Abstract
Aim: It is crucial to be able to implement programs to identify
students with psychiatric problems and to permit early diagnosis, for
the initial planning of treatment and for the preservation of mental
health. Clinicians have long collaborated with schools and teachers
to improve the mental health of children and adolescents. Schools
are the places where children and adolescents spend most of their
time as a group. From that perspective, school is the most appropriate
environment for the provision of mental health services. The purpose
of this study was to determine teachers' levels of knowledge
concerning children with attention deficit hyperactivity disorder
(ADHD) and other disorders, to investigate levels of their knowledge
regarding appropriate in-class approaches and to discuss the place of
teacher education in the treatment of ADHD.
Material and Methods: Once teachers had given informed consent,
they were administered a questionnaire, after which they were
briefed by child and adolescent psychiatrist concerning psychiatric
problems frequently encountered in children. Finally, the
questionnaire was re-applied.
Results: To determine success levels in the questionnaire, correct
scores were awarded 1 point. The mean pre-education score of the
129 participants in the study was11.4± 4.9 (8-16). Mean posteducation score was 15.9± 4.4 (10-20) and the difference between
two scores was statistically significant (p=0.020).
Conclusion: Teachers have an important role to play in the school
with their children and to compare with other children as well as
supporting them in the treatment process. Increasing teachers’ level
of knowledge on this issue is very important.
References
- 1. American Academy of Child and Adolescent Psychiatry (AACAP) Official Action. Practice parameter for psychiatric consultation to schools. J Am Acad Child Adolesc Psychiatry 2005; 44 (10): 1068-83.
- 2. Kestenbaum CJ. How shall we treat the children in the 21st century? Am Acad Child Adolesc Psychiatry 2000; 39 (1): 1-10.
- 3. Streina W, Hoagwood K, Cohn A. School psychology: a public health perspective. Journal of School Psychology 2003; 41: 23 – 38.
- 4. Slade EP. The relationship between school characteristics and the availability of mental health and related health services in middle and high schools in the United States. J Behav Health Serv Res 2003; 30 (4): 382-92.
- 5. Taras HL. American Academy of Pediatrics Committee on School Health. School-based mental health services. Pediatrics 2004;113(6):1839-45.
- 6. Holmes J, Lawson D, Langley K et al. The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI): reliability and validity. Br J Psychiatry 2004; 184: 74-8.
- 7. Polanczyk G, de Lima MS, Horta BL et al. The world wide prevalence of ADHD: a systematic review and meta regression analysis. Am J Psychiatry 2007; 164: 942-8.
- 8. American Academy of Child and Adolescent Psychiatry. Practice parameter for the assessment and treatment of children and adolescents with attention deficit hyperactivity disorder. J Am Child Adolesc Psychiatry 2007; 46: 894-921.
- 9. Ghanizadeh A, Bahredar MJ, Moeini SR. Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Educ Couns 2006; 63 (1-2): 84-8.
- 10. DuPaul GJ, Eckert TL. The effects of schoolbased interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review 1997; 26 (1): 5-27.
- 11. Kavale, K. A. And Spaulding, L. S. Is Response to Intervention Good Policyfor Specific Learning Disability? Learning Disabilities Research&Practice 2008; 23: 169–79.
- 12. Keskin İ, Korkut A and Can S. Development of Teacher Qualifications Scale regarding Students With Learning Difficulties. Amasya Education Journal, 2016;5(1), 133-155.
- 13. Leckman JF, Peterson BS, Cohen DJ. Tic Disorders: In Lewis M (editor). Child and Adolescent Psychiatry. Baltimore: Williams and Wilkins, 2002; 735-44.
- 14. Bate KS, Malouff JM, Thorsteinsson ET, Bhullar N.The efficacy of habit reversal therapy for tics, habit disorders, and stuttering: A meta-analytic review. ClinicalPsychology Review2011; 31(5): 865–71
- 15. Boudjouk PJ, Woods DW, Miltenberger RG, Long ES. Negative peer evaluation in adolescents: effects of tic disorders and trichotillomania. Child Fam Behav Ther 2000; 22: 17-28.
