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Date Received: 14/08/19 Date Revised: 11/09/19 Date Published: 15/09/2019 © Greentree Group Publishers

________________________________________________________________________________________________________ Joshi et al. Greentree Group Publishers © jolnt J Nur Today 2019 Vol. 11 Issue 1 www.jolnt.com 45 [e ISSN 2456-1630]

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RESEARCH ARTICLE www.jolnt.com

e-ISSN 2456-1630

A Descriptive Study to Assess the Knowledge Regarding Behavioral

Disorders and Its Prevention among the Teachers of Primary School

of Ahmedabad City, Gujarat State with a View to Develop A

Pamphlet

Jinal Patel1, Mayuri Vaghela2, Mona Patni3, Janvi Solanki4, Priti Panchal5, Farhinbanu Sheikh6,

Krishna Baldaniya7, Twinkal Gamit,8 Ritesh Shrimali9 and Jalaj.R.Joshi10*

1-94th Year B.Sc. Nursing, GCS college of Nursing, Ahmedabad, Gujarat, India

10Lecturer, 4th Year B.Sc.Nursing, GCS college of Nursing, Ahmedabad, Gujarat, India

ABSTRACT The present study aims to assess the knowledge regarding behavioral disorders and its prevention

among 100 primary school teachers. The research design adopted for this study was Non

experimental descriptive research design and non-probability convenient sampling technique was

used for data collection. The study was conducted in different primary school of Ahmedabad city.

Data collection tool consisted of semi- structured knowledge questionnaire with multiple choice

questions. Data was analyzed through descriptive and inferential statistics. The study revealed that

68% of the samples had good knowledge, 30% had average knowledge and 02% had poor

knowledge. Mean score regarding behavioral disorder and its prevention was 21.87. Among

demographic variables Gender, Age, Religion, Education, Monthly income, Residing area, Type

of family, Job pattern, any family history of behavioral disorder and Have you taken any training

for prevention and management of behavior disorder? , it was found that there was association

between any training and knowledge of teachers. Chi- square value was 6.713, and calculated P

value was 0.0349 which was less than 0.05 which indicates that it was significant. After analysis

the investigator developed and distributed a pamphlet regarding behavioral disorders and its

prevention.

KEYWORDS Behavioral, Disorders, School, Knowlwdge

http://www.jolnt.com/

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INTRODUCTION

“Good behaviour is the last refuge of

mediocrity.”

-Henry S. Haskins

Today’s children are tomorrow's future. There is a great to emphasize on children these days

because of the recognition that a very substantial proportion of the world's population, 35-45%

constitute young children. The future of our country depends on positive mental health of our young

people. However, nearly one in five children and adolescents have emotional and behavioral

disorders at some point of time in their young lives, regardless of their geographic region or socio-

economic status.

Recent evidence by WHO indicates that by 2020 childhood neuropsychiatric disorders will rise

proportionately by over 50%, and would be the fifth most common cause of morbidity, mortality

and disability among children. Epidemiologically estimates suggests that approximately 14-20%

of all children from birth to 18 years of age have some type of psychiatric disorders and about 03%

to 05% have serious disorders.

According to Ramesh p Adhikari 2015 the result suggest that addictive behavior not paying

attention to studies getting angry over small issues fighting back disobedience and stealing were

the most commonly identified behavioral related problems of children with these problem seen as

interrelated and interdependent result indicates that community members view the family the

strategies reported by parents and teachers to manage child behavioral problems were talking

listening consoling advising and physical punishment conduct or behavioral problems related to

repeated violation of others rights aggressiveness hyperkinetic impulsive behavior and missing

classes or running away from school.

The most commonly reported child behavioural problems in the study area were addictive

behaviour neglecting school-work getting over small issue fighting disobedience and stealing the

children family school and community environment were seen responsible for the increase or

decrease of these problems children with supportive parents and family environments were

thoughts to exits fewer behaviour related problems that children with unsupportive parents and

difficult family circumstances respondents reported that society had negative attitudes towards

children with behavioural problems.


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Teachers have difficulties managing children behavioural problems teachers reported under

listening talking and counselling as a first option to deal with child behavioural problems.

The term "behaviour disorder" is often seen as less stigmatizing, less severe, more socially

acceptable and more practical than the term emotionally disturbed. The term grew out of a

behavioural model which process the teachers can see and describe behaviour disorder, but cannot

easily describe disturbed emotions. In common usage today, "behavioural disorder" is usually

attributed to less severally disturbed students whereas "emotionally disturbed" is reserved for the

most seriously impaired.

