Hysteria is a complex and often misunderstood condition, particularly among adolescents. Structured teaching programs have shown promise in improving knowledge and understanding of mental health topics. The purpose of the study aims to evaluate the effectiveness of a structured teaching program in enhancing knowledge of hysteria among adolescent students. This experimental study employed a pre-test, post-test design. A sample of 60 adolescent students was randomly assigned. Knowledge of hysteria was assessed using a self- developed questionnaire at pre-test and post-test. Pré-test was done on the first day followed by the structured teaching program on second day and the effectiveness of program was then evaluated by comparing the knowledge score in pre-test and posters with the help of descriptive and inferential statics. This study suggests that structured teaching programs can be an effective approach to improving knowledge and understanding of hysteria among adolescents. Implications for mental health education and future research are discussed.
Knowledge, hysteria, adolescence, Structure teaching program, Effectiveness
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