The Effectiveness of Structured Educational Modules for Primary School Teachers on the Knowledge and Skills in Identification of Common Mental Health Problems in Selected Schools of Bangalore District
Repository Posting Date2017-08-03T17:06:42Z
Author(s)Daniel, Esther Shirley
Level of EvidenceQuasi-Experimental Study, Other
Research ApproachQuantitative Research
KeywordsStudent mental health; training; Mental Health; Mental Health--Education; School Health Services; Teachers; Teachers--Education; Child Behavior; India
CINAHL HeadingsMental Health; Mental Health--Education; School Health Services; Teachers; Teachers--Education; Child Behavior; India
The teacher plays a significant role in the promotion of the health of the children. Teachers spend most of the school hours with children and are familiar with them. They can detect the signs and symptoms of common mental health problems at the earliest in the classroom setting. It is expected that out of 51 lakh children (6-11 years of age), approximately 5 lakh (9.8 %) children suffer from mental health problems in Karnataka. But there is no organized school mental health programme for teachers in Karnataka. There is no record of active participation of teachers in the school mental health programme in Anekal Taluk. However there are opportunistic school health programme, in Taluks. There is no full time school health nurses assigned to these schools.
360 Primary School teachers from government schools in Anekal Taluk of Bangalore Urban district of Karnataka State was selected to assess the effectiveness of structured teaching modules on identification of common mental health problems in primary school children. Data collected were edited, tabulated and analyzed using SPSS 17.0 version interpreted by using descriptive and inferential statistics based on the formulated objectives of the study.