Literacy about Attention-deficit/Hyperactivity Disorder among Primary School Teachers in Lagos, Nigeria
Journal Title: Journal of Advances in Medicine and Medical Research - Year 2015, Vol 8, Issue 8
Abstract
Aim: Teachers have important roles in the identification, referral and management of school children with Attention-deficit/Hyperactivity Disorder (ADHD). However, their ability to play these roles is contingent on their depth of knowledge about ADHD. This study assessed literacy about ADHD in a sample of primary school teachers in Lagos, south-west Nigeria. Study Design and Methodology: Using a cross-sectional study design, 144 primary school teachers in Lagos, south-West Nigeria completed a vignette-based questionnaire which assessed knowledge about symptoms and management of ADHD. The vignette depicted a student with ADHD based on the DSM-1V diagnostic criteria. Results: The mean age of the participants was 41.7 (±9.3) years, and 62.5% were females. Only 7.6% of the primary school teachers correctly identified the ADHD case vignette. The teachers predominantly recommended corporal punishment/’serious discipline’ (83.3%) in handling students with features of ADHD. The usefulness of medications and psychological interventions in ADHD were recognised by only 9.0% and 16.7% respectively. Conclusion: There is a low level of ADHD literacy among primary school teachers in Lagos. This highlights the need for educational interventions to improve knowledge about ADHD among the school teachers.
Authors and Affiliations
Adeosun Increase Ibukun, Ogun Oluyemi, Bello Abidemi, Adeyemo Suraj, Fatiregun Ola
Keywords
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- EP ID EP347450
- DOI 10.9734/BJMMR/2015/18089
- Views 119
- Downloads 0
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