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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
05
10152025
30354045505560
Yes No Sometime
N = 60 children
Target age group of children 2-12 Yrs
44
3
13
05
10152025
30354045505560
Yes No Sometime
N = 60 children
Target age group of children 2-12 Yrs
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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
Target age group of children 2-12 Yrs
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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
Target age group of children 2-12 Yrs
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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
Target age group of children 2-12 Yrs
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Does the child have problems with
social adjustment?
2226
12
05
10152025
30354045505560
Yes No Sometime
N = 60 children
Target age group of children 2-12 Yrs
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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
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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
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