Structured Teaching On Behavioral Problems

Structured Teaching On Behavioral ProblemsSchool age is the period between 6-12 course of films. Schoolers atomic number 18 emergent as creative persons who are preparing for their future role in society. The groom eld are a time of new achievement and new attends. Childrens several(prenominal) ingests and preferences should be respected. Children who are productive and eng immemorial in the give lessons experience, whether academic or vocational, is not likely to become at gamble student. tout ensemble young children can be naughty, defiant and impulsive from time to time, which is perfectly normal. However, some children have extremely difficult and challenging airs that are outside the norm for their age. The fashion of some children and adolescent are hard to change. Children do not always display their reactions to events immediately although they may emerge later. Children who suffer from behavior pains are at a exalteder risk for cultivate failure, suicide, and mental health problems.A behavioral problem is a departure from normal (accept commensurate) behavior beyond a point, to the extent behavioral problems can manifest themselves in many ways. There are interchangeable terms for behavior disorders- disruptive behavior disorder, ask disorders, frantic disorders, and frantic disturbances.Warning signs of behavior disorders includeHarming or threatening themselves, other peopleDamaging or destroying propertyLying or stealthNot doing well in instill, skipping nurtureEarly smoking, drinking or drug useEarly sexual activityFrequent tantrums and argumentsConsistent opposition towards authority figures.Children misbehave for a variety of different discernments. Children problems are often multi-factorial and the way in which they are expressed may be put to workd by a range of factors including developmental stage, temperament, coping and adaptive abilities of the family, the nature and duration of illness.The give lessons i s an institution in society specifically designed as the formal shaft for educating children. School is a place where children spend the largest portion of their time outside the home. Schools should offer a safe and respectful discipline environment for everyone.In addendum to scholastic achievement, schoolhouse experiences should contribute to healthy development in terms of harmonious interpersonal relations and domineering self image. Teachers appear to be outstanding social partners, as the timber of a instructor and child relationship has been cereb aim to several aspects of short and long-term school adaptation. Studies have shown that teachers may preclude these children, respond to them with less support and punishment than other child receives.A parent is really the childs first teacher and critical to student success is the elaboration of parent. A teacher is a person who provides students direct classroom teaching, or classroom-type teaching in a non-classroom setting, or educational services directly cogitate to classroom teaching. Teachers play an influencing role in development of personality. Listening to childs problems is an important skill of a teacher.Disruptive behavior is a major factor lend to teacher centering and discontent and significantly affects teachers capacity to maintain a productive and orderly learning environment. Most teachers and school personnel concur that they are able to identify behavioral and academic problems within first few weeks of a school year. Teachers expectations and actions greatly affect the childs behavior. Dealing with difficult or hostile behavior in schools can be a challenging task for any educator, regardless of experience.Teachers imply to use positive interactive approaches than responding to inappropriate behaviors. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Children with behavioral problems have received mo re criticism and have suffered admixture in their interactions with teachers over time.The early detection and treatment of children with behavioral problems at an early age may curve treatment costs and improve quality of life of those children. Effective way of reducing behavioral problems can be through behavioral plan developed by parents, teachers, children, administrators and school staff. Use positive interactive approaches that remove the need for inappropriate behavior. The components include, inform pupil what is expected, avoid threats, build self confidence, use positive modeling and provide positive learning environment.REVIEW OF LITERATUREReview of writings is a key step in query process. The typical purpose for analyzing a review existing literature is to generate research question to identify what is known and what is not known closely the topic. The major goals of review of literature are to develop a salubrious friendship base to carry out research and non r esearch scholarly activity.Review of literature from the present theme is been divided intoStudies related to behavioral problems of school childrenStudies related to experience of teachers on behavioral problems of school childrenStudies related to structured teaching programme.Studies related to behavioral problems of school childrenMargrot Prior, Shanya Virasinghe and Diana Smart (2005) conduceed a survey on behavioral problems in Sri Lankan school children associations with socio economic status, age, gender, academic progress and religion. Using the strengths and difficulties questionnaire modified version of the rutter parent questionnaire including items on childrens strength with parent, teacher and child informants, was administered to quantify the mental health problems in this population. In this require 10 13 days children were include. The canvas reason that rates and types of problems consistent with other international studies on children mental health. Probl em rates were higher in boys