The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to 256 teachers and 92 parents. Statistical analysis revealed the KADD-Q to be an internally consistent measure of teachers’ and parents’ knowledge of ADHD. Findings demonstrated that the levels of teachers’ and parents’ knowledge about the causes of ADHD was significantly higher than their knowledge of the characteristics of ADHD, which in turn was significantly higher than their knowledge about treatment. When the total scores of teachers and parents were compared, the latter scored significantly higher. Although there were no significant differences in teachers’ and parents’ levels of knowledge about the Characteristics of ADHD, parents scored significantly higher than teachers on the Causes and Treatment subscales of the KADD-Q. The findings also revealed that misconceptions about ADHD are evident among parents and teachers, but that professional development is significant in increasing knowledge.

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

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The main focus of disaster research conducted to date has been on providing insights into the negative consequences of experiencing a serious threat or adversity. The present study extends this research endeavour by investigating the positive post-trauma resiliency experiences of 512 survey respondents living in four cyclone prone communities in Northwest Australia. The findings reveal that disaster stress is often accompanied by disaster growth and, thus, provides an alternative resilience-based way of viewing postdisaster interventions. Stress and Growth 2Posttraumatic Stress and Posttraumatic Growth and their relationship to coping and selfefficacy in Northwest Australian Cyclone Communities.Resilience is a stress-resistant personal quality that allows individuals to cope, adapt and thrive despite an experience of serious threat or adversity (Ahern et al., 2008). Thus, to some measure the resiliency process of struggling to 'bounce back' from challenge and adversity could be construed as being the very grist of the individual/community lifeexperience mill. However, in exceptional circumstances (e.g., following a natural/human initiated disaster) the ability of an individual/community to grieve, struggle, cope accept and ultimately adapt to a new high stress reality goes well beyond their pre-trauma resiliency norm. Indeed, it is this ability to fulfil post-trauma responsibilities and embrace new tasks and experiences that is considered by some to be the very essence of posttraumatic growth (PTG) (Bonanno, 2007).Three core psychological concepts have been identified within the disaster field of research, namely, stress, coping and self-efficacy, each of which have received varying levels of research attention. Of the three, stress is arguably the most widely researched concept (Ursano et al., 1994). As such, in academia instances of significant psychosocial change (either within the individual or the affected community) are termed stressor events (Van Ameringen et al., 2008). In addition, much research endeavour has been devoted to understanding the human response to post-disaster stressor events within specific age cohorts (e.g., Adult responses see Norris et al., 2008; adolescent responses see Pina et al., 2008; and child responses see Kar, 2009). Consistently, the findings from these studies have suggested that the elderly, adolescents, and children are the most susceptible age groups for developing a high stress response following an experience of an intense stressor (disaster) event (Norris et al., 2008). Stress and Growth 3Other sections of academia have focused on understanding the human stress response to post-disaster stressor events within specific groups of adult workers who were either directly or non-directly involved with the disaster. Somewhat predictably individual workers (e.g., response volunteers [Armstrong et al., 1995]; emergency workers [Wagner, McFee, & Martin, 2009]; nurses and medical workers [Freedy et al., 1992]; emergency managers [Paton & Flin, 1999]) and the general publ...

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