Behaviour is simple verbal and non-verbal communication. It is the conduct, actions and words that

children employ as a signal, with which they express their thoughts, feelings, need and impulses.

It is judged as to whether it meets social, cultural, developmental and age appropriate standards.

Behaviour can be positive or negative, impulsive or planned, predictable or unpredictable,

consistent or inconsistent and it can elicit a wide range of positive or negative responses from

others.

Therefore as mental health in school health is essential, for which teachers need to identify the

common mental health problems. The disruptive behaviours in the classroom tend to diminish if

they are ignored by the teacher and if the teacher gives systematic approval and attention when they

behave well. So, knowledge of teachers regarding prevention of behavioural problems among

school children is very much essential for mental health promotion.

Teachers have been utilized for school health programmers 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. The opportunity that

teachers have for interpersonal relationship greatly contribute to the mental health of children.

STATEMENT OF THE PROBLEM

“A Descriptive Study To Assess The Knowledge Regarding Behvioural Disorders And Its

Prevention Among The Teachers Of Primary School Of Ahmedabad City, Gujarat State With View

To Develop A Pamphlet”

OBJECTIVES

1) Assess the existing knowledge of teachers regarding selected behavioural problems of primary

school children.


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2) Associate the level of knowledge of teachers with selected demographic variables.

3) Develop the pamphlet about behaviour disorders and distribute it.

ASSUMPTION

Primary school teachers may be have some knowledge regarding behavioural problems among

children.

The pamphlet may be useful sources to improve the knowledge regarding behavioural disorders

and its prevention among the teachers of primary schools in Ahmadabad city.

RESEARCH APPROACH: The research study approach is Non- experimental descriptive

research approach was used in this study.

RESEARCH DESIGN: The research design selected for the study is Non experimental descriptive

survey research design.RESEARCH SETTING: The study was conducted in selected school of

Ahmedabad city, Gujarat state.

The selected area (Jivan prakash vidhyavihar) for pilot study was selected randomly by

investigator. The investigator had collected information about total number of school which was

convenient for investigator. The study was conducted successfully.

TARGET POPULATION

All teachers consist in selected primary school of Ahmedabad city, Gujarat state.

SAMPLE SIZE AND SAMPLING TECHNIQUE

Total 100 teachers available at selected primary school of Ahmedabad city, Gujarat state were

selected by random sampling technique. The steps of the sampling technique that the investigator

adopted were as follow:

There were 30 samples collected from Eklavya Vidhyavihar, 10 samples collected from Shri Hiraba

Vidhyalay, 10 samples collected from Arpan VidhyaVihar, 20 samples collected from Uma

Vidhyalaya, 30 samples collected from Ankur Vidhyalaya.

SELECTION OF TOOLS FOR DATA COLLECTION

A semi-structured knowledge questionnaire

The investigator reviewing the literature pertaining to assess knowledge regarding behavioural

disorders and its prevention among the teacher of primary school investigator had prepared

knowledge questioners by using multiple choice question method for collection of data regarding

behavioural disorders.

DEVELOPMENT OF TOOLS: Development of semi-structured Knowledge questionnaire:


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Semi-structured knowledge questionnarie tool is used to assess knowledge on behavioural

disorders by using multiple choice question method.

DESCRIPTION OF THE TOOLS:

The final tool consisted of following two sections:

Section I- This section consisted 10 items for obtaining information regarding demographic data

such as Gender, Age in year, Religion, Education, Monthly income, Teacher’s residing in.., Type

of family, Job pattern, Any family history of behaviour disorder?, Have you taken any training for

prevention and management of behaviour disorder ?

Section II- This section consisted structured knowledge question regarding behavioural disorders

and its prevention. There were 30 items each item carry one mark. Maximum score of the

questionnaire is 30. Investigator gives 1 mark for correct answer and 0 marks for wrong answer.

RELIABILITY

The reliability of semi structured knowledge questionnaire determined by test retest method using

Spearman’s rank correlation formula.

The reliability of semi-structured knowledge questionnaire was 0.77638 which is more than 0.5;

hence the questionnaire was determined by Spearman’s rank correlation formula found to be

reliable .

PROCEDURE FOR DATA COLLECTION

Formal permission from principal of selected school of Ahmedabad city. The investigator had

collected data after getting permission. The data collection procedure was started from 30/04/19 to

03/05/19.