- 16. Shprecher D and Kurlan R. The management of tics. Mov. Disord. 2009; 24: 15–24.
- 17. Robertson MM, Stern JS. The Gilles de la Tourette Syndrome. Crit Rev Neurobiol 1997; 11: 1- 19.
- 18. Boyd BA, Shaw E. Autism in the classroom: A group of students changing in population and presentation. Preventing School Failure 2010; 54: 211-19.
- 19. Ekinci Ö, Sabuncuoğlu O and Berkem M. Fluoxetine induced fecal incontinence in a 9 years old child with autistic spectrum disorder: A case report. Bulletin of Clinical Psychopharmacology 2009; 19: 289-93.
- 20. National Autism Center. National standards report. Accessed from http://www.nationalautismcenter.org/pdf/NACStan dards on 01.04.2017.
- 21. Şimşek Ş, Yıldırım V, Bostan R. The Knowledge and Beliefs of Guidance Counselors About Attention Deficitand Hyperactivity Disorder. Van Med. J. 2015; 22(1): 34-40
- 22. Tahiroğlu AY, Uzel M, Avcı A, Fırat S. Thoughts Of Teachers About Attentıon Defıcıt And Hyperactıvıty Dısorder And Traınıng Of Teachers. Turkish Journal of Child and Adolescent Mental Health; 2004:11(3):123-129.
- 23. Prudent N, Johnson P, Carroll J et al. Attention Deficit Hyperactivity Disorder: Presentation and Management in the Haitian American Child. Primary Care Companion J ClinPsychiatry 2005; 7: 190-97.
- 24. Jerome L, Washington P, Laine CJ et al. Graduating teachers' knowledge and attitudes about attention-deficit-hyper-activity disorder: comparison with practicing teachers. Can J Psychiatry 1999; 44 (2): 192-98.
- 25. Karabekiroğlu K, Memik CN, Ozel OO et al. Stigmatization and Misinterpretations on ADHD and Autism: A Multi-Central Study with Elementary School Teachers and Parents. J Clin Psy. 2009; 12 (2): 79-89.
- 26. Stein BD, Jaycox LH, Kataoka SH, et al. A mental health intervention for school children exposed to violence: a randomized controlled trial. JAMA 2003; 290 (5): 603-11.
- 27. Vernberg EM, Jacobs AK, Nyre JE, et al. Innovative treatment for children with serious emotional disturbance: preliminary outcomes for a school-based intensive mental health program. J Clin Child Adolesc Psychol. 2004;33 (2): 359-65.
- 28. Frolich J, Dopfner M, Biegert, H et al. General practice of pedagogic management by teachers of hyperkinetic attention deficit disordered children in the classroom. Prax Kinder Psychol Kinder psychiatr 2002; 51(6): 494- 506.
- 29. Prestia K. Tourette’s Syndrome: Characterics and İnterventions, Interventions in School &Clinic 2003;39:2,67-72.
- 30. Yazıcı DN & Akman B. An investigation of preschoolteachers' opinions about the inclusion of children with autism. Ankara University Faculty of Educational Sciences Journal of Special Education2018;19(1), 105-128.
İlköğretim Okullarındaki Öğretmenlerin Sık Karşılaşılan Psikiyatrik Bozukluklar Hakkında Bilgi Düzeyleri ve Eğitimleri
Abstract
Amaç: Psikiyatrik problemleri olan öğrencilerde erken dönemde
tanı sağlanması, tedavinin erken planlanması ve ruh sağlığının
korunması için programların uygulanabilmesi oldukça önemlidir.
Klinisyenler, okullarda öğretmenlerle çocuk ve ergenlerin ruh
sağlığını geliştirmek için uzun zamandır birlikte çalışmaktadırlar.