and were associated with lower socio economic status, religion and poorer academic effectance. The take aim confirms the need for development of child and adolescent health services in Sri Lanka.Sujit Sar Khel, Vinod Kumar Sinha, Mani Arora, Push De Sarkar (2006) through with(p) a study on prevalence of conduct disorder in schoolchildren of Kanke. The study included 240 students studying in class V to X. Stratified random sampling were used to estimate the prevalence of conduct disorder in children. Present and Lifetime Version covering interview was used to assess the children. The result showed that conduct disorder was found in 4.58% the ratio of boys to girls creation 4.51. Childhood onset was found in 73% and adolescent onset in 27%. Mild conduct disorder was found in 36%, moderate in 64% and severe conduct disorder in none.Manuel Barrera et al. (2002) gave an incumbrance on early elementary school to reduce conduct problems A randomized tria l with Hispanic and Non-Hispanic children. The study included European American (n = 116) and Hispanic (n = 168) children from 3 communities were randomly selected to an intervention or no-intervention control condition. Intervention families received parent study, and their children received social behavior interventions and accessory reading instruction over a 2-year period. The study concluded that at the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls.Maj Prakash, Brig .S. Sudarsanan, P.K. Pardal, S. Chaudhury (2006) conducted a study on behaviour problems in a paediatric outpatient department. A sample of 50 children between the ages of 6-14 years was selected randomly for the study. The data was roll up by administering child behaviour check list to children. The study concluded that behaviour problems in the subjects were orthogonalizing ones and the mean score was 40. 7 than internalizing problems and the mean score was 10.3.Mc Farlane.J.M, Groff JY, OBrien .J.A, Watson. K. (2006) done a comparative study on behaviors of children who are open and not exposed to intimate partner violence an analysis of 330 black, white, and Hispanic children. Samples included 258 ill-treated mothers and 72 non abused mothers and their children were between age of 18 months to 18 years of age and these children were compared with normative children. information was collected use child behavior checklist from mothers. data was analyzed using multiple analysis of variance performed for ages 6 through 18 years revealed a significant radical difference (Frequency3,183 = 3.13). Univariate ladders revealed significant group differences for internalizing behavior (Frequency 1,185 = 6.81), externalizing behavior (Frequency 1,185 = 7.84), and total behavior problems (Frequency 1,185 = 9.45). Overall, children of abused mothers had significantly higher internalizing (5 8.5 +/- 12.1), externalizing (55.5 +/- 12.4), and total behavior problems (57.6 +/- 12.3) scores than the internalizing (52.9 +/- 13.7), externalizing (49.7 +/- 10.6), and total behavior problems (51.0 +/- 13.0) scores expressed for children of non abused mothers.b) Studies related to acquaintance of teachers on behavioral problems of school childrenBibou-Nakou, G.Kiossseoglou and A. Stogiannidou (2008) done a study on elementary teachers perceptions regarding school behavior problem implications for school psychological services. The study involved 200 elementary school teachers. The questionnaire was administered to assess casual attributions and goal directed behavior on part of teachers when dealing with classroom misbehavior problems. The study concluded that misbehavior related attributions were significantly associated with teachers preferred blueprints and suggested that application of psychological principles to education practice should be included.Sarah B. Dwyer, Jan M .Nicholson (2005) assessed teachers acquaintance of children exposure to family risk factors accuracy and usefulness. The study involved 756children indicated that teachers had accurate knowledge of children exposure to factors such as adverse life events and family socio economic status, which predicted children mental health problem at 1 year follow up. The study concluded that asking teachers to report children exposure to particular family risk factors is feasible method for identifying children for selective interventions.Stuart W. Twemlo, M.D (2005) estimated the prevalence of teachers who bully students in school with differing levels of behavioral problems. In this study 214 teachers answered anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at low, medium or high suspension rate schools. The study concluded that teachers from high suspension rate schools reported they bulli ed more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past three years and had seen more bullying teachers over the past year.Dougherty J, Pucci P, Hemmila MR, Wahl WL, Wang SC, Arbabi S (2007) did a comparative study on worldwide child and adolescent mental health begins with cognisance a preliminary assessment in nine countries. In this study awareness campaign was conducted among community leaders, health professionals and teachers. The school-based studies were conducted in communities in nine countries. The study concluded that there is an increase in go outingingness to discuss emotional problems freely and suggested that utility of collaborating with schools so as to foster better child mental health in such under resourced communities.Kaiser, Ann P Cai, Xinsheng Hancock, Terry B Foster, E Michael. (2007) conducted a survey on of primary school educators regarding burn-risk behaviors and fire-safety educati on. A written survey, consisting of 24 questions, was distributed to 8 primary schools. The study results shows that twenty percent of elementary school educators surveyed had experience teaching burned children (mean age 7+/-3 range 2-17) 8% had