Pub Date : 2023-09-05DOI: 10.1080/13632752.2023.2253517
Joanna Grace Phillips, G. Tyler-Merrick, S. Phillipson
ABSTRACT The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relationship between educators and parents so that they could, together, develop children’s social and emotional competence skills by using positive behaviour support strategies in an Australian early year setting. The findings are reported on two educators, two children and their mothers. Data were collected via a questionnaire, rating scale, direct classroom and home observations and educator/parent interviews. The results indicated an increase in educator and parent positive responses to the two young children’s appropriate behaviour and a decrease in their challenging behaviour. The findings also showed inconsistencies between educators in implementing the strategies. Educators and parents developed a more collaborative relationship. Identified barriers families have with accessing this type of programme are discussed.
{"title":"The feasibility of TOGETHER: a collaborative educator-parent programme for teaching social and emotional competence in young children","authors":"Joanna Grace Phillips, G. Tyler-Merrick, S. Phillipson","doi":"10.1080/13632752.2023.2253517","DOIUrl":"https://doi.org/10.1080/13632752.2023.2253517","url":null,"abstract":"ABSTRACT The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relationship between educators and parents so that they could, together, develop children’s social and emotional competence skills by using positive behaviour support strategies in an Australian early year setting. The findings are reported on two educators, two children and their mothers. Data were collected via a questionnaire, rating scale, direct classroom and home observations and educator/parent interviews. The results indicated an increase in educator and parent positive responses to the two young children’s appropriate behaviour and a decrease in their challenging behaviour. The findings also showed inconsistencies between educators in implementing the strategies. Educators and parents developed a more collaborative relationship. Identified barriers families have with accessing this type of programme are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80968723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1080/13632752.2023.2239580
Sarah Kew-Simpson, Rebecca H. Williams, Dennis Kaip, N. Blackwood, Hannah Dickson
ABSTRACT It is estimated that 1 in 2 young people who are educated in Alternative Provision (AP) educational settings have social, emotional and mental health difficulties. However, the extent to which the mental health needs of these young people are currently being met by Child and Adolescent Mental Health Services (CAMHS) is less clear. In this qualitative study, semi-structured interviews were conducted with 15 CAMHS practitioners who had worked with young people educated in AP settings to explore secondary health care service engagement. We analysed the data using thematic analysis. Findings suggest that young people educated in AP settings have complex mental health needs for which they are currently not receiving adequate support, due to shortcomings within AP schools and numerous external barriers to care. Implications for clinicians and service commissioners include a need for further integration between CAMHS and education services, and better quality support across AP settings.
{"title":"Clinicians’ perceptions of the mental health needs of young people in alternative provision educational settings: An exploratory qualitative analysis","authors":"Sarah Kew-Simpson, Rebecca H. Williams, Dennis Kaip, N. Blackwood, Hannah Dickson","doi":"10.1080/13632752.2023.2239580","DOIUrl":"https://doi.org/10.1080/13632752.2023.2239580","url":null,"abstract":"ABSTRACT It is estimated that 1 in 2 young people who are educated in Alternative Provision (AP) educational settings have social, emotional and mental health difficulties. However, the extent to which the mental health needs of these young people are currently being met by Child and Adolescent Mental Health Services (CAMHS) is less clear. In this qualitative study, semi-structured interviews were conducted with 15 CAMHS practitioners who had worked with young people educated in AP settings to explore secondary health care service engagement. We analysed the data using thematic analysis. Findings suggest that young people educated in AP settings have complex mental health needs for which they are currently not receiving adequate support, due to shortcomings within AP schools and numerous external barriers to care. Implications for clinicians and service commissioners include a need for further integration between CAMHS and education services, and better quality support across AP settings.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81038933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.1080/13632752.2023.2233193
Emma Condliffe
ABSTRACT Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological framework of Interpretative Phenomenological Analysis (IPA) to explore how young people made meaning of their lived experiences of isolation rooms/booths (IRBs) in UK mainstream secondary schools through the lens of psychology. Unstructured interviews were conducted with five participants aged 11–18 with repeated experiences of spending time in IRBs. This article focuses on the superordinate theme ‘The Process’ (a restrictive process, the punishment, a process that separates). The findings highlight the impact of isolation on YP’s well-being and add to the evidence-base for further understanding IRBs, whilst questioning their appropriateness as a legitimate, psychologically safe sanction in schools.
