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SCHOOL HEALTH PROJECT

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Dr. M. L. Dhawale Memorial Homoeopathic Institute. Muskaan (TISS) ... No extra Curricular activities. 1. COMMON PROBLEMS: ANALYSIS OF TEACHERS QUESTIONNAIRE ... – PowerPoint PPT presentation

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Title: SCHOOL HEALTH PROJECT


1
SCHOOL HEALTH PROJECT
World Mental Health Day in October 2005 Dr.
M. L. Dhawale Memorial Homoeopathic Institute
Muskaan (TISS) workshop for school teachers
from Palghar and Boisar awareness mental
health status of students.
2
AREAS OF STUDY
  • Mental Health Survey of high school children in a
    semi rural area for planning interventions.
  • Evaluating teacher awareness of mental health
    difficulties of high school children in a semi
    rural area for enhancing their skills and
    competences in handling.

3
  • AIMS AND OBJECTIVES OF THE SURVEY
  • For the students
  • To create awareness about the need for mental
    health and to motivate adolescents to seek early
    health when in difficulties.
  • To carry out a survey to evaluate mental health
    status of adolescent children attending school in
    a semi rural area.
  • To assess the pattern of occurrence of mental
    health morbidity.
  • To relate to the difficulties faced at the
    growing up age with respect to
  • Self-esteem/Self-confidence
  • Inter-personal relationships
  • Perception
  • Behaviour
  • Substance abuse
  • To plan homoeopathic and other interventions
    through this analysis.

4
  • AIMS AND OBJECTIVES OF THE SURVEY
  • For the teachers
  • To understand the teachers perception of the
    nature of mental health difficulties in the
    adolescent age group.
  • To establish the teachers self-role in spotting
    and dealing with the difficulties identified.
  • To understand the need of teachers to equip
    themselves with the additional know how faculties
    in order to plan preventive and therapeutic
    measure, non medicinal and homoeopathic for
    protecting the adolescent age group from health
    hazards and more serious problems.

5
SOURCES OF DATA Students Teachers VII,
VIII, IX
Collecting data
Planning intervention
Selecting schools
METHODOLOGY
Analyzing data
Questionnaire making
Administering questionnaire
6
  • CONCLUSIONS
  • No significant difference found between the SSC
    and CBSE Board school students
  • There was a significant difference found between
    the English and Marathi Medium schools with
    respect to the following
  • Self-esteem/Self-confidence (English lt Marathi)
  • Inter-personal relationships (Marathi lt English)
  • Perception (English lt Marathi)
  • Behaviour (English lt Marathi)
  • Substance abuse (English lt Marathi)
  • There was a significant difference found between
    the students of classes VII, VIII and IX with
    respect to the following
  • Self-esteem/self-confidence (IX lt VII lt VIII)
  • Inter-personal relationships (IX lt VII lt VIII)

7
ANALYSIS OF TEACHERS QUESTIONNAIRE
1. COMMON PROBLEMS
  • Lack of attention
  • Poor concentration
  • Talkativeness
  • Parental attitude
  • Irregular in doing homework
  • Laziness
  • Indiscipline
  • Pressure from family/ teachers
  • No extra Curricular activities

8
2. CAPABILITIES
  • Control over the class/maintain discipline.
  • Improve interest in a particular subject
  • Motivate them
  • Develop good habits
  • Improve self confidence
  • Be patient
  • Individual attention
  • Understand students problems
  • Good communication

9
3. FACTORS PREVENTING
  • Vast syllabus / too many exams, time limitation.
  • Huge class strength
  • Parental attitude
  • Absentees / ill -health
  • Poor financial status
  • Illiterate parents
  • Language barrier
  • Non cooperativestudents/ anti socials
  • Lack of co-operation or support from school

10
4. STEPS TAKEN
  • Regularly Checking H.W
  • Friendly attitude
  • Improve communication
  • Discussing with parents
  • Infrequent punishments
  • Give value education
  • Consulting doctors
  • Motivating and encouraging them
  • Improve ways of teaching/make subject interesting

11
Focused Group DiscussionsFGDS
  • THEMES
  • Academics
  • Sexuality
  • Social issues
  • Behavioural

12
  • CONCLUSION FROM THE FGDS
  • SELF ROLE IDENTIFIED
  • Expectations v/s Self realization
  • Need to adopt is a change in their attitude.
  • Need to invest time
  • Explain the pros and cons to the students ?
    discriminate between the right and the wrong.
  • Adopt the role of a middle man
  • SUGGESTIONS
  • Appoint a senior teacher in the primary sections.
  • Quality education moral science and value
    education
  • Help the students to channelize their extra
    energy
  • Train them in counseling

13
thank you
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