Teachers' Role and Attitudes Concerning ADHD Medication: A Qualitative Analysis

Autor/inn/en	Sluiter, Maruschka N.; Wienen, Albert W.; Thoutenhoofd, Ernst D.; Doornenbal, Jeannette M.; Batstra, Laura
Titel	Teachers' Role and Attitudes Concerning ADHD Medication: A Qualitative Analysis
Quelle	In: Psychology in the Schools, 56 (2019) 8, S.1259-1270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sluiter, Maruschka N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22270
Schlagwörter	Teacher Role; Teacher Student Relationship; Teacher Attitudes; Attention Deficit Hyperactivity Disorder; Drug Therapy; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi-structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up-to-date information on ADHD and medication so that they are better supported in making evidence-based pedagogical judgments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01