An informed written consent from all the participants was taken before starting the study. The

investigator approached the samples individually, discussed the objectives of the study and

obtained consent for participation in the study. All samples gave cooperation during data collection

procedure and no problem was faced during data collection.

PLAN OF DATA ANALYSIS:

The investigator analyzed the data in the following manner:

Demographic Data analyzed by using frequency and percentage and had presented in the form of

the table.

Chi-square was applied to find the association with demographic data & the findings documented

in tables and graphs.


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ANALYSIS AND INTERPRETATION OF DEMOGRAPHIC DATA OF SAMPLES.

Table 1 Frequency and percentage distribution of samples according to their demographic variable (N=100)

Sr.No Variable Frequency Percentage

1.

Gender:

a. Male

b. Female

c. Transgender

15

85

00

15%

85%

00%

2. Age of teacher(year)

a. 21-30

b. 31-40

c. 41-50

d. Above 51

47

45

07

01

47%

45%

07%

01%

3. Religion

a. Hindu

b. Muslim

c. Christian

d. Other

100

00

00

00

100%

00%

00%

00%

4. Education

a. UG

b. PG

c. M.Phill

d. Ph.D

49

48

03

00

49%

48%

03%

00%

5. Family Monthly Income

a. Less than 5000/-

b. 5001 to 10,000/-

c. 10,001 to 15000/

d. More than 15,001/-

68

21

08

03

68%

21%

08%

03%

6. Teacher residing in…..

a. Urban

b. Rural

98

02

98%

02%

7. Type of family:

a. Nuclear

b. Joint

27

73

27%

73%

8. Job pattern

a. Government

b. Semi-government

c. Private

d. Corporate

00

05

95

00

00%

05%

95%

00%

9. Any family history of behaviour disorder?

a. Yes

b. No

11

89

11%

89%

10. Have you taken any training for prevention

and management of behaviour disorder?

a. Yes

b. No

13

87

13%

87%


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Figure 1 Bar graph showing demographic variable such as gender, age, religion, education, monthly income

15%

85%

0%

47% 45%

7%1%

100%

0% 0% 0%

49% 48%

3%0%

68%

8%3%

0

20

40

60

80

100

120

a) M

ale

b)

Fem

ale

c) T

ran

s ge

nd

er

a) 2

1-3

0

b)

31

-40

c) 4

1-5

0

d)

Ab

ove

51

a) H

ind

u

b)

Mu

slim

c) C

hri

stia

n

d)

Oth

er

a) U

.G

b)

P.G

c) M

.Ph

ill

d)

Ph

.D

a) 5

00

0-1

0,0

00

b)

10

,00

1-1

5,0

00

c) 1

5,0

01

-20

,00

0

d)

Ab

ove

20

,00

1

Gender Age of teacher(Year)

Religion Education Monthly incomein Rs.

Series1


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Figure 2 Bar graph showing demographic variable such as residential area, types of family, job pattern, family history,

taken training

98%

2%

27%

73%

0%5%

95%

0%

11%

89%

13%

87%

0

20

40

60

80

100

120

a) U

rban

b)

Ru

ral

a) N

ucl

ear

b)

Join

t

a) G

ove

rnm

en

t

b)

Sem

i-go

vern

men

t

c) P

riva

te

d)

Co

rpo

rate

a) Y

es

b)

No

a) Y

es

b)

No

Teacherresiding in.....

Types offamily

Job pattern Any familyhistory ofbehaviourdisorder?

10. Have youtaken any

training forprevention

andmanagementof behaviour

disorder?

Series1


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ANALYSIS AND INTERPRETATION OF DATA RELATED TO THE KNOWLEDGE OF

SAMPLES

Table 2 Showing the area wise mean and percentage of knowledge score of samples regarding prevention and

management of behavioural disorder (N=100)

AREA MAX.

SCORE

MEAN.

