ACMHN Presentations

7/29/2019 ACMHN Presentations

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Children Mental Health

Group MembersAbida Nigar

Nusrat Zahida

Zehra


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Objectives

Discuss the selection process of theplacement

Share brief literature regarding the targetgroup

Share

Assessment process

Planning

Intervention

Evaluation

Share overall learning experience


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Selection process of the placement


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Edhi

We contacted different places

Nizari

Insar Burni NGO

SOS


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Mission

The Noor-ul-Quran school was established in2000. Since its inception, it has provided IslamicEducation as well as academic This School iscommitted to providing students with excellentquality Islamic Education according to the Qur'anand the Sunnah, based on high moral and ethicalvalues in an Islamic environment.

An Islamic environment is defined as a place inwhich students receive instruction and guidance insound moral values and a place in whichdedication to Allah (swt) is nurtured.

Noor-UL-Quran


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Vision - Insha-Allah

It is the aim of the Noor-ul-Quran Schools toprepare the students to effectively deal Islamicallywith the challenges of a modern, technologicallyadvanced society. We seek to develop in eachstudent a positive identity as a Muslim who isequipped physically, intellectually, and spirituallyto compete in today's world, in accordance with

Islamic principles. We hope to establish withineach student a strong commitment to family,community, and humanity.

Noor-UL-Quran


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AdministratorAcademic Sec

Principal

Teacher

(Hafiz)

Teacher

(Hafiz)

Principal

Teacher

(Hafiz)

Coordinator

(Preclass II)Coordinator

(class III-V)

3 Teachers

(Nazira)

10 Teachers

(Academic)25 Teachers

(Academic)

AdministratorHifz

Section

Organogram of

Noor-UL-Quran School


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Literature regarding the target group


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Importance of Child Mental Health

Childhood is a critical time for promoting

social and emotional development, and

preventing mental disorders. In fact, theprecursors for many adult mental

disorders can be found in childhood.

NICHM(2003)


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Cont

The World Health Organization has statedthat the absence of good mental health earlyin life may lead to mental disorders with

long-term consequences, underminescompliance with good general healthpractices, and reduces the capacity ofsocieties to be safe and productive. It isestimated that 20 percent of children andadolescents worldwide suffer from animpairing mental illness.

WHO (2003)


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Assessment Process


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Children

TeachersParent

Assessment divided in three portion

Questionnaire

Questionnaire

Observation

Observation


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Questionnaire for child mental health

Name____________ Age_________________Sex__________________

Class ______________ Date _______________

I try to be nice to people, I care about them. (Yes) (No) (Some time)

I usually play with my friends and with others (Yes) (No) (Some time) I usually do as I am told (Yes) (No) (Some time)

I am helpful if someone is hurt, upset or feeling ill. (Yes) (No) (Some time)

I have at least one good friend. (Yes) (No) (Some time)

Other people my age generally like me. (Yes) (No) (Some time)

I am kind to younger children (Yes) (No) (Some time)

I think before I do things. (Yes) (No) (Some time)

I finish the work I am doing, my attention is good. (Yes) (No) (Some time)

I cannot stay still for long (Yes) (No) (Some time)

I get a lot of headaches, stomach aches or sickness (Yes) (No) (Some time)


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Cont

12. I get very angry and often I fight with my friends. (Yes) (No) (Some time)

13. I am generally played alone. (Yes) (No) (Some time)

14. I worry a lot. (Yes) (No) (Some time)

15. I fight a lot; I can make other people do what I want. (Yes) (No) (Some time)

16. I am often hungry, down hearted or tearful. (Yes) (No) (Some time)

17. I am easily distracted; I find it difficult to concentrate (Yes) (No) (Some time)

18. I am nervous in new situations, I easily lose my confidence. (Yes) (No) (Some time)19. I am often accused of lying or cheating (Yes) (No) (Some time)

20. Other children or young people pick on me or bully me. (Yes) (No) (Some time)

21. I take things that are not mine from home, school or elsewhere. (Yes) (No) (Some time)

22. I get on better with adults than with people of my own age. (Yes) (No) (Some time)

23. I have many fears, I am easily scared. (Yes) (No) (Some time)

24. Has child exhibited bizarre or unusual behaviors in the school? (Yes) (No) (Some time)

25. Have child behaviors that are so difficult that maintaining him/her in his current living oreducation. (Yes) (No) (Some time)

26. Does the child have problems with social adjustment? (Yes) (No) (Some time)

27. Does the child has uncooperative, resistant to learn, demanding. (Yes) (No) (Some time)

28. Does the child have rapid, loud or excessive talking? (Yes) (No) (Some time)

Emerson. (2005)


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I usually play with my friends and

with others.

44

3

13

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10152025

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Yes No Sometime

N = 60 children

Target age group of children 2-12 Yrs

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3

13

05

10152025

30354045505560

Yes No Sometime

N = 60 children



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I finish the work I am doing, my

attention is good.

24

11

25

05

1015202530354045505560

Yes No Sometime

N = 60 children



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I get very angry and often I fight

with my friends.

12

38

10

05

1015202530354045505560

Yes No Sometime

N = 60 children



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I take things that are not mine from

home, school or elsewhere.

5

43

12

05

10152025

30354045505560

Yes No Sometime

N = 60 children



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Does the child have problems with

social adjustment?

2226

12

05

10152025

30354045505560

Yes No Sometime

N = 60 children



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Planning

Teachers:Behavior modification of children

Understand effect of punishment on the

children

Discuss some alternative strategies for

children beside physical punishmentDeal with slow learners


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Planning cont

Parent:

Share the difficulties to dealing the child

Understand the physical & psychological

needs of child

Different ways to support the child


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Planning cont

Children:Explain about private body parts and

prevention

Physical safety measures for children

Differentiate good and bad

communication skillsDiscus some situation where its OK To

Say No.


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Interventions:

Strategies for Teaching Sessions Health Mela

Mothers day

Two-way communication

(discussion)

Explanation

Chart Display

Role Play

Puppet Show

Pamphlets

Physical assessment


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Evaluation Written & verbal evaluation from

the teachers, principle, coordinator& manager

Observed visible change in thebehavior of school staff

Observed adopting new strategiesby teachers which, we shared withthem

Change in Nazira class roomsetting & provided one helper inclass


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Our learning Experiences


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When they dont want listen


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Difference


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When there is no place to do

interventions


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References

Emerson, E. (2005).Journal of Intellectual &Developmental Disability. 30 (1) 110

http://www.ohiovalley.org/agitation/rating.html

retrieved on 10 April, 2007Namaka. L, Ed, (1997). What To Say To A Child

Who Hurts Others. Retrieved fromhttp://www.burmalibrary.org

National Institute for health Care Management.Washington, DC 20036issued paper in Feb, 2003.Retrieved on 12 May 2007 from www.nihcm.org
http://www.ohiovalley.org/agitation/rating.htmlhttp://www.ohiovalley.org/agitation/rating.html


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Cont

Smith, M. (2004). Parental Mental Health: disruption toparenting and outcomes for children. Child &FamilySocial Work, 9, 3-11.

Warner, L., & Ford, R. (1998). Mental health facilitator inprimary care. Nursing Standard, 28 (6), 36-40

World Mental Health Day 2003 Emotional & BehavioralDisorder of Children & Adolescents Retrieved on 02May, 2007 from www.wmhday.net
http://www.wmhday.net/http://www.wmhday.net/


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