How teachers perceive their role in the treatment of Attention Deficit / Hyperactivity Disorder

dc.contributor.author	Παπαηλιού, Χριστίνα	el
dc.contributor.author	Μπαδικιάν, Μαριλίνα	el
dc.contributor.author	Κάκουρος, Ευθύμιος	el
dc.date.accessioned	2015-05-07T17:41:26Z
dc.date.issued	2015-05-07
dc.identifier.uri	http://hdl.handle.net/11400/9877
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://www.arsi.gr	en
dc.subject	Δάσκαλοι
dc.subject	Διάσπαση προσοχής
dc.subject	Παιδική ψυχοπαθολογία
dc.subject	Distractibility
dc.subject	Child psychopathology
dc.title	How teachers perceive their role in the treatment of Attention Deficit / Hyperactivity Disorder	en
heal.type	conferenceItem
heal.classification	Psychology
heal.classification	Attention-deficit hyperactivity disorder
heal.classification	Ψυχολογία
heal.classification	Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85108459
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85063661
heal.classificationURI	N/A-Ψυχολογία
heal.classificationURI	N/A-Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.dateAvailable	10000-01-01
heal.language	en
heal.access	forever
heal.publicationDate	2004-12
heal.bibliographicCitation	Papaeliou, C., Badikian, M. and Kakouros, E. (2004) How teachers perceive their role in the treatment of Attention Deficit / Hyperactivity Disorder. In "1st International Conference of the Psychological Society of Northern Greece, Book of Abstracts". Thessaloniki, p.84	en
heal.abstract	In order to increase the efficacy of an intervention program, the specialist needs to expand the therapeutic environment with the active participation of anyone who is involved in the child?s upbringing. However, the progress of an intervention program is strongly affected by the beliefs of the participants in that. The present study aimed to examine how teachers perceive their role in the treatment of Attention Deficit / Hyperactivity Disorder (AD/HD). Participants were 193 teachers, 55 (29%) male and 138 (71%) female (mean age: 35.5 years, mean teaching experience: 10.1 years). None of the teachers had any training or experience on special education. Teachers were asked to complete an inventory regarding their beliefs about AD/HD, which presented a vignette i.e. a short description of typical AD/HD behaviors. According to our results, teachers perceived themselves as more competent to deal with the problem compared to child psychologists or pediatricians. In addition, teachers? feelings of self-efficacy were significantly negatively correlated with their perceptions regarding the severity and the effects of the disorder on the child?s life, and significantly positively correlated with their perceptions about its prevalence as well as years of teaching experience. Moreover, male teachers were shown to feel more efficient than female teachers in coping with the problem. These results suggest that in-service teacher training should focus on informing teachers about AD/HD and clarify their role in the diagnosis and treatment of the disorder.	en
heal.fullTextAvailability	false
heal.conferenceName	1st International Conference of the Psychological Society of Northern Greece	en
heal.conferenceItemType	poster