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International Journal of Advances in Nursing Management
Year : 2021, Volume : 9, Issue : 1
First page : ( 43) Last page : ( 45)
Print ISSN : 2347-8632. Online ISSN : 2454-2652.
Article DOI : 10.5958/2454-2652.2021.00012.3

A study to assess the effectiveness of self instruction moduale on knowledge regarding temper tantrum in children among school teachers of selected School of Mehsana District

Dr. Patidar Jayesh V.1,*, Mr. Patel Dishal R.2,**

1Vice-Principal, Joitiba College of Nursing, Bhandu, District: Mehsana

2Final Year M.Sc. Nursing Students, Joitiba College of Nursing, Bhandu, District: Mehsana

*Corresponding Author E-mail: jay31patidar@gmail.com

**dishalpatel3772@gmail.com

Online published on 27 April, 2021.

Abstract

Introduction

Temper tantrums are brief episodes of extreme, unpleasant, and sometimes aggressive behaviors in response to frustration or anger. The literature in older children refers to these events as "rages." The tantrum behaviors are usually disproportionate to the situation. In toddlers, behaviors may include crying, screaming, shouting, falling to the floor, flailing extremities, going limp, hitting, kicking, throwing items, breath-holding, pushing, pulling, or biting. Tantrums occur once a day on average with a median duration of three minutes in 18- to 60-month-old children. The most common tantrum duration is 0.5 to 1 minute, and the child typically returns to their general mood and behavior between tantrums. The severity, frequency, and length of the events naturally decrease as the child gets older. Although the majority of temper tantrums in toddlers are typical and part of normal toddler behavior, atypical tantrums can be a presenting feature of behavioral and psychiatric disorders.

Design

A quantitative approach using pre experimental pre-test post-test design with one group.

Participants

60 selected school teachers were selected using Non-Probability Convenient sampling technique in Mehsana District.

Interventions

Information Booklet was given to the school teacher.

Tool

Self-Structured Knowledge Questionnaire was used to assess the level of Knowledge among school teacher.

Results

The data obtained were analyzed and interpreted in the light of objective and hypotheses using descriptive and inferential statistical in terms of mean, standard deviation,‘t’ test, and chi-square test value.The mean post test Knowledge score 19.05 was higher than pre test mean Knowledge score 11.75 with the mean difference of 7.3 and the calculated ‘t’ value 15.95 was greater than tabled ‘t’ (2.00). Among the selected demographic variables like age, sex, education, teaching experience, type of school, medium of teaching, previous knowledge of temper tantrum have significant association with pre test Knowledge score of samples where sex have significant association with pre test knowledge scores of Samples.

Conclusion

The findings of the study revealed that self instructional module helps in improving Knowledge regarding temper tantrum among School teachers.

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Keywords

Assess, Effectiveness, Knowledge, Temper tantrum, Self Instructional Module, School teacher.

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