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The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

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The proposed work aims to propose a verifiable situation in the educational reality of our academic centers. Talk about a contrast between the fact that there is a growing number of students with special educational needs in regular classrooms, teachers demanding a performance for which he has received appropriate training. Accordingly, we find children who are not cared for in a personalized and inclusive, but depend on the goodwill of the teacher; families bewildered, sometimes feel blamed, without training or support resources to deal with the situation and teachers who in most cases are overwhelmed, helpless, with low levels of personal self-efficacy, ultimately lacking devalued strategies for themselves and their environment. Therefore, we propose the development of a teacher training plan whose foundation is accompany them in their personal growth process. Specifically, we believe that some kind of emotional skills are vital and should be developed in any good teacher. Would highlight exemplary, be patient, flexible, permissive not able to restrain and redirect their emotions, consistent, inclusive, optimistic and with a sense of humor.RESUMENEl trabajo propuesto tiene como finalidad plantear una situación constatable en la realidad educativa de nuestros centros académicos. Hablamos de una contraposición entre el hecho de que cada vez hay mayor número de alumnos con necesidades educativas especiales en las aulas ordinarias, que demandan del profesorado una actuación para la cual no ha recibido la formación adecuada. En consecuencia, nos encontramos con niños que no están atendidos de una manera perso-nalizada e integradora, sino que dependen de la buena voluntad del maestro; familias desconcertadas, que en ocasiones se sienten culpabilizadas, sin recursos formativos ni de apoyo para hacer frente a la situación y maestros que en la mayoría de ocasiones se ven desbordados, indefensos, con bajos niveles de autoeficacia personal, carentes de estrategias en definitiva desvalorizados por ellos mismos y por su entorno. Por ello, proponemos el desarrollo de un plan de formación docente cuyo fundamento sea acompañarles en su proceso de crecimiento personal. Concretamente, consideramos que algunas competen-cias de tipo emocional son vitales y deberían desarrollarse en cualquier buen maestro. Destacaríamos a modo de ejemplo, ser pacientes, flexibles que no permisivos, capaces de contenerse y redirigir sus emociones, coherentes, integradores, opti-mistas y con sentido del humor. Contacto principal: msigness60@uao.es

The research has the challenge of building a genealogy of the images produced within the risk society and establishing a relationship between the concept of risk and the imaginary. As a theoretical framework, we will have Gilbert Durand's theory unrolled in the Anthropological Structures of the Imaginary. As a corpus of analysis, we will make a case study regarding visual representations of the risks, specifically, of diseases caused by viruses such as HIV, SARS, H1N1, Ebola and Coronavirus. In the study the concept of risk will be analyzed in a broad way, from a philosophical, communicational and anthropological reasoning of the term, to an instrumental conceptualization for the field of Risk Communication. For that, we will analyze constellations of images that metaphorically represent the risks and their effects. One of these effects are narratives and practices produced by the risk society that least caution about hazards, and that, however, act in the production of chronic, stigmatized and punitive subjectivities, as Vaz (2019) predicts. One of the strategies is to consider the metaphor not only as an ornament or as something that moves the sense from one place to another. The metaphor will be observed as a producer of truths. The concept of risk is thus perceived by theorists such as Beck, Giddens and Douglas as a form of normalization that became a kind of microphysics that acts in all areas of everyday life. This contemporary form of normalization is significant in the process of oppression and identification where the relationship and life management change significantly. Key messages To make a scientific conceptualization for an ethic of the Communication of Risk in the contemporaneity having as a foundation the imaginary produced by the visual metaphors that describe the viruses. This study has as a challenge to know the relationships between the concept of risk and imaginary that can collaborate in the development of prevention practices in the field of Communication.