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TITLE
CERTIFICATE
DECLARATION
PREFACE
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF DIAGRAMS
CHAPTER I - INTRODUCTION: THE CONTEXT, FOCUS AND SCOPE OF THE STUDY
Mental Health Problems in Children.
School as a Setting for the Promotion of Child Mental Health.
School Teachers -An Agent of Mental Health Promotion in Children.
Need for Training of School Teachers on Child Mental Health.
FOCUS OF THE STUDY
SCOPE OF THE STUDY
CHAPTER II - REVIEW OF LITERATURE AND CONCEPTUAL FRAME WORK OF THE STUDY.
CONCEPT OF MENTAL HEALTH
AREAS OF CHILD MENTAL HEALTH NECESSTIATING INTERVENTIONBY THE SCHOOL TEACHERS
TRAINING OF TEACHERS ON CHILD MENTAL HEALTH -WESTERN & INDIAN EXPERIMENTS.
MODELS OF TEACHER EFFECTIVENESS RESEARCH
Mitzels f 1960) Teacher Effectiveness Model
Woody Robert s (1969) view of teacher effectiveness
TEACHER EFFECTIVENESS MODELS OF MITZEL (1960) & WOODY ROBERT (1969)
CONCEPTUAL FRAMEWORK FOR THE STUDY
CONCEPTUAL FRAMEWORK FOR THE STUDY Based on the Teacher Effectiveness models of Mitzel (1960) & Woody Robert (1969)
Personality Characteristics of School Teachers.
CHAPTER III - METHODOLOGY OF THE STUDY.
MAIN OBJECTIVE
SPECIFIC OBJECTIVES
EXPLICATION OF MAJOR CONCEPTS
School Teachers
Mental Health Orientation
Child Mental Health
Child Mental Health Problems
RESEARCH DESIGN
PILOT STUDY
UNIVERSE OF THE STUDY
TOOLS USED FOR DATA COLLECTION
1) Questionnaire on the socio-economic and professionalbackground of the Teachers
2. Chscklist on School Teachers reason for Career Choice
3) Epsencks Personalitv Ouestionnaire
4. Culture-Free Self Esteem Inventorv-Form AD (Battle. 1981)
5. School Teachers Job Stress Index.
6. Childrens Developmental Need Ouestionnaire
7. Child Behaviour Problem Checklist
8. Scale on Attitude Towards Child Mental Health,
9. Case Vignettes
10. Checklist for measurine the Teachers DiscipliningPractices of Children.
PRE-TEST
IMPLEMENTATION OF THE STUDY
Objectives of the Package
CONTENTS
TIME FRAME FOR THE STUDY
DATA ANALYSIS AND INTERPRETATION:
CHAPTER IV - BACKGROUND CHARACTERISTICS OF THE SCHOOL TEACHERS
I. Socio-economic background of the teachers.
4.01. Teachers based on socio-economic (Qualitative) variables.
4.02. Teachers based on socio-economic (Quantitative) variables.
II. Professional background of the teachers
4.03 Teachers based on the professional (Quantitative) variables.
4.04 Teachers based on the professional (Qualitative) variables.
4.05 Teachers based on their reasons for career choice
III. Personality structure of the teachers
4.06 Teaches based on their job stress (pre test)
4.07 Teachers based on their personality type
Self Esteem of the Teachers
4.08 Teachers based on their self esteem (level & dimension)
CHAPTER V - IMPACT OF MENTAL HEALTH ORIENTATION PROGRAMME ON SCHOOL TEACHERS
a) lmpact of CMHOP on the Teactiers knowledge of thedevelopmental needs of children.
5.01 Teachers based on the knowledge of developmental needs of children (before and after the experiment)
1. Knowledge of the developmental needs of children.
5.02 Teachers based on the scores of the sub dimensions of Child Development Need Questionnaire
5.03 One way ANOVA results for the Teachers awareness of developmental needs of children
b) Impact of CMHOP on the knowledge of the Teachers inunderstanding (consideration) and identifyingmental health problems in children.
5.04 Teachers based on the scores of Consideration of mental health problems in children (before & after the experiment)
5.05 Teachers based on the scores of Identification of mental health problems in children (before & after the experiment)
5.06 One way ANOVA results for the Teachers knowledge of the mental health problems in children
2. Knowledge of the behaviour problems in children.
c) Impact of the CMHOP 011 the Teachers (positive) attitude towards child mental health.
5.07 Teachers based on the scores of their Attitude towards child mental health (before & after the experiment)
5.08 One way ANOVA results for Teachers Attitude toward child mental health
3. Attitude towards child mental health.
d) Impact of CMHOP on the Teachers perception of the healthydisciplining practices of children in their classrooms.
