A Study to Assess the Psycho-Social Health Problems and Adopted Coping Strategies Among Teachers Working at Selected Deaf and Dumb Schools in Jaipur with A View to Develop an Information Booklet

Abstract

Introduction : Psychosocial problems refer to the difficulties faced by teachers of deaf and dumb school in different areas of personal and social functioning. Teachers are vulnerable to psychosocial problems because of physical and physiological changes that occur in their body during this developmental stage. Psychosocial problems during adolescence are heterogenic, rather common, and unstable. At the same time, they are associated with an elevated risk of developing psychiatric disorders later in life. Methodology :  In view of the objectives of the present study, a Quantitative Approach was found to be suitable to assess the psycho-social health problems and adopted coping strategies among teachers of deaf and dumb. The research design selected for the study was Descriptive Non Experimental Research Design. In this study research variable were psycho-social health problems and adopted coping strategies among teachers working at selected deaf and dumb school in Jaipur. Results :  Based on the findings of the study the following results 9 (18%) teachers had mild, 27 (54%) teachers had moderate and 14 (28%) teachers had severe psycho-social health problems. 8 (16%) teachers had poor adopted coping strategies, 27 (54%) teachers had average adopted coping strategies and 15 (30%) teachers had good coping strategies. Conclusions : It can be concluded that there are moderate psycho-social health problems among teachers working at selected deaf and dumb school in Jaipur and selected demographic variables such as gender, family type, monthly income and educational status association psycho-social health problems among teachers working at selected deaf and dumb school in Jaipur.