By Hala Mohammed Berri, Anies Al-Hroub
This short addresses the factors, overview, and remedy of ADHD in Lebanese schoolchildren. It information how the affliction is presently outlined in Lebanese trouble-free colleges and examines schoolteachers’ knowing of and conceptions approximately ADHD throughout 3 domain names: normal wisdom; signs and prognosis; and therapy. This concise quantity offers the authors’ study into Lebanese schoolteachers’ wisdom of ADHD and their skill and readiness to handle the mental and educational wishes in their scholars who've been clinically determined with the ailment. additionally, the short explores the academics’ skill to spot ADHD subtypes relating to a student’s gender in the Lebanese context, emphasizing the differing sociocultural expectancies within the behaviors of boys and girls. ADHD in Lebanese Schools is an important source for researchers, pros and policymakers, and graduate scholars in such interrelated fields as tuition psychology, academic psychology, and social work.
ADHD in Lebanese Schools is an important source for researchers, pros and policymakers, and graduate scholars in such interrelated fields as tuition psychology, academic psychology, and social work.
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Extra resources for ADHD in Lebanese Schools: Diagnosis, Assessment, and Treatment
Frequencies for “do not know” responses varied from 30 % of teachers choosing this response in the treatment subscale to 28 % indicating that they lacked general knowledge about ADHD and 16 % revealing their deficiency of knowledge in diagnosis/symptoms subscale. 2 Teachers’ Expectations in Relation to Gender In this section, teachers’ responses relating to four vignettes that address two subtypes of ADHD are analyzed. 4. Two themes surfaced in the findings: teachers’ perceptions of each case that related specifically to Lebanese culture and teachers’ readiness to deal with each of these cases.
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