Project Details

Comprehensive Mental Health Education (CMHE)

Posted By: Jharkhand


Key Attributes Details
Project Owner : Jharkhand
Status : On Track
State: Jharkhand
Start date : 19 Jun 2017
Estimated End Date : 60 months
Estimated cost : 0.00 lakh
Cost per beneficiary : 0.00 lakh
Project Partners :
Key success indicators : No of teachers trained in each phase No of parents senisitsed No of teachers who have submitted filled-in formats for identification of CWSN No of filled-in forms submitted for cases screened as CWSN No of cases accepted for diagnosis after the session of Assessment Percentage of teachers who had corrected screened, showing the level of learning for preliminary identification No of cases confirmed as CWSN after the stage of Diagnosis by the team of Psychologists No of special educators and psychologists engaged for remedial classes No of schools having regular teachers trained as special teachers No of CWSNs who have improved their attendance after remedial classes Enrolment rate of CWSNs
Problem statement : CMHE addresses mental health challenges among the students of primary and upper primary schools through training and handholding support to teachers and education officers. In particular, the project addresses the following challenges faced by the teachers and students: capacity gap in the teachers and education officers in terms of identifying the children with mental health issues and needs, regular attendance, inclusive approach, effective learning, and continued education of the children. After extensive research and project development since 2013, CMHE was formally introduced to government schools in August 2016 as a pilot project in Ghaziabad district of Uttar Pradesh. More than 90 per cent participants rated the CMHE project as Excellent, and many expressed their indebtedness to SAS, describing it as eye opener and helping to rediscover corners of kindness. Findings from the pilot project are as follows: teacher training success rate remained 90 per cent, as out of 253 students reported by teachers as possibly having a neurodevelopment disorder, 227 cases were found to be correct on assessment by clinical psychologists. Eighty per cent cases identi?ed by the teachers were of borderline or mild to moderate intellectual disability, requiring immediate attention. Many of the children with neurodevelopment disorders had a family history of cannabis, alcohol, and other substance abuse or addictions. In 2017, the project is in full swing in Uttarakhand, Puducherry and Jharkhand. In Jharkhand, as of December 2017, more than 40 education officers of under Ranchi district sensitised and actively engaged in the program. More than 2000 teachers of 453 government schools better prepared to create and manage inclusive classrooms. 700 possible cases of children with neurodevelopment disorders identified by teachers. Of these, 50 students screened by psychologists and 45 con rmed as CWSN. (Showing 90percent success rate of the trainings). All 45 confirmed cases provided disability certificates by Ranchi Institute of Neuro-Psychiatry & Allied Science (RINPAS).
Proposed solution : The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came into operation from 1st April, 2010, promises access to quality education in India, including for the CWSN (MHRD, 2016). In light of the needs that continue to pose challenges in classroom learning, the proposed project initiative is a fitting answer. It has been designed based on our extensive and in-depth work with SATYA Special School (Puducherry) started in 2013, where the following best practices have been developed especially for children with Neurodevelopment Disorders: • Developmentally appropriate teaching strategies • Teaching in daily routines • Activity based intervention • An integrated team approach across all disciplines • Visual supports • ‘Teaming’ approach, i.e. working along with parents and respective therapists to create a common path in setting and achieving goals. A beta version of CMHE program thus designed, including strategy, approach and techniques, were also implemented in schools across Delhi NCR (during 2013-2016) for further process evaluation and program improvement purposes. Having achieved significant positive identification and turn around of children with Neurodevelopment Disorders, CMHE was taken to the next level as a solution for Government Schools through a pilot project in Ghaziabad district. Here, the project has demonstrated results that can be deepened for high positive impact on the CWSN, and can be replicated in other districts and states/UTs. CMHE is a call for action to the teachers. By gearing them up through training and long-term handholding, the dependence on special educators will be reduced. Also, by engaging education of?cers, collating authentic statistical data, and revealing social factors that lead to mental disabilities in children, CMHE will create an impact at the policy level. Finally, by counselling families, SAS hopes to bring about a total mindset change in society. The vision is to establish Jharkhand as a role model state of making inclusive education a reality. CMHE initiative has a unique opportunity to increase enrolment and attendance of the CWSN, and transform learning for the CWSN students in their classrooms. CMHE also contributes significantly to the United Nations Sustainable Development Goals (SDGs) in general, and in particular, to the SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2015).
Additional details :
Beneficiary : Teacher
What is needed : ,
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