RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES
BANGALORE, KARNATAKA.
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
1a. 1 / NAME OF THE CANDIDATE
AND ADDRESS / Mr. DON MATHEW SEBASTIAN
1ST YEAR M.SC.NURSING
JOSCO COLLEGE OF NURSING
#106/2, INFANT JESUS CAMPUS, MYLANAHALLI (POST),
MADURE ROAD, NELAMANGALA, BANGALORE – 562123
2 / NAME OF THE INSTITUTION / JOSCO COLLEGE OF NURSING
#106/2, INFANT JESUS CAMPUS, MYLANAHALLI (POST),
MADURE ROAD, NELAMANGALA, BANGALORE – 562123
3 / COURSE OF THE STUDY AND SUBJECT / 1ST YEAR M.SC.NURSING
PSYCHIATRIC NURSING
4 / DATE OF ADMISSION / 30-10-2010
5 / TITLE OF THE STUDY:
“A STUDY TO ASSESS THE EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAMME ON COUNSELING THE STUDENTS AMONG SCHOOL TEACHERS OF SELECTED HIGH SCHOOLS IN BANGALORE”
6. BRIEF RESUME OF INTENDED WORK:
6.1 NEED FOR THE STUDY
The education is very important for an individual's success in life. Education provides pupils teaching skills that prepare them physically, mentally and socially for the world of work in later life. A teacher is part friend, confidant, motivator, coach, actor, and leader, but most of all a teacher is an individual that sparks intellect and encourages students to pursue knowledge on their own. Classrooms would be a boring place if every teacher taught the same way that is why we encourage you to share yourself in the classroom and find the method of teaching that will be most effective for you and your students. The teaching-learning process features dynamic persons who are subject to influences from several extraneous variables. They have a past which shaped their present; they are grappling with a present which is shaping their future1.
The ability of the individual learner to harmonize his past, present and future facilitates learning and overall achievement in life, hence the need for the services of counselors to facilitate the process of harmonization. Counseling draws upon the past of an individual and brings it to bear on the present of the same individual in order to fashion a future that ensures self-realization and self-actualization of such individual. The counselor has an important role to play both in the development of students in schools, especially in the affective and psychomotor domains1.
School students these days are being constantly pressurized from parents, teachers and the ever competitive society. Every student needs to talk to someone to whom he or she can open his or her heart out and speak fearlessly and frankly about their dreams, aspirations, problems and agonies. To keep up to the parents’ expectation and to be established in the society as an Engineer, Doctor, MBA. A child is burdened with the load of education pressure. With the increase of child crime and suicidal attempts among students, World Health Organization made a recommendation of mandatory counseling session on a regular basis in each and every school2.
Children with emotional disturbances may fail academically, be socially rejected and have a poor self image. They may also have difficulties in relating to peers or adults and may have little respect for the laws of their society. Academic failure and social rejection often have lasting consequences because the failure to learn in school limits a person's chances to succeed in the future. Such children are more likely to drift from mainstream society and become targets for unemployment, homelessness or other symptoms of social dysfunctioning2.
According to the U.S.Department of Education, the current U.S. average student/counselor ratio is 476:1. According to the American Counseling Association, the maximum recommended student/counselor ratio is 250:1.The ratio is more than 1,000:1 in some schools. A 2006 study of an evidence-based program showed that lower student-to-counselor ratios decreased both the recurrence of student disciplinary problems and the number of students involved in a disciplinary incident. One study found that high school counselors influenced their students' future plans by encouraging them to have high expectations. A high proportion of 10th and 12th grade students who were surveyed perceived that their counselor expected them to attend college, regardless of their racial background. High school students’ own educational expectations for themselves increased over time2.
