Increasing Knowledge about Obsessive Compulsive Disorder and Support for Parents and Schools: Evaluation of Initiatives

Autor/inn/en	Jassi, Amita D.; Kolvenbach, Sarah; Heyman, Isobel; Macleod, Trish; Rose, Joel; Diamond, Holly
Titel	Increasing Knowledge about Obsessive Compulsive Disorder and Support for Parents and Schools: Evaluation of Initiatives
Quelle	In: Health Education Journal, 75 (2016) 5, S.600-609 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896915608513
Schlagwörter	Anxiety Disorders; Parents; Foreign Countries; Family Programs; Internet; Seminars; Web Based Instruction; Teaching Methods; Feedback (Response); Parent Child Relationship; Teacher Student Relationship; Learning Modules; Questionnaires; Secondary School Students; United Kingdom (London) + Suchen Sie Ihr Suchwort? Eltern; Ausland; Family program; Familienprogramm; Seminar; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning module; Lernmodul; Fragebogen; Sekundarschüler
Abstract	Objective: Obsessive compulsive disorder (OCD) in children can be difficult to detect. Schools and families need to be made aware of the signs and symptoms of OCD in order to facilitate access to treatment. Parents of children with OCD may require support as well as knowledge. This study evaluated two initiatives aimed at increasing knowledge and support for parents and teachers. Method: This study was carried out in two parts. First, to raise awareness of the signs and symptoms of OCD, 266 schools in London were supplied with information packs. Knowledge of OCD was evaluated using a quiz before and after the dissemination of the packs. Second, groups of parents were given the opportunity to log into specially designed webinars that made it possible for them to learn about OCD and interact with other families. Feedback on webinars was collected through a survey. Results: Both the information packs and webinars were well received. One hundred and twenty seven teachers completed the quiz on OCD; knowledge of OCD increased after reading information packs. Twenty six parents attended webinars; parents reacted positively to being able to ask specialists questions and receive support from other families. Conclusion: Overall, the initiatives evaluated in this study appeared to lead to an increase in knowledge of OCD in teachers and provided access to further support for parents of children with OCD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01