experience with children that were injured due to fire-play. Fire experimentation begins at 6.1+/-2 years of age (range 2-13). Educators believe students can benefit from a fire prevention curriculum descent at 7.3+/-1.8 years (range 5-12).c) Studies related to strongness of structured teaching programmePamela Orpinas and Arthur M. Home (2008) conducted a workshop on teacher-focused approach to prevent and reduce students obstreperous behavior the guiding responsibility and expectations for adolescents for today and tomorrow teacher program. The goals of the program were (1) to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs behavi or (2) to develop strategies that allow for prevent aggression (3) to improve teacher management skills to reduce power struggles and aggression and (4) to enhance skills to assist students who are the targets of aggression. The study included guiding responsibility and expectations for adolescents for today and tomorrow manuals were administered to teacher. The study concluded that teachers had to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs behavior to develop strategies that will prevent aggression to improve teacher management skills to reduce power struggles and aggression and to enhance skills to assist students who are the targets of aggression.Lorrie L. Hoffman (2009) conducted a workshop on better school climate reducing reliance on rewards and punishment. The study included 200 teachers. Data was collected by survey on school climate and classroom management me thods among teachers who are exposed to and not exposed to the conscious discipline workshops. The study demonstrated that the un practised group was unaware of the social relationship and cultural principles of conscious discipline that include releasing external control, embracing conflict resolution and implementing a more emotionally targeted reward structure in the classroom. Many teachers also showed improvement in student/teacher relationships (r=.325) and in mutual support among teachers (r=.306).Kathleen Lynne Lane, Andrea Phillips and M. Annette Little (2009) did experimental study on preventing conduct problems and improving school readiness evaluation of the incredible years teacher and child training programs in high-risk schools. The study included teachers and students. Data was collected from them before and later on the intervention. The intervention included teaching social and emotional school curriculum for students and trains teachers in effective classroom man agement skills and in promotion of parent-school involvement. They sent home weekly homework to encourage parents involvement. The study concluded that an intervention used by the teachers was effective and the students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students.Carolyn M. Evertson (2005) did an experimental study on training teachers on classroom management in secondary classrooms. The studies in primary grades and more recently in the secondary grades show that the more academically effective teachers in those generally had better organized classrooms and fewer behavioral problems. Additionally, research indicates that the key to managing classrooms effectively begins from the first day of school with the outlineatic approach, advance preparation and planning. The study concluded that workshops and manuals were enough to provide changes in teachers behavior in the desired direction However more specif ic information about nature of the training was needed to support the development of an exportable statewide model with recommendations and guidelines for use. The role that classroom observation could play in encouraging teachers to practice and perform the desired behaviors needed to be explored further.Lee Canter and Terry Paulso (2006) did a pilot study on college credit model of in- school consultation a functional behavioral training programme. The study included 50 teachers and data was collected before and after classes for teachers in mental health principles and techniques. The teacher was trained in the implementation of functional- behavioral intervention skills. The study concluded that teachers station test score was significantly higher than pre test score. The study suggested that teachers gained knowledge on functional behavioral skills.NEED FOR THE STUDYDisruptive behavior students are in every classroom across the nation. Teachers are constantly searching for ass istance, guidance, ideas, suggestions and informality from this challenge. Yet teachers must remember that they are the source of hope for many of these children and the person who plays a most important role in their lives. A teachers delivery and actions can affect child forever. Success in school involves being able to complete work, stay organized, get along with kids and adults, be positive about your abilities and school, follow rules, and do your best work. Before we understand children behavior, we must understand their needs. In addition to their physical needs, kids need fun, clothing, freedom, power, and a sense of belonging.Teachers who exhibit high level of efficacy use more positive reinforcement, prefer to work with whole group and present with students who are experiencing difficulty rather than ignoring or fine-looking up on them. The teachers ability to be empathetic can also be associated with students success. School based intervention has been popular for a n umber of years and has produced varying degree of success in prevention of behavioral problems in children.Children should be allowed to express their true fears and anxieties about impending events. Older children may exhibit relationship disturbances with family and friends, poor school performance and behavior regression. It can be difficult to assess whether behavior of such children is normal or sufficiently questionable to require intervention.Conduct