{"title":"‘Out of sight, out of mind’: an interpretative phenomenological analysis of young people’s experience of isolation rooms/booths in UK mainstream secondary schools","authors":"Emma Condliffe","doi":"10.1080/13632752.2023.2233193","DOIUrl":"https://doi.org/10.1080/13632752.2023.2233193","url":null,"abstract":"ABSTRACT Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological framework of Interpretative Phenomenological Analysis (IPA) to explore how young people made meaning of their lived experiences of isolation rooms/booths (IRBs) in UK mainstream secondary schools through the lens of psychology. Unstructured interviews were conducted with five participants aged 11–18 with repeated experiences of spending time in IRBs. This article focuses on the superordinate theme ‘The Process’ (a restrictive process, the punishment, a process that separates). The findings highlight the impact of isolation on YP’s well-being and add to the evidence-base for further understanding IRBs, whilst questioning their appropriateness as a legitimate, psychologically safe sanction in schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80959877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1080/13632752.2023.2220163
D. Carreiras, M. Guilherme, M. Cunha, P. Castilho
ABSTRACT Self-disgust is a complex emotion related to feeling aversion or revulsion about internal and personal physical attributes, personality, functioning and behaviours. The aim of the present study was to adapt, validate and examine the psychometric properties of the Multidimensional Self-Disgust Scale, in a sample of Portuguese adolescents (MSDS-A). Participants were 540 adolescents (n = 308females, 57%), with ages between 13 and 18 years. Data were analysed through SPSS and MPLUS was used to perform a Confirmatory Factor Analysis (CFA). Self-report questionnaires were used to assess several indicators of psychopathology and self-compassion. Results from the CFA showed that a 4-factor model with a second order factor presented good fit indices. The full scale and its factors showed good internal consistency, adequate temporal stability, and good convergent, divergent and incremental validity. The MSDS-A seems a valid measure to assess self-disgust in adolescents, with important implications to clinical context and research.
{"title":"Measuring self-disgust in adolescence: Adaptation and validation of a new instrument for the Portuguese adolescent population","authors":"D. Carreiras, M. Guilherme, M. Cunha, P. Castilho","doi":"10.1080/13632752.2023.2220163","DOIUrl":"https://doi.org/10.1080/13632752.2023.2220163","url":null,"abstract":"ABSTRACT Self-disgust is a complex emotion related to feeling aversion or revulsion about internal and personal physical attributes, personality, functioning and behaviours. The aim of the present study was to adapt, validate and examine the psychometric properties of the Multidimensional Self-Disgust Scale, in a sample of Portuguese adolescents (MSDS-A). Participants were 540 adolescents (n = 308females, 57%), with ages between 13 and 18 years. Data were analysed through SPSS and MPLUS was used to perform a Confirmatory Factor Analysis (CFA). Self-report questionnaires were used to assess several indicators of psychopathology and self-compassion. Results from the CFA showed that a 4-factor model with a second order factor presented good fit indices. The full scale and its factors showed good internal consistency, adequate temporal stability, and good convergent, divergent and incremental validity. The MSDS-A seems a valid measure to assess self-disgust in adolescents, with important implications to clinical context and research.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83419534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2189404
Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.
ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. Highlights ADHD and MAS had a reciprocal over-time association, and both negatively predicted academic performance beyond school transition. CDs and MAS had a strong within-time association and they separately predicted academic performance beyond school transition. Students with ADHD symptoms seem to be more vulnerable to the negative effects of MAS than students with CDs.
{"title":"ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school","authors":"Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.","doi":"10.1080/13632752.2023.2189404","DOIUrl":"https://doi.org/10.1080/13632752.2023.2189404","url":null,"abstract":"ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. Highlights ADHD and MAS had a reciprocal over-time association, and both negatively predicted academic performance beyond school transition. CDs and MAS had a strong within-time association and they separately predicted academic performance beyond school transition. Students with ADHD symptoms seem to be more vulnerable to the negative effects of MAS than students with CDs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75671860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2194131
K. Gibbs
ABSTRACT There is a paucity of research in Australia about educators’ use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD. Findings showed that teachers and school leaders have a good understanding of ADHD, teachers use DI as an effective teaching practice to enhance learning for this student group and ensure the classroom environment is safe and secure. However, they do not adjust assessments for students with ADHD. School leaders are not clear how teachers differentiate assessments or adapt the classroom environment. These results highlight the need for further research at the teacher and teacher educator level teachers to ensure teaching practices are effective in reducing unwanted behaviours that prevent students with ADHD achieving to their full academic potential.
{"title":"Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD","authors":"K. Gibbs","doi":"10.1080/13632752.2023.2194131","DOIUrl":"https://doi.org/10.1080/13632752.2023.2194131","url":null,"abstract":"ABSTRACT There is a paucity of research in Australia about educators’ use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD. Findings showed that teachers and school leaders have a good understanding of ADHD, teachers use DI as an effective teaching practice to enhance learning for this student group and ensure the classroom environment is safe and secure. However, they do not adjust assessments for students with ADHD. School leaders are not clear how teachers differentiate assessments or adapt the classroom environment. These results highlight the need for further research at the teacher and teacher educator level teachers to ensure teaching practices are effective in reducing unwanted behaviours that prevent students with ADHD achieving to their full academic potential.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86878907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2202441
Shruti Taneja-Johansson
ABSTRACT The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child’s social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.
