, education of father, education of mother.

show abstract

Knowledge Regarding Early Identification of Children with Behavioral Problems Among Primary School Teachers

Nijaguli¹

2022

IJANM

View full text Add to dashboard Cite

Behavioral troubles are specifically because of failure in adjustment to outside surroundings and presence of internal war. Behavioral troubles continually want unique attention. Objective: The aim of the study was to assess the effectiveness of psycho education technique among primary school teachers regarding early identification of children with behavioural problems. Research Hypothesis: There is significant difference between the mean pre-test and post-test knowledge score among primary school teachers. Methodology: The research approach for this study was an evaluative and an educative approach. The research design adopted for this study was quasi-experimental design for assessing the knowledge of primary school teachers regarding early identification of children with behavioral problems. The probability sampling which includes simple random sampling technique by using lottery method was utilized for the selection of the subjects, which includes a sample of 70 primary school teachers were selected for the study by allotting identification number (E1, E2, E3) through lottery method after following the name list of subjects according to the alphabetical order as written in the teacher’s register. Result: the result of this study shows that over all pre-test knowledge was 45%. Result show that overall post test knowledge was 63%. The difference between pre-test knowledge score and post-test knowledge score was 18% (63% - 45%). Hence, the difference in knowledge score was due to psycho-education module. The net benefit of psycho-education module was 18%.

show abstract

Assess the Knowledge of Primary School Teachers regarding Behavioral Problems and Their Prevention among school going Children in Selected Government Primary Schools at Bagalkot

Cited by 3 publications

References 0 publications

Effect of Home based Parent Child Interaction Therapy for families Having Children with Disruptive Behavior Problems at Selected Community of Khurda, Odisha, India

Effect of Home based Parent Child Interaction Therapy for families Having Children with Disruptive Behavior Problems at Selected Community of Khurda, Odisha, India

Effect of Homebased parent child interaction therapy for families having children with disruptive behavior problems at selected community of Khurda, Odisha, India

Knowledge Regarding Early Identification of Children with Behavioral Problems Among Primary School Teachers

Contact Info

Product

Resources

About