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Introduction to ADHD

  • Hala Mohammed Berri
  • Anies Al-Hroub
Chapter
Part of the SpringerBriefs in Psychology book series (BRIEFSPSYCHOL)

Abstract

Historically, attention deficit hyperactivity disorder (ADHD) has been considered, on the one hand, to be a biological condition of the brain and, on the other, a psychological variant rather than a disorder, but over time it has come to be seen as a developmental neurological condition. Children with ADHD experience problems at school as a result of their behavior, and it is important for teachers to understand the disorder thoroughly. However, a number of research studies have shown that the gender of the child is likely to affect the teacher’s perceptions of ADHD and thus their decision as to whether a child with the disorder should be referred for support. Furthermore, much of the relevant research has been conducted in Western countries but very little in the Middle East and North Africa (MENA) region. In southern Lebanon, teachers’ knowledge about ADHD is very poorly developed, and thus, the focus of our research was to investigate to what degree a group of Lebanese teachers understood the disorder and whether any gender bias on their part affects their response to it.

Keywords

ADHD definition ADHD and gender Teachers’ knowledge of ADHD ADHD in Lebanon 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Hala Mohammed Berri
    • 1
  • Anies Al-Hroub
    • 1
  1. 1.Department of EducationAmerican University of BeirutBeirutLebanon

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