SCORE

PERCENTAGE

Introduction and definition of

Behavioural disorder

4 2.85 71.25

Nail biting 3 2.25 75

Thumb sucking 6 4.59 76.5

Pica 8 4.97 62.12

Enuresis 5 3.61 72.2

Temper tantrum 4 3.6 90

Total 30 21.87

Figure 3 Pie chart showing the area wise mean and percentage of knowledge score of samples regarding prevention

and management of behavioural disorder

Table 3 Overall frequency and percentage distribution of knowledge score of samples regarding behavioural disorder

and prevention (N=100)

Knowledge level Classification Frequency Percentage (%)

Good 21-30 68 68%

Average 11-20 30 30%

Poor 00-10 02 02%

Total 30 100 100%

Introduction and definition of

Behavioural disorder 13%

Nail biting10%

Thumb sucking20%

Pica27%

Enuresis17%

Temper tantrum 13%


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Figure 4 Bar graph showing overall frequency and percentage distribution of knowledge score of samples regarding

behavioural disorder and prevention

ANALYSIS AND INTERPRETATION OF THE DATA RELATED TO ASSOCIATION OF

KNOWLEDGE SCORES WITH SELECTED DEMOGRAPHIC VARIABLES OF THE

SAMPLES:

Table 4 Association of knowledge score with selected demographic variable of sample

Sr.

No.

Demographic

Variables

Frequency

(f) 2 P value Association

Calculated

value

df

1. Gender:

a. Male

b. Female

c. Transgender

15

85

00

2.645

2

0.2665

Not

significant

2. Age of teacher(year)

a. 21-30

b. 31-40

c. 41-50

d. Above 51

47

45

07

01

4.083

6

0.6655

Not

significant

3. Education

a. UG

b. PG

c. M.Phill

d. Ph.D

49

48

03

00

3.761

4

0.3754

Not

significant

4. Family Monthly Income:

a. Less than 5000/-

b. 5001 to 10,000/-

c. 10,001 to 15000/

68

21

08

2.519

6

0.8664

Not

significant

0

10

20

30

40

50

60

70

21-30 11to20 00-10

Good Average Poor

Frequency

Frequency

30%

2%

68%


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d. More than 15,001/- 03

5. Teacher residing in…..

a. Urban

b. Rural

98

02

4.996

2

0.5139

Not

significant

6. Type of family:

a. Nuclear

b. Joint

27

73

1.508

2

0.4706

Not

significant

7. Job pattern

a. Government

b. Semi-government

c. Private

d. Corporate

00

05

95

00

2.491

2

0.3066

Not

significant

8. Any family history of behaviour

disorder?

a. Yes

b. No

11

89

2.796

2

0.2471

Not

significant

9. Have you taken any training for

prevention and management of

behaviour disorder?

a. Yes

b. No

13

87

6.713

2

0.0349

significant

MAJOR FINDINGS OF THE STUDY:

The data were analyzed and interpreted in terms of objectives of the study. Descriptive and

inferential statistics were utilized for data analysis. Data were organized and presented under the

following manner: analysis and interpretation of demographic data of samples, knowledge of

samples regarding prevention among behavioural disorders.

In the survey it is found that > 70% teachers know about behavioural disorder the common age

group of behavioural disorders, eating disorder, and common bad habits in the children.

Nail biting

Almost 70% teachers are familiar with the symptoms of nail biting and its prevention.

Thumb sucking

They know what is thumb sucking, its causes, symptoms and the therapy which is use to prevent

thumb sucking.

Pica

84% teachers know about pica disease, majority of them know causes of this disease and the

common problems which are found among the children who are suffering from pica.

Even they also know the most effective way of treating pica patients along with pharmacological

treatment too.

Enuresis


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>80% teachers know about sign and symptoms of Enuresis disease and most of them even know

the appropriate age at which the symptoms can be detected, they also know the suitable age of child

for providing toilet training and the substance which is to be avoided.

Tamper tantrum

Almost 80% teachers are aware of Tamper tantrum disease, its causes and prevention.

Knowledge of sample regarding behaviour disorder

The mean knowledge score of the study was 21.87.

CONCLUSION

At the end of the study, the investigator comes to know about the following highlights.

1. This survey was conducted only for 100 teachers so it is only validated to 100 samples.

2. From the survey of 100 samples of teachers from Ahmedabad city it is found that almost 80%

teachers know about behavioural disorders of children of primary school.

3. Association of one demographic variable was found have you taken any training for prevention

and management of behaviour disorder ? as P value (0.0349) was found less than 0.05.

4. A pamphlet may be effective in enhancing knowledge of behavioural disorders and its

prevention.


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http://www.industrialpsychiatry.org/article.asp?issn=0972-%20%206748;year=2017;volume=26;issue=1;spage=91;epage=94;aulast=Gupta;type=0

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11. http://www.rguhs.ac.in/cdc/onlinecdc/uploads/05_N031_25183.doc








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