Knowledge and Attitude regarding Conversion Disorder among Teachers of Government Schools

Abstract

Background and Objectives: Conversion disorder (CD) is a condition in which a person experiences physical and sensory problems, such as paralysis, numbness, blindness, deafness and non-epileptic seizures, with no underlying neurologic pathology. These problems are serious enough to negatively impact important life functions, such as academic performance, social relationships and family life. The objective of this study was to find out the Knowledge and attitude regarding Conversion disorder among teachers of government schools.

Materials and Methods: A cross-sectional research design was used among 118 basic and secondary school teachers of selected government schools in Damak Municipality, Jhapa by selecting non-probability purposive sampling technique. Self-administered structured questionnaires was used to collect data. The collected information was reviewed, verified for completeness, coded, and analyzed using the Statistical Package for the Social Sciences (SPSS) version 16. Both descriptive statistics (number, percent, means, medians and standard deviation) and inferential statistics (Chi-square test) were used.

Results: The present study showed that the majority of the respondents belonged to the age group of 31–40 (38.1%), with a median & Interquartile range of 40 (50-33). Among the sex status of respondents, 51.7% were male and 48.3% were female. Interestingly, 73.7% of respondents had witnessed a student during a conversion attack; however, only 4.2% of respondents had received training related to CD. Mass media was a major source of information. Among respondents, 82.2% had adequate knowledge on CD and 17.8% of them had inadequate knowledge. Remarkably, 100% of the respondents had a favourable attitude toward CD, which was calculated using a cutoff point of 50% or higher. There was a significant association between the level of knowledge on CD and level of education (p = 0.036) and witnessing the students during a conversion attack (p=0.003).

Conclusion: Most public-school teachers had adequate knowledge and highly positive attitudes toward conversion disorder. A teacher's formal educational background and real exposure to a conversion episode were strongly linked to higher knowledge levels. However, lack of formal training highlighted the need for targeted educational interventions to boost school-based awareness regarding student mental health issues.