5.09 Teachers based on the scores of perception of the Relevance of healthy disciplining practices of children (before & after the experiment)
5.10 Teachers based on the scores of perception of the Frequency of disciplining practices of children (before & after the experiment)
5.11 Post test scores of the Teachers of the experimental group on the Relevance & Frequency of the use of healthy disciplining practices.
5.12 One way ANOVA results for the Relevance & Frequency of healthy disciplining practices of children.
4. Perception of healthy disciplining practices of children.
(e) Teachers perception of their supportive role in handlingthe problems in children
5.13 Pre test scores of the Teachers of the experimental & control group based on the Case Vignettes.
5.14 Post test scores of Teachers of the experimental & control group based on the Case Vignettes.
5.15 Impact scores of the Teachers of the experimental & control group based on Case Vignettes.
5.16 One way ANOVA results for the scores of the Case Vignettes.
5. Perception of supportive role in handling problems in children.
Relative Impact of the Components of the CMHOPon the school teachers.
I. Discriminant function for all the dependent variables (Components of the CMHOP)
5.17 Standardized canonical discriminant function coefficient of dependent variables (all major dimensions) selected in the stepwise discriminant analysis (experimental group)
5.18 Discriminant analysis for pre and post test scores for all major dimensions (experimental group)
5.19 Discriminant analysis - final classification results for all major dependent variables.
II. Discriminant Analysis for all the case vignettes.
5.20 Standardized canonical discriminant function coefficient of Case Vignettes.
5.21 Discriminant analysis for the Case Vignettes (experimental group)
5.22 Discriminant analysis - final classification results for the Case Vignettes.
CHAPTER VI - MODERATING EFFECT OF THE BACKGROUND CHARACTERISTICS ON THE IMPACT OF THE MENTAL HEALTH ORIENTATION
a) Effect of socio-economic characteristics on the impact of CMHOP.
6.01 Correlation between the socio economic variables and the Impact of CMHOP
b) Effect of professional variables on the impact of CMHOP
6.02 Correlation of Teachers professional variables with the Impact of CMHOP
6.03 Correlation of Teachers reasons for their career choice with the Impact of CMHOP
6.04 Correlation of Teachers job stress with the Impact of CMHOP
PERSONALITY VARIABLES OF THE TEACHERS AND THE IMPACT OF CMHOP.
a) Personality type of the school teachers.
6. Personality type of the school teachers.
6.05 Correlation between the personality type of the Teachers and the Impact of CMHOP
Effect of Self esteem of the teachers on the impact of CMHOP
6.06 Correlation of self esteem of the Teachers with the Impact of CMHOP
Impact of CMHOP on the job stress and self esteem of the Teachers
6.07 One way ANOVA showing the job stress of the Teachers
7. Job stress of the school teachers.
Impact of CMI-IOP on the self esteem of the school teachers
6.08 One way ANOVA results for the self esteem of the Teachers
8. Self esteem of the school teachers.
CHAPTER VII - CONCLUSION SUMMARY OF MAJOR FINDINGS, RESULTANT SUGGESTIONS AND DIRECTIONS FOR FUTURE RESEARCH
MAJOR FINDINGS OF THE STUDY
Moderating effect of the background characteristics of theTeachers on the impact of CMHOP
SUGGESTIONS EVOLVED OUT OF THE PRESENT STUDY
i) Measures to improve the mental health of the Teachers.
ii) Planning, implementing and evaluating Child Mental HealthOrientation Programmes in School setting.
IMPLICATIONS OF THE PRESENT STUDY FOR FUTlJRE RESEARCH
BIBLIOGRAPHY
APPENDICES
APPENDIX - A I. Questionnaire on the soeio economic backgronnd of the Ieachers.
II. School Teachers Career Choice - Check List
III. Eysencks Personality Questionnaire
IV. Culture free Selfesteem Inventory-Form AD
V. School Teachers Job Stress Index
V1. Childrens Developmental Need Qucstionnairc
VII. Child Behaviour Problem Checklist:
VIII. Attitude Towards Mental Health of the Cliildren
IX. CASE VIGNETTES
X. Checklist on Teachers Disc.iplining Practices of Children.
ANNEXURE - BPLANNING, IMPLEMENTING AND EVALUATING MENTAL HEALTHPROGRAMMES IN SCHOOLSETTING
Steps in implementing Child Mental Health programme in schools.
Package of the Orientation Programme for the Teachers
Time Period for the Implementation of the Programme.
Delivery of the Programme - Involvement of the Mental Health Specialists
Methodology to be Adopted for the Orientation Programme
Monitoring and Evaluation of the Programme
RECOMMENDATIONS OF THE WORLD HEALTH ORGANISATION.