Okullar, çocukların ve ergenlerin zamanlarının çoğunu bir grup
olarak geçirdikleri yerlerdir. Bu nedenle, okullar ruh sağlığı
hizmetlerinin sağlanmasında oldukça uygun ortamlardır. Bu
çalışmanın amacı, öğretmenlerin Dikkat Eksikliği Hiperaktivite
Bozukluğu (DEHB) ve diğer bozukluklarla ilgili bilgi düzeylerini
belirlemek, sınıf içi uygun yaklaşımlarla ilgili bilgi düzeylerini
araştırmak ve öğretmenlerin eğitimlerinin bu hastalıkların
tedavisindeki yerini tartışmaktır.
Gereç ve Yöntemler: Öğretmenlerden bilgilendirilmiş onam
alındıktan sonra bir anket uygulandı. Daha sonra öğretmenler
çocuklarda sık karşılaşılan psikiyatrik problemlerle ilgili Çocuk ve
Ergen Ruh Sağlığı ve Hastalıkları Uzmanı tarafından
bilgilendirildiler. Son olarak, anket yeniden uygulandı.
Bulgular: Anket sorularında başarı oranlarını belirlemek amacıyla;
sorular 1 puan ile derecelendirilmiş ve katılımcılardan alınan anketin
sonuçları değerlendirildiğinde; eğitim öncesi ortalama puan 11,4±
4,9 (8-16) iken eğitim sonrasında ortalama puan 15,9± 4,4 (10-20)
ve istatistik olarak anlamlı bulunmuştur (p=0,020).
Sonuç: Öğretmenler hem okulda çocuklarla birlikte fazla vakit
geçirmeleri, hem diğer çocuklarla kıyas yapabilmeleri hem de tedavi
sürecinde destek olmaları açısından önemli bir role sahiptirler.
Öğretmenlerin bu konuda bilgi düzeylerinin artırılması oldukça
önem arz etmektedir.
References
- 1. American Academy of Child and Adolescent Psychiatry (AACAP) Official Action. Practice parameter for psychiatric consultation to schools. J Am Acad Child Adolesc Psychiatry 2005; 44 (10): 1068-83.
- 2. Kestenbaum CJ. How shall we treat the children in the 21st century? Am Acad Child Adolesc Psychiatry 2000; 39 (1): 1-10.
- 3. Streina W, Hoagwood K, Cohn A. School psychology: a public health perspective. Journal of School Psychology 2003; 41: 23 – 38.
- 4. Slade EP. The relationship between school characteristics and the availability of mental health and related health services in middle and high schools in the United States. J Behav Health Serv Res 2003; 30 (4): 382-92.
- 5. Taras HL. American Academy of Pediatrics Committee on School Health. School-based mental health services. Pediatrics 2004;113(6):1839-45.
- 6. Holmes J, Lawson D, Langley K et al. The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI): reliability and validity. Br J Psychiatry 2004; 184: 74-8.
- 7. Polanczyk G, de Lima MS, Horta BL et al. The world wide prevalence of ADHD: a systematic review and meta regression analysis. Am J Psychiatry 2007; 164: 942-8.
- 8. American Academy of Child and Adolescent Psychiatry. Practice parameter for the assessment and treatment of children and adolescents with attention deficit hyperactivity disorder. J Am Child Adolesc Psychiatry 2007; 46: 894-921.
- 9. Ghanizadeh A, Bahredar MJ, Moeini SR. Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Educ Couns 2006; 63 (1-2): 84-8.
- 10. DuPaul GJ, Eckert TL. The effects of schoolbased interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review 1997; 26 (1): 5-27.
- 11. Kavale, K. A. And Spaulding, L. S. Is Response to Intervention Good Policyfor Specific Learning Disability? Learning Disabilities Research&Practice 2008; 23: 169–79.
- 12. Keskin İ, Korkut A and Can S. Development of Teacher Qualifications Scale regarding Students With Learning Difficulties. Amasya Education Journal, 2016;5(1), 133-155.
- 13. Leckman JF, Peterson BS, Cohen DJ. Tic Disorders: In Lewis M (editor). Child and Adolescent Psychiatry. Baltimore: Williams and Wilkins, 2002; 735-44.
