EFFECT OF TRAINING ON CHILD MENTAL HEALTH ON TEACHERS’ KNOWLEDGE OF DEVELOPMENTAL AND BEHAVIOURAL PROBLEMS IN PRIMARY SCHOOL CHILDREN IN IBADAN SOUTHWEST NIGERIA

Abstract

Background: Recent epidemiological studies on school mental health in Nigeria suggest that teachers have limited knowledge and negative attitudes toward child mental health problems. The main aim of this study was to evaluate the effect of Child Mental Health training on primary school teachers’ knowledge and their attitude towards child mental health problems as well as knowledge of developmental and behavioural problems among primary school pupils. Methodology: The study utilized a quasi-experimental design. The study was conducted among 140 teachers in four randomly selected primary schools in Ibadan North Local Government Area. The study was done in five phases: base line assessment, initial intervention, post intervention data collection, booster session of intervention and post booster intervention data collection for intervention group only. The instruments consisted of structured questionnaires used to assess the teachers’ baseline and post intervention knowledge, and attitude. A researcher designed training module including items from the World Health Organization’s Mental Health Gap Action Programme was used for the intervention. Student’s t-test and Chi-square were employed to test significance in difference between the two groups at 5% level of significance. The effectiveness of the intervention was assessed with Analysis of Covariance (ANCOVA) controlling for baseline scores. Results: The study showed that the intervention was effective in improving knowledge of Learning Disability and Attention Deficit Hyperactivity Disorder with moderate and large effect sizes (0.64, and 1.27), respectively. However, the training did not improve knowledge of CAMH problems nor Attitude towards CAMH problems in the intervention group. Conclusion: Educational interventions are practicable and effective in improving knowledge of ADHD and Learning Disability among teachers in Ibadan. The intervention appears to improve knowledge with an increase in number of sessions. Knowledge and Attitude of general CAMH problems appear to be more difficult to change using short training programmes. Key words: Knowledge, Attitude, Developmental problem, Behavioural problem, Primary School.