Οι αντιλήψεις των εκπαιδευτικών για τη φύση και την αντιμετώπιση της διαταραχής ελλειματική διαταραχής προσοχής υπερκινητικότητας (ΔΕΠ-Υ)

Περίληψη

The present study aimed to examine teachers perceptions about the nature and causes of Attention Deficit / Hyperactivity Disorder (AD/HD) as well as their role in treatment. 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. Results showed that the majority of teachers attribute ADHD to the child's character or upbringing practices. Moreover, teachers seem to feel more competent to cope with ADHD behaviors if they believe that the problem is common and it does not have serious or long-term effects on the child's life. Also teachers' feeling of self efficacy is found to be analogous to their teaching experience. Discussion focuses on teachers' role in treatment of AD/HD as defined by the cognitive-behavioral therapeutic approach, and underlines the necessity for in-service training.