disorder are seen in appropriate 5-8% of general child population. Kadzins review of prevalence indicated that the estimated rate of conduct disorder in children aged 4-18 has ranged from 2-6%. Conduct disorder for youth underage of 18 range from 6-16% for males, 2-9% for females. Prevalence of conduct disorder was 4.58% more common in boys, the majority had childhood onset, and third had co morbid attention deficit hyperkinetic disorder. Conduct disorder prevalence in United States is 1-6% (1999) in children. Conduct disorder p revalence in raw York is 12% had moderate level of conduct disorder and 4% had severe conduct disorder.The study was undertaken in the schools under rural and urban field practice areas of Department of community medicine. The total population of children between (10-19 yrs) of all schools was included. The prevalence of conduct disorders were maximum (12.9%) in the 6-14 yrs age group.Oppositional defiant disorder prevalence rate is 2-16% for youth (American psychiatry association 2000).School refusal occurs at all ages, appropriately 1-5% of all school-aged children have school refusal. In US aged 14-16 years children showed that 4.3% of teenagers, suffers from school phobia and 5% are identified as school refusal. The average age of onset is 7.5 years and 10.5 years.A study was conducted on prevalance of behavioral problems of school going children in Ludhiana. The study included 957 school children they assessed the behavioral problems by using Rutter B scale, which was to be co mpleted by the class teachers. Based on the screening instrument results and parental interview, 45.6% of the children were estimated to have behavioral problems, of which 36.5% had significant problems.A comparative study was done on preschool teachers knowledge, attitude and practices on childhood developmental and behavioral disorders. The study involved 503 preschool teachers. It compared early childhood educators well versed in normal development and childhood developmental and behavioral disorders were labeld in spying children with potential difficulties, refer for early diagnosis and intervention. The study concluded that educational deficits in childhood developmental and behavioral disorders were found among preschool teachers. The study suggested that there is need to improve their skills to aid integration and improve special education needs, calling for training and resource support.A workshop was done on children with behavior problems improving elementary school tea chers skill to keep these children in class. This study aimed at improving their skills for coping with behavioral problems in children. The ability to hold these children helps to prevent them from falling out of school and avoids referral to special education programs. The workshop integrated 2 interventions (1) Behavior modification skills. (2) Experimental work on the feelings that the misbehaved child evokes in teachers. In this workshop 57 elementary school teachers participated pre-test and post-test was administrated. The study concluded that evaluation of teachers skills and their ability to cope with child who misbehaves score was higher in the post-test than the pre-test. Evaluation of emotional variables after workshop had no significant change in scores.In the light of the above mentioned studies the investigator observed that the prevalence rate of psychiatric disorder in India is more in middle class children and the knowledge of teachers regarding behavioral disorde r is inadequate. If the early identification of conduct disorder is not done in the child age then they may go for antisocial personality disorder. So the investigator took up this study for fleece in education students so that helps in of early identification of behavioral problems among school children.SCOPE OF THE STUDYThe study to assess the effectiveness of structured teaching programme on behavioral problems of school children has tremendous scope in practice, education and further research. The scope related to nurse practice has manifold. The research contributes to detect the effective alternative intervention to manage the behavioral problems of school children, its prevention and rehabilitative measures. It attributes further research in clinical practice for super specialty in psychiatric nursing.The research to develop structured teaching programme helps to mould the nursing education curriculum in perspicaciousness about its discharge process, preventive and curativ e subprograms. The nursing educators can rebuild the concepts further in education.The findings of this study, further helps the researchers to act as catalyst to generalize the findings. The new research findings help for extensive in depth research in different aspects of assessing the effectiveness of structured teaching programme in managing the behavioral problems of school children.When behavioral problems of school children are reduced, the bodys immune system gets a boost that also effectively enhances cognitive abilities, it is considered as an effective intervention in managing stress, behavior disorders, and many other illnesses.The findings of this study help the school teachers in changing mental attitude towards problems and develop effective way to behavioral problems of school children. The research finding of the study contributes to know the epidemiology of behavioral problems of school children and in turn helps in medical and national health statistics. This dat a further helps to view the future planning and contributes in national health programme. disputation OF THE PROBLEMA study to assess the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students in selected college at Mandi Gobindgarh..MAIN OBJECTIVETo assess the effectiveness of structured teaching to reduce the behavioral problems of school children.Sub ObjectivesTo modify and translate standardized