Children Mental Health

Group Members
Abida Nusrat Zehra Nigar Zahida

Objectives
Discuss the selection process of the placement Share brief literature regarding the target group Share Assessment process Planning Intervention Evaluation Share overall learning experience
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Selection process of the placement

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We contacted different places

Nizari

Insar Burni NGO

SOS

Edhi
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Mission
The Noor-ul-Quran school was established in 2000. Since its inception, it has provided Islamic Education as well as academic This School is committed to providing students with excellent quality Islamic Education according to the Qur'an and the Sunnah, based on high moral and ethical values in an Islamic environment. An Islamic environment is defined as a place in which students receive instruction and guidance in sound moral values and a place in which dedication 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 to prepare the students to effectively deal Islamically with the challenges of a modern, technologically advanced society. We seek to develop in each student a positive identity as a Muslim who is equipped physically, intellectually, and spiritually to compete in today's world, in accordance with Islamic principles. We hope to establish within each student a strong commitment to family, community, and humanity.
Noor-UL-Quran
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Administrator Hifz Section

Organogram of Noor-UL-Quran School

Administrator Academic Sec

Principal

Principal

Teacher (Hafiz)

Teacher (Hafiz)

Coordinator (Pre class II)

Coordinator (class III-V)

Teacher (Hafiz)
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3 Teachers (Nazira)

10 Teachers (Academic)

25 Teachers (Academic)
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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, the precursors for many adult mental disorders can be found in childhood.

NICHM(2003)
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Cont
The World Health Organization has stated that the absence of good mental health early in life may lead to mental disorders with long-term consequences, undermines compliance with good general health practices, and reduces the capacity of societies to be safe and productive. It is estimated that 20 percent of children and adolescents worldwide suffer from an impairing mental illness. WHO (2003)
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Assessment Process

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Assessment divided in three portion

Parent
Questionnaire

Teachers
Observation

Children
Questionnaire 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. I usually play with my friends and with others I usually do as I am told I am helpful if someone is hurt, upset or feeling ill. I have at least one good friend. Other people my age generally like me. I am kind to younger children I think before I do things. I finish the work I am doing, my attention is good. I cannot stay still for long I get a lot of headaches, stomach aches or sickness

(Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No) (Yes) (No)

(Some time) (Some time) (Some time) (Some time) (Some time) (Some time) (Some time) (Some time) (Some time) (Some time) (Some time)

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Cont
12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. I get very angry and often I fight with my friends. (Yes) (No) (Some time) I am generally played alone. (Yes) (No) (Some time) I worry a lot. (Yes) (No) (Some time) I fight a lot; I can make other people do what I want. (Yes) (No) (Some time) I am often hungry, down hearted or tearful. (Yes) (No) (Some time) I am easily distracted; I find it difficult to concentrate (Yes) (No) (Some time) I am nervous in new situations, I easily lose my confidence. (Yes) (No) (Some time) I am often accused of lying or cheating (Yes) (No) (Some time) Other children or young people pick on me or bully me. (Yes) (No) (Some time) I take things that are not mine from home, school or elsewhere. (Yes) (No) (Some time) I get on better with adults than with people of my own age. (Yes) (No) (Some time) I have many fears, I am easily scared. (Yes) (No) (Some time) Has child exhibited bizarre or unusual behaviors in the school? (Yes) (No) (Some time) Have child behaviors that are so difficult that maintaining him/her in his current living or education. (Yes) (No) (Some time) Does the child have problems with social adjustment? (Yes) (No) (Some time) Does the child has uncooperative, resistant to learn, demanding. (Yes) (No) (Some time) Does the child have rapid, loud or excessive talking? (Yes) (No) (Some time)
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Emerson. (2005)

I usually play with my friends and with others.

N = 60 children
Target age group of children 2-12 Yrs 60 55 50 45 40 35 30 25 20 15 10 5 0
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13 3 Yes No Sometime
16

I finish the work I am doing, my attention is good.

N = 60 children
Target age group of children 2-12 Yrs 60 55 50 45 40 35 30 25 20 15 10 5 0
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24 11 Yes No

25

Sometime
17

I get very angry and often I fight with my friends.

N = 60 children
Target age group of children 2-12 Yrs 60 55 50 45 40 35 30 25 20 15 10 5 0
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12 Yes No

10 Sometime

18

I take things that are not mine from home, school or elsewhere.
N = 60 children
Target age group of children 2-12 Yrs 60 55 50 45 40 35 30 25 20 15 10 5 0
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12 5 Yes No Sometime
19

Does the child have problems with social adjustment?

N = 60 children
Target age group of children 2-12 Yrs 60 55 50 45 40 35 30 25 20 15 10 5 0
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26 12

Yes

No

Sometime
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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 punishment Deal 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 skills Discus 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 the behavior of school staff Observed adopting new strategies by teachers which, we shared with them Change in Nazira class room setting & provided one helper in class
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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, 2007 Namaka. L, Ed, (1997). What To Say To A Child Who Hurts Others. Retrieved from http://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 to parenting and outcomes for children. Child &Family Social Work, 9, 3-11. Warner, L., & Ford, R. (1998). Mental health facilitator in primary care. Nursing Standard, 28 (6), 36-40 World Mental Health Day 2003 Emotional & Behavioral Disorder of Children & Adolescents Retrieved on 02 May, 2007 from www.wmhday.net

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