Teachers’ awareness about attention deficit hyperactivity disorder (ADHD) in Oman

Al-Sharbati, Marwan M.; Al-Sharbati, Zena; Al-Lawatiya, Salwa; Al-Jahwari, Sulaiman

doi:10.1016/j.ajp.2012.01.005

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…A questionnaire was designed for this purpose and then administered to the enrolled teachers. The tool and criteria for knowledge and attitude toward autism were defined and developed as reported elsewhere (Al-Sharbati et al, 2012; Rahbar et al, 2011). The questionnaire covered teacher’s awareness about the etiology, signs, and symptoms of autism, as well as items on sociodemographic factors and educational needs of children with ASD.…”

Section: Methodsmentioning

confidence: 99%

Awareness about autism among school teachers in Oman: A cross-sectional study

Al-Sharbati

Al‐Farsi

Ouhtit

et al. 2013

Autism

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Children with special needs such as those with autism spectrum disorder have been recorded as ostracized and stigmatized in many parts of the world. Little is known about whether such negative views are present among mainstream teachers in Oman. A cross-sectional study was conducted to evaluate school teachers' awareness about autism spectrum disorder in an urban region in Oman. A total of 164 teachers were randomly enrolled from five schools. Misconceptions about autism spectrum disorder were found to be common among mainstream teachers in the country. We posit that such lack of awareness was likely to be rooted with sociocultural patterning as well as conflicting views often "spun" by the scientific community and mass media. Enlightened views toward children with autism spectrum disorder should be presented to Omani teachers to overcome misconceptions and negative attitudes toward children with autism spectrum disorder.

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Section: Methodsmentioning

confidence: 99%

Awareness about autism among school teachers in Oman: A cross-sectional study

Al-Sharbati

Al‐Farsi

Ouhtit

et al. 2013

Autism

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“…Lo anterior sugiere una falta de información sobre el sustrato neurobiológico de este padecimiento y la necesidad de tratamiento farmacológico, como se ha visto en otros países. [36][37][38] Además de esto, es importante hacer notar que aunque la mayor parte de los maestros encuestados se consideraban capaces de manejar a un niño con TDAH en el salón de clases, pocos consideraban incluirse en un manejo conjunto con los padres y profesionales de la salud, lo que también apunta a la necesidad de educar a los maestros acerca de su papel dentro de un esquema de manejo multimodal.…”

Section: Discussionunclassified

Conocimientos y creencias sobre el trastorno por déficit de atención con hiperactividad en maestros de tres países latinoamericanos

et al. 2013

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“…For studies that did not use standardized scales, scores ranged from 47.3 to 75.3%. Misconceptions, particularly about the causes of, treatment and prognosis of ADHD were particularly high in studies that were conducted in LMICs (Al-Omari et al, 2015;Al-Sharbati et al, 2012;Ghanizadeh et al, 2006). Two studies used vignettes to assess teacher recognition of ADHD (Groenewald et al, 2009;Moldavsky et al, 2013).…”

Section: Adhd-specific Studiesmentioning

confidence: 99%

“…Secondary MHLSC Outcome: Attitudes that Facilitate Recognition and Help-Seeking Attitudes Towards ADHD Negative attitudes, such as agreeing with the statements "ADHD students have lower IQ than non-ADHD students" or that "ADHD can be caused by parental spoiling" were more commonly reported in studies conducted in LMICs than those in higher income countries (Al-Omari et al, 2015;Al-Sharbati et al, 2012;Ghanizadeh et al, 2006). Teacher training in ADHD appeared to significantly influence the development of positive attitudes (Bekle, 2004).…”

Section: Adhd-specific Studiesmentioning

confidence: 99%

Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood

Johnson

Gross

Jorm

et al. 2023

Clin Child Fam Psychol Rev

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The level of mental health literacy (MHL) in adults who work with or care for children is likely to influence the timeliness and adequacy of support that children receive for mental health problems. The aim of this study was to systematically review the literature on mental health literacy for supporting children (MHLSC, recognition/knowledge) among parents and teachers of school aged children (5 to 12 years old). A systematic search was conducted for quantitative studies published between 2000 and June 2021 using three databases (MEDLINE, PsycINFO and ERIC) and relevant citations reviewed in Scopus. To be included, studies needed to measure at least either ‘mental health knowledge’ or ‘recognition’. Synthesis proceeded according to study design, adult population, child MHP, then MHL outcome. Study quality was assessed using AXIS. 3322 documents were screened, 39 studies met inclusion criteria. 49% of studies examined teachers’ knowledge or recognition of ADHD; only five studies reported on parent samples. Synthesis found a nascent field that was disparate in definitions, methods and measures. Little research focussed on knowledge and recognition for internalizing problems, or on parents. Methods used for measuring knowledge/recognition (vignette vs screening) were associated with different outcomes and the quality of studies was most often low to moderate. Adults appear to have good recognition of childhood ADHD but their knowledge of internalizing disorders is less clear. Further research is required to develop standard definitions and validated measures so gaps in MHLSC can be better identified across populations who have a role in supporting children with their mental health.

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Teachers’ awareness about attention deficit hyperactivity disorder (ADHD) in Oman

Cited by 7 publications

References 6 publications

Awareness about autism among school teachers in Oman: A cross-sectional study

Awareness about autism among school teachers in Oman: A cross-sectional study

Conocimientos y creencias sobre el trastorno por déficit de atención con hiperactividad en maestros de tres países latinoamericanos

Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood

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