tools of assessing stress and coping strategies among hospitalized clientsTo check hardness and reliability of developed/modified tools.To assess the existing knowledge of diploma in education students regarding behavioral problems of school children.To evaluate the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students.To find out association between knowledge score of diploma in education students on behavioral problems of school children with sel ected demographic variables.OPERATIONAL DEFINITIONSEffectivenessIt refers to the significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after receiving structured teaching programme.Structured teaching programmeIt refers to consistently developed instructional aids designed for diploma in education students on behavioral problems of school children.Behavioral problemsBehavioral problem refers to a behavior that goes to an extreme level- behavior that is not slightly different from the usual.It includes the conditions like conduct disorder, aggression, stealing, lying, truancy, bullying, fire setting, impulsivity, oppositional defiant disorder and school fear.Diploma in education studentsIt refers to diploma in education students who are studying in diploma in education college at Mandi Gobindgarh.AssumptionsAssumptions are the basic principles that are accepted as being true on the basis of logic o r reason, without proof or verification.The study assumes thatDiploma in education students may have inadequate knowledge regarding behavioral problems of school children.Structured teaching programme may improve the knowledge of diploma in education students.Diploma in education students knowledge may vary with selected demographic variables.HypothesisHypothesis is a statement of predicted relationship between variables.H1-There will be significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme.H01 There will be no significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme.H2-There will be significant association between the knowledge scores of diploma in education students on behavioral problems of school children with se lected demographic variables.H02-There will be no significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables.DELIMITATIONStudy is delimited to diploma in education students.Effectiveness of a structured teaching programme in terms of knowledge aspects only.MATERIALS AND METHODSResearch approachQuantitative approachResearch designPre experimental one group pre-test post-test designPretest X (Structured Teaching Programme) PosttestVariablesThe Independent variable of the study is Structured Teaching Programme on behavioral problems of school children.The dependent variable in the study will include Knowledge of diploma in education students on behavioral problems of school children.Research SettingThe study will be conducted in a selected diploma in education college.The reason for selecting the setting is1) Easy access to subjects2) Administration approval and expected cooperation Target PopulationPopulation includes clients who are diploma in education studentsSampling procedureFor selecting subjectsThe Purposive sampling technique through non-probability sampling approach will be used for selecting the study subjects fulfilling the inclusion criteria.Inclusion CriteriaClients who are willing and able to participateMales females of age range 20 25 years.Clients who are able to read and write English.Written assured consentExclusion CriteriaWho have been antecedently sensitized with same or similar intervention.Sample sizeOut of the total clients who will be admitted in a selected college of education, complete enumeration will be done and those who fulfill the inclusion criteria will be taken for the study. A total 200 samples, after meeting the inclusion criteria will be included.Tools and protocol for data collectionThe tool consists ofThe structured interview schedule comprised of two sections.SECTION-ISocio Demographic Data It contains the questions r elated to identification data, socio demographic data, and clinical write of the clients. The data includes 8 items which age, gender, religion, education, marital status, residence, type of family and family income.SECTION-IISelf administered structured Knowledge questionnaire consists of 40 items. The tools will be checked for validity and reliability. Content Validity will be done by having the expert opinions from different fields and reliability will be done by split half method.Method of Data CollectionData will be collected by using developed and modified tools.The data will be collected in the pastime mannerUpon review of clients, consenting subjects who will meet the inclusion criteria will be selected.Self introduction establishing rapport with the subjects.Setting up of conductive gentle wind for data collection.Subject will be assured of the confidently of their data.On the first day purpose of the study will be explained to the sample and informed consent was taken before starting the study.A pretest will be conducted by self administration of structured knowledge questionnaire to each sample. Duration of 25 minutes will be given for each sample to complete the tool .On the same day the Structured Teaching Programme will be administered on behavioral problems of school children for 45 minutes using flash cards, ohp sheet and slides.Post test will be conducted by using the same structured knowledge questionnaire after 7 days of the structured teaching programme.Plan of pilot studyPilot study will be conducted on the diploma in education students and will be admitted in a selected college of education in Mandi Gobindgarh with 10% samples to check the feasibility of the study and validity of the tools and methodology.Methods of data analysisThe data obtained will be analyzed in terms of objectives of the study using descriptive and inferential statistics. The pla