Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools
Abstract
:1. Introduction
2. Materials and Methods
2.1. Sample
2.2. Instrument of Measurement
3. Results
3.1. Knowledge about ADHD
3.2. Sources of Knowledge and Differences in Knowledge between Groups
3.3. Assessment of Competence and Correlation with Knowledge
3.4. Desire for Further Training
4. Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Vocational Training Stated | Number (in %) | With Further Training in Afternoon Supervision | With Additional Therapeutic Qualification |
---|---|---|---|
Teacher | 42 (21.4) | 1 | |
Other educational staff | 84 (42.9) | 12 | 4 |
Caregiver | 57 (29.1) | 7 | 3 |
Social worker | 22 (11.2) | 2 | 1 |
Other | 5 (2.3) | 3 | |
Support staff without qualifications in the field of education | 34 (17.3) | 14 | |
Student/pupil | 6 (3.1) | ||
Vocational training/probationary year, etc. | 7 (2.6) | ||
Commercial sector | 5 (2.6) | 1 | |
Vocational training in a trade | 4 (2.0) | 2 | |
Public health | 3 (1.5) | 2 | |
Parent/homemaker | 3 (1.5) | 1 | |
Other | 6 (3.1) | 3 | |
Not specified | 36 (18.4) | 26 |
Number of Items | Correct | Incorrect | Do Not Know | |
---|---|---|---|---|
Total scale | 24 | 49.9 (19.1) | 12.7 (13.3) | 36.9 (16.3) |
Area A: Symptoms, development, and prevalence | 6 | 57.6 (15.8) | 18.6 (21.0) | 23.3 (15.4) |
Area B: Diagnostics and comorbidity | 6 | 38.8 (15.9) | 23.7 (13.6) | 46.6 (14.0) |
Area C: Causes | 6 | 39.8 (21.9) | 14.6 (12.7) | 45.5 (15.6) |
Area D: Treatment and knowledge about changes | 6 | 63.3 (12.0) | 3.9 (3.4) | 32.5 (9.8) |
Percentage Values for | |||
---|---|---|---|
Item No. and Formulation Statement Is (R): Right / (W): Wrong | Correct Answer | Incorrect Answer | Do Not Know |
Area A: Symptoms, Development, and Prevalence | |||
01. The majority of children with ADHD show some degree of poor school performance at primary school. (R) | 57.7 | 14.9 | 26.3 |
02. It is normal for children with ADHD to have an inflated sense of self-worth or a feeling of greatness. (W) | 46.4 | 19.6 | 33.5 |
03. According to the current state of knowledge about ADHD, two groups of symptoms are assumed: one group includes inattention and the other, hyperactivity/impulsiveness. (R) | 71.1 | 6.7 | 21.1 |
04. The prevalence of ADHD is the same for girls and boys of school age. (W) | 49.0 | 6.7 | 44.3 |
05. Children with AD(H)D are less able than others to plan their actions and evaluate consequences. (R) (new) | 81.4 | 4.1 | 14.4 |
07. With most ADHD children, the symptoms grow out with the onset of puberty. (W) | 40.2 | 59.8 | 0.0 |
Area B: Diagnostics and Comorbidity | |||
08. There are specific physical characteristics that doctors (e.g., pediatricians) can identify to make a clear diagnosis of ADHD. (W) | 33.5 | 20.1 | 45.4 |
09. To be diagnosed with ADHD, the child must show symptoms in two or more areas of life (e.g., at home, at school). (R) | 60.3 | 6.7 | 33.0 |
10. Children with AD(H)D rarely have dyslexia. (W) | 40.2 | 5.7 | 53.6 |
12. Symptoms of depression are diagnosed more often in children with ADHD than in children without ADHD. (R) | 26.8 | 9.3 | 62.9 |
13. AD(H)D is a fashionable diagnosis that lacks a sound scientific foundation. (W) (new) | 53.6 | 16.0 | 27.3 |
15. To be diagnosed with ADHD, the child must have shown symptoms before the age of 12. (R) | 18.6 | 23.7 | 57.2 |
Area C: Causes | |||
06. Excessive media consumption (television, computers) in childhood is a cause of ADHD. (W) | 30.9 | 30.9 | 38.1 |
14. There is recent evidence that poor child nutrition is a key cause of ADHD. (W) | 23.2 | 17.0 | 59.8 |
16. Adverse psychosocial socialization factors can increase the severity of ADHD symptoms. (R) | 74.2 | 3.6 | 22.2 |
Current research shows that ADHD is largely the result of ineffective parenting skills. (W) | 56.2 | 6.7 | 36.6 |
18. ADHD is caused by a defect in the neurotransmitter system of the brain. (R) | 38.7 | 1.5 | 59.8 |
19. ADHD is mainly genetic. (R) | 15.5 | 27.8 | 56.7 |
Area D: Treatment and Knowledge about Changes | |||
11. When combined with medical treatment for the children, training for parents and teachers is generally effective in dealing with children with ADHD. (R) | 73.2 | 2.1 | 23.7 |
20. Treatments for ADHD that focus primarily on punishment have been shown to be the most effective in reducing ADHD symptoms. (W) | 66.0 | 3.1 | 30.4 |
21. When treatment of a child with ADHD is finished, the symptoms are unlikely to return. (W) | 55.7 | 3.1 | 40.7 |
22. Side effects of stimulants used to treat ADHD may include mild sleep disturbances or reduced appetite. (R) | 65.5 | 0.5 | 34.0 |
23. It is particularly important to introduce reward systems (e.g., smileys) for children with ADHD. (R) | 75.8 | 4.1 | 20.1 |
24. Individual psychotherapy is usually sufficient to treat the disorder in most children with ADHD. (W) | 43.3 | 10.3 | 45.9 |
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Domsch, H.; Ruhmland, M.; Lissmann, I. Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools. Sustainability 2021, 13, 3696. https://doi.org/10.3390/su13073696
Domsch H, Ruhmland M, Lissmann I. Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools. Sustainability. 2021; 13(7):3696. https://doi.org/10.3390/su13073696
Chicago/Turabian StyleDomsch, Holger, Martina Ruhmland, and Ilka Lissmann. 2021. "Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools" Sustainability 13, no. 7: 3696. https://doi.org/10.3390/su13073696