A Study on the Impact of an Educational Intervention on Knowledge Regarding Disruptive Mood Dysregulation Disorder among Parents of Primary School Children in Mysuru

Abstract

The characteristics of Disruptive Mood Dysregulation Disorder, a mental illness affecting children, are extreme irritation and frequent, out-of-control tantrums that are unprovoked and inappropriate for the child's age and developmental stage. They conceptualized it to provide a more reliable diagnostic paradigm for children with chronic mood dysregulation and to address the over diagnosis of pediatrics bipolar disorder. With symptoms that last for at least twelve months in various environments, including family, school, and peer relationships, this disease is usually diagnosed between the ages of six and eighteen, and it usually manifests before the age of ten. After much deliberation, the American Psychiatric Association (APA) finally included DMDD as a mood disorder in the DSM-5 in 2013. In 2018, the diagnostic rate for DMDD surpassed that of bipolar illness in children and adolescents aged 10–17. The prevalence of bipolar diagnosis in children and adolescents fell sharply between 2013 and 2018, suggesting that DMDD is replacing bipolar disorder as the primary diagnosis for many children who would have had depression before 2013.

Children who suffer from DMDD often struggle in school, have trouble getting along with family members, and have trouble fitting in with their peers. Co morbidities with other mental health conditions, such as ADHD, ODD, anxiety disorders, and depression, make diagnosis and treatment planning more challenging. Not bipolar disorder, but depressive and anxiety disorders in adults and adolescence are more likely to be related with DMDD, according to current data. Psychosocial therapies, including parent management training, cognitive-behavioral therapy, school-based supports, and pharmaceutical treatment explicitly authorized for DMDD, are part of a multi-faceted approach to managing DMDD. "Shortening the duration of emotional and functional disabilities requires prompt diagnosis and treatment. In order to provide therapeutic recommendations based on evidence and to better understand the neurobiological basis, more study is necessary.

Aims & Objectives: The study's overarching goal is to determine whether or whether parents of students enrolled in a sample of primary schools in Mysuru gained any useful information from a systematic teaching program on the symptoms, signs, and treatment options for children with disruptive mood dysregulation disorder.

Objectives:

• The purpose of this study is to evaluate parents' prior knowledge on the topic of disruptive mood dysregulation disorder in children, with an eye toward early diagnosis and treatment.
• The purpose of this study is to assess the efficacy of a parent-led structured instruction program in assisting with the early diagnosis and treatment of disruptive mood dysregulation disorder.
• This study aims to identify demographic characteristics that may be associated with children's pre-test knowledge scores on disruptive mood dysregulation disorder.

Hypothesis

H₁: There will be a statistically significant difference between the mean pre-test and Post-test knowledge score regarding the early identification and management of disruptive mood dysregulation Disorder in children among parents at selected primary schools in Mysuru.

H₂: There will be an association between pre-test knowledge scores regarding early Identification and management of Disruptive mood dysregulation Disorder in Children with selected demographic variables among Parents.