A study was conducted on attitude of secondary school students towards guidance and counseling services in cross river state eyo, the study investigated the attitude of secondary students towards guidance and counseling services. Descriptive research design of the survey type was used. Three hypotheses were formulated to guide the study. a total of 400 secondary school students were selected from ten schools through stratified random sampling technique. a validated questionnaire vetted by experts in measurement and research was used as an instrument for data collection. Independent t-test statistic was used for data analysis. The study revealed that students’ attitude towards guidance and counseling services were significantly positive; that gender and school location significantly influenced students’ attitude towards guidance services. The results further revealed that there are significant differences between attitude of male and female students in rural and urban schools towards guidance and counseling services. Based on these findings, the researchers recommended that secondary education board should open well equipped counseling units in both urban and rural schools and qualified counselors should be posted to practice and create awareness of guidance and counseling services3.
In keeping with the times, a new category has surfaced in the latest National Crime Records Bureau survey: persons below 16 years attempting suicide. Already, the WHO has declared depression as the second most common illness after ischemic heart disease in the new millennium. Yet, Mumbai's schools are far from hearing the warning bells, feels. A practicing psychiatrist and visiting faculty at the Tata Institute of Social Sciences, He has conducted around seventy five workshops on emotional hygiene over the last decade for students, parents, teachers, headmasters/mistresses. The workshops have travelled not just regular schools of different boards, but also B.ed institutions. But he feels that it is only over the last couple of years that the importance of counseling and being counseled is catching on. In an interview with Sudeshna Chatterjee, he traces the history of school counseling, the reasons for its unpopularity and challenge ahead4.
A study was conducted on counseling in schools: Looking back and looking forward. The history of counseling in schools is briefly outlined. Recent educational reforms have led to a fragmented approach which represents a return to the earlier view that counseling should be provided by outside specialists. This is particularly evident in relation to the issue of student exclusion from schools. It goes against the growing emphasis on the inclusion of students and on attention to the student voice in education. Counseling has an important part to play in enhancing both learning and effective schooling. Interviews with staff and students in two schools are drawn upon. It is argued that a polarization of the cognitive and the personal/social is false and shortsighted5.
2. REVIEW OF LITERATURE
Review of literature refers to the activities involved in identifying and searching for information on a topic and developing a comprehensive picture of the state of knowledge on that topic.
Review of literature helps the investigator to develop insight in the problem and gain information about the problem and what has been done before. It provides basis for future investigation, justifies the need for replication, throws light on the feasibility of the study, constraints of data collection, and relates the findings from one study to another with a hope to establish a comprehensive body of scientific knowledge and a professional discipline from which valid and pertinent theories may be developed6.
The Review of literature of the present study can be categorized as follows:
A. Studies related to incidence and prevalence of psychological problems among school going children.
B. Studies related to teachers knowledge, attitude and perception regarding counseling of students.
C. Studies related to need for counseling among school teachers.
A. Studies related to incidence and prevalence of psychological problems among school going children.
A study was conducted on Prevalence of Psychopathology among Children and Adolescents. This study was done to update and expand information given in recent reviews, provide a more systematic critique of past research, identify current research trends and issues, and explore possible strategies for future research in child psychiatric epidemiology. The authors identified and reviewed 52 studies done over the past four decades that attempted to estimate the overall prevalence of child and adolescent psychiatric disorders. Sample sizes ranged from 58 to 8,462; most were in the 500–1,000 range. Studies were carried out in over 20 countries, most frequently the United States and the United Kingdom. Subjects' ages ranged from 1 to 18 years. The most common time frame for calculating prevalence was the present, followed by 6 months and 1 year. Prevalence estimates of psychopathology ranged from approximately 1% to nearly 51% (mean=15.8%). Median rates were 8% for preschoolers, 12% for preadolescents, 15% for adolescents, and 18% in studies including wider age ranges. The evidence is less informative than expected because of several problems that continue to plague research on child and adolescent disorders. These involve sampling, case ascertainment, case definition, and data analyses and presentation. Progress in understanding the epidemiology of child disorders will largely depend on whether future research successfully meets these challenges7.