{"title":"Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder","authors":"Shruti Taneja-Johansson","doi":"10.1080/13632752.2023.2202441","DOIUrl":"https://doi.org/10.1080/13632752.2023.2202441","url":null,"abstract":"ABSTRACT The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child’s social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82678753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2207251
Segun Emmanuel Adewoye, Nettie N Ndou
ABSTRACT The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders’ emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted. Ten school bullying bystanders were purposefully selected to participate in the study. Interviews were recorded on a voice recorder and then transcribed. Qualitative data were analysed through inductive thematic analysis. The findings of this study revealed that personalisation evoked bystanders’ self-blame and feelings of guilt, catastrophising amplified bystanders’ anxiety and fear over generalisation-induced and exacerbated bystanders’ negative perceptions of school safety, and selective abstraction led to indirect co-victimisation. It is recommended that school psychologist, councilors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.
{"title":"Self-debasing cognitive distortions as predictor of emotional disturbance among school bullying bystanders","authors":"Segun Emmanuel Adewoye, Nettie N Ndou","doi":"10.1080/13632752.2023.2207251","DOIUrl":"https://doi.org/10.1080/13632752.2023.2207251","url":null,"abstract":"ABSTRACT The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders’ emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted. Ten school bullying bystanders were purposefully selected to participate in the study. Interviews were recorded on a voice recorder and then transcribed. Qualitative data were analysed through inductive thematic analysis. The findings of this study revealed that personalisation evoked bystanders’ self-blame and feelings of guilt, catastrophising amplified bystanders’ anxiety and fear over generalisation-induced and exacerbated bystanders’ negative perceptions of school safety, and selective abstraction led to indirect co-victimisation. It is recommended that school psychologist, councilors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82168528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2215036
C. Chessell, K. Harvey, Brynjar Halldorsson, A. Farrington, C. Creswell
ABSTRACT Obsessive Compulsive Disorder (OCD) has negative impacts on affected preadolescent children; however, little is known about parents’ experiences of parenting a preadolescent child with OCD, and limited provision exists to help parents to support their children. This study aimed to explore parents’ experiences of parenting a preadolescent child with OCD using semi-structured, qualitative interviews to inform the development of such provision. Twenty-two parents (15 mothers; 7 fathers) of 16 children (7- to 14-years-old) who had experienced OCD were interviewed. Reflexive thematic analysis was used to generate two overarching themes: (1) challenge and frustration, and (2) helplessness, and five themes: (1) the journey to understanding and coming to terms with OCD, (2) the battle for support, (3) navigating how to respond to OCD, (4) OCD is in control, and (5) the emotional turmoil of parenting a preadolescent child with OCD. The need for clear, accessible, and scalable support for parents of preadolescent children with OCD was identified.
{"title":"Parents’ experiences of parenting a preadolescent child with OCD: A qualitative study","authors":"C. Chessell, K. Harvey, Brynjar Halldorsson, A. Farrington, C. Creswell","doi":"10.1080/13632752.2023.2215036","DOIUrl":"https://doi.org/10.1080/13632752.2023.2215036","url":null,"abstract":"ABSTRACT Obsessive Compulsive Disorder (OCD) has negative impacts on affected preadolescent children; however, little is known about parents’ experiences of parenting a preadolescent child with OCD, and limited provision exists to help parents to support their children. This study aimed to explore parents’ experiences of parenting a preadolescent child with OCD using semi-structured, qualitative interviews to inform the development of such provision. Twenty-two parents (15 mothers; 7 fathers) of 16 children (7- to 14-years-old) who had experienced OCD were interviewed. Reflexive thematic analysis was used to generate two overarching themes: (1) challenge and frustration, and (2) helplessness, and five themes: (1) the journey to understanding and coming to terms with OCD, (2) the battle for support, (3) navigating how to respond to OCD, (4) OCD is in control, and (5) the emotional turmoil of parenting a preadolescent child with OCD. The need for clear, accessible, and scalable support for parents of preadolescent children with OCD was identified.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86091586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13632752.2023.2199480
T. Hennig, K. Reininger, Marie-Luise Schütt, J. Doll, Gabi Ricken
ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific and public discourse, but they may raise inauspicious expectations that could trigger negative self-fulfilling prophecies. In an online study, we randomly assigned preservice teachers (N = 213) to a group in which essentialist beliefs about ADHD were induced vs. a control group. The experimental manipulation induced essentialist beliefs, though only in a subgroup. In participants who had more previous experience with ADHD, essentialist beliefs could be induced and were associated with some of the pessimistic expectations studied. Our preliminary findings appear promising and should be further investigated to improve teacher training and to better support children with ADHD.
{"title":"Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers","authors":"T. Hennig, K. Reininger, Marie-Luise Schütt, J. Doll, Gabi Ricken","doi":"10.1080/13632752.2023.2199480","DOIUrl":"https://doi.org/10.1080/13632752.2023.2199480","url":null,"abstract":"ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific and public discourse, but they may raise inauspicious expectations that could trigger negative self-fulfilling prophecies. In an online study, we randomly assigned preservice teachers (N = 213) to a group in which essentialist beliefs about ADHD were induced vs. a control group. The experimental manipulation induced essentialist beliefs, though only in a subgroup. In participants who had more previous experience with ADHD, essentialist beliefs could be induced and were associated with some of the pessimistic expectations studied. Our preliminary findings appear promising and should be further investigated to improve teacher training and to better support children with ADHD.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83514497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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