- 14. Bate KS, Malouff JM, Thorsteinsson ET, Bhullar N.The efficacy of habit reversal therapy for tics, habit disorders, and stuttering: A meta-analytic review. ClinicalPsychology Review2011; 31(5): 865–71
- 15. Boudjouk PJ, Woods DW, Miltenberger RG, Long ES. Negative peer evaluation in adolescents: effects of tic disorders and trichotillomania. Child Fam Behav Ther 2000; 22: 17-28.
- 16. Shprecher D and Kurlan R. The management of tics. Mov. Disord. 2009; 24: 15–24.
- 17. Robertson MM, Stern JS. The Gilles de la Tourette Syndrome. Crit Rev Neurobiol 1997; 11: 1- 19.
- 18. Boyd BA, Shaw E. Autism in the classroom: A group of students changing in population and presentation. Preventing School Failure 2010; 54: 211-19.
- 19. Ekinci Ö, Sabuncuoğlu O and Berkem M. Fluoxetine induced fecal incontinence in a 9 years old child with autistic spectrum disorder: A case report. Bulletin of Clinical Psychopharmacology 2009; 19: 289-93.
- 20. National Autism Center. National standards report. Accessed from http://www.nationalautismcenter.org/pdf/NACStan dards on 01.04.2017.
- 21. Şimşek Ş, Yıldırım V, Bostan R. The Knowledge and Beliefs of Guidance Counselors About Attention Deficitand Hyperactivity Disorder. Van Med. J. 2015; 22(1): 34-40
- 22. Tahiroğlu AY, Uzel M, Avcı A, Fırat S. Thoughts Of Teachers About Attentıon Defıcıt And Hyperactıvıty Dısorder And Traınıng Of Teachers. Turkish Journal of Child and Adolescent Mental Health; 2004:11(3):123-129.
- 23. Prudent N, Johnson P, Carroll J et al. Attention Deficit Hyperactivity Disorder: Presentation and Management in the Haitian American Child. Primary Care Companion J ClinPsychiatry 2005; 7: 190-97.
- 24. Jerome L, Washington P, Laine CJ et al. Graduating teachers' knowledge and attitudes about attention-deficit-hyper-activity disorder: comparison with practicing teachers. Can J Psychiatry 1999; 44 (2): 192-98.
- 25. Karabekiroğlu K, Memik CN, Ozel OO et al. Stigmatization and Misinterpretations on ADHD and Autism: A Multi-Central Study with Elementary School Teachers and Parents. J Clin Psy. 2009; 12 (2): 79-89.
- 26. Stein BD, Jaycox LH, Kataoka SH, et al. A mental health intervention for school children exposed to violence: a randomized controlled trial. JAMA 2003; 290 (5): 603-11.
- 27. Vernberg EM, Jacobs AK, Nyre JE, et al. Innovative treatment for children with serious emotional disturbance: preliminary outcomes for a school-based intensive mental health program. J Clin Child Adolesc Psychol. 2004;33 (2): 359-65.
- 28. Frolich J, Dopfner M, Biegert, H et al. General practice of pedagogic management by teachers of hyperkinetic attention deficit disordered children in the classroom. Prax Kinder Psychol Kinder psychiatr 2002; 51(6): 494- 506.
- 29. Prestia K. Tourette’s Syndrome: Characterics and İnterventions, Interventions in School &Clinic 2003;39:2,67-72.
- 30. Yazıcı DN & Akman B. An investigation of preschoolteachers' opinions about the inclusion of children with autism. Ankara University Faculty of Educational Sciences Journal of Special Education2018;19(1), 105-128.
Details
| Primary Language | English |
|---|---|
| Subjects | Health Care Administration |
| Journal Section | Makaleler |
| Authors | |
| Publication Date | April 30, 2019 |
| Acceptance Date | April 23, 2019 |
| Published in Issue | Year 2019 Volume: 3 Issue: 1 |