A study was conducted on Prevalence of emotional and behavioral problems among primary school children in Karachi to determine emotional and behavioral problem among school going children in Pakistan a cross sectional survey of school children of certain towns within Karachi metropolitan area. Strength and Difficulties Questionnaire was filled out by parents and school teachers for the same children. Demographic data of parents, teachers and children were also collected using a separate Performa. 7 private and 8 community schools agreed to participate. 1488 consent forms were sent to 700 parents of private school and 788 parents of community school children. A total of 675 parents agreed to participate in the study. The response rate was 45.3%. Assessment of children's mental health was conducted using Strength and Difficulties Questionnaire. Parents rated 34.4% of children as falling under the "abnormal category, slightly higher estimates 35.8% were reported by the teacher. The findings suggest a striking difference between the informants' ratings as well as gender wise difference in prevalence of common child mental health problems. In the present study prevalence of child mental health problems was higher than reported in studies from other countries. There was also a gender difference in prevalence; boys had higher estimates of behavior/externalizing problems, whereas emotional problems were more common amongst females. There is a need for developing programs to train, sensitize and mobilize teachers and parents regarding child's psychological, emotional and behavioral problems8.
A study was conducted on understand the prevalence of stress and stress levels in high school children of Kerala. Subjects were taken from seven identified schools from the capital city of Kerala, the southern state of India. Trivandrum district was specifically selected with an assumption that being the capital of the state the cosmopolitan population of the district will give a representative cross section of the school children of the whole state. Thus a total of 667 students were screened to get the desired sample. A standardized stress assessment scale was used to collect the data from the sample. The reliability coefficient of the Stress Assessment Scale was found to be 0.99 for all the three scales. The data collected was analyzed statistically to understand the prevalence of stress among children and also to find out the variation in stress based on age, and gender. The results indicate that 93 to 100% of the children showed medium to moderate stress while 1.9% severe stress. Only 1.79% came under normal group. This suggests that in every age more than 90% of the school children of the state are facing above normal levels of stress and tension. This can be in any area of their life either in family or in their school and the causes can be many. This result agree with the observations made by many psychologists, doctors and counselors that most of the children of today are facing severe stress which they find very hard to cope up with. Many of the psychosomatic problems and suicides commonly seen in our children are found to be the results of this stress9.
A study was conducted on mental health problems among schoolchildren in united arab emirates: prevalence and risk factors. The objective is to examine child psychiatric morbidity in an Arab culture. Emotional and behavioral problems were investigated in 3,278 schoolchildren aged 6 to 15 years using a two-stage epidemiological study in Al Ain District, United Arab Emirates. Children were screened using standardized questionnaires completed by parents and school physicians in the first stage, and a stratified random sample were interviewed by a child psychiatrist in the second stage. 23.9% of children were reported to have a mental health problem by either the parent or the school health physician. Boys were more often reported to be having problems than girls (1.8:1). Using the Rutter A2 scale for parents, the prevalence estimate for behavioral disorders was 16.5%. The weighted prevalence for DSM-IV disorders was 10.4% for the entire population. The presence of certain culture-specific risk factors such as male gender, number of children in the household, polygamy, and low socioeconomic status were identified for psychiatric disorders. A positive family history and consanguinity were the most significant factors associated with learning disorders. The prevalence rates of child psychiatric disorders and the symptomatology observed in this Middle East community are similar to those reported in Western studies10.
B. Studies related to teachers knowledge, attitude and perception regarding counseling of students.
A study was conducted on Indian secondary school teachers' knowledge and attitudes towards, and conceptualizations of counseling. This paper presents the findings of two independent questionnaire studies that examined Indian secondary school teachers' attitudes towards, and conceptualization of, school counseling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counseling, and their notions of what counseling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counseling; valuing, in particular, the independence and expertise of the counselor. A small minority of teachers, however, were found to hold strongly negative views towards counseling. Teachers also expressed concerns that students might abuse the counseling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools. The study also found that a high proportion of teachers conceptualized counseling in terms of advice-giving11.