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Abstract

 BACKGROUND:There are obvious effects of war trauma on students 'life performance causing long lasting impact when occur before adulthood. Early recognition and treatment are vital.AIM:To assess knowledge, attitude and practice of secondary school teachers’ toward psychological support to their student and the factors that affect them.METHODS:Cross sectional study conducted in Baghdad 2018 by using a structured questionnaire developed upon WHO guidelines and the International Federation of Red Cross and Red Crescent Societies guideline for psychological support.  A total of 235 teachers completed the questionnaire. RESULT:Mean age of participants was 44.51±9.17 years, 75.7% were female, 70.2% college graduate, 72.8%married, 80.1% had 1-3children, and 30.2% had 26 and above years of experience. Only 8.5% of participants had training on psychological support. Good knowledge was found in 66.8% of participants. Accepted attitude toward positive- adaptive behavior was found in 80.0%, discovering students’ weak points in 70.2% of them. Indeed, 83.0 % of teachers had good practice about students’ psychological- support. The association between teachers’ knowledge, attitude and practice and their psychological- support-training were statistically not significant, while significant association was found between teachers’ knowledge about Supporter-teacher stress relive points with their psychological support providing, significant association was found between teachers’ attitude about discovering weak points with their psychological- support- providing.CONCLUSION:Most of the teachers had good knowledge but only nearly one-tenth of them had training on psychological support, also nearly one-third of participants said that Psychological Support guideline is available in their school.  

DOI

10.52573/ipmj.2023.180592

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