The goal of the present study was to determine whether a web-based medium is an effective tool for supporting knowledge, attitude, and behavior change in teachers of elementary school children with attention-deficit/hyperactivity disorder (ADHD). Nineteen teachers from Nova Scotia, Canada completed a 7-week intervention that consisted of presentations, web links, and discussion board activities related to different aspects of ADHD. Teachers' knowledge positively changed from pre- to post-intervention (p = .03), as did teachers' attitudes related to perceived control in their classrooms (p = .001) and competence in teaching (p < .0001). The study demonstrated that a web-based medium is a useful tool for knowledge creation and translation and has potential as a means of providing professional development to teachers about ADHD.

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Web-based ADHD interventions have the potential to reduce the barriers to treatment utilization and implementation that are common problems for school-based ADHD interventions.

The purpose of this study was to gain information about how youth with ADHD perceive this disorder and the barriers to treatment. Six focus groups were conducted in three locations within Nova Scotia (two of each: elementary school students, middle school students, high school students). Qualitative data was collected from 25 youth (aged 10 to 21) diagnosed with ADHD. Data analysis conducted through Ethnograph software revealed several themes: (a) participants did not perceive ADHD in a positive light; (b) youth recognized the need for intervention and identified school supports as particularly important; (c) youth reported both benefits and negative effects of pharmacological and psychosocial interventions; and (d) youth with ADHD perceived that the general public is misinformed about ADHD, which contributes to social stigma and stereotyping. The results have implications for school psychologists, who are in an ideal position to help demystify ADHD and to facilitate the collaboration between the youth, parents, and teachers. RésuméCette étude avait pour but de recueillir de l'information sur la manière dont les jeunes souffrant du trouble de déficit de l'attention avec hyperactivité (TDAH) perçoivent ce désordre, de même que sur les obstacles au traitement. Six groupes de discussion ont été menés, regroupant des élèves de trois endroits en NouvelleÉcosse (deux groupes de chacun des niveaux suivants, soit primaire, intermédiaire et secondaire). Des données qualitatives ont été recueillies auprès de 25 jeunes (de 10 à 21 ans) ayant reçu un diagnostic de TDAH. L'analyse des données, à l'aide du logiciel Ethnograph, a permis de dégager plusieurs thèmes : (1) les participants n'ont pas une perception positive du TDAH; (2) les jeunes reconnaissent la nécessité d'intervenir, soulignant tout particulièrement l'importance du soutien des écoles; (3) les jeunes rapportent tant les bienfaits que les effets négatifs de la médication et des interventions psychosociales et enfin, (4) les jeunes atteints du TDAH estiment que le grand public est mal informé au sujet de ce trouble, ce qui contribue à la stigmatisation sociale et à la persistance des stéréotypes. Les résultats interpellent particulièrement les psychologues en milieu scolaire, qui sont les mieux placés pour aider à démystifier le TDAH et à favoriser la collaboration entre les jeunes, les parents et les enseignants.

Objectives: Pediatric chronic pain has often been examined from a risk perspective, and relatively less is known about the individual and family-level resilience factors that help youth with chronic pain maintain their quality of life. This cross-sectional study: a) examined the relations among purported youth and parent resilience (youth pain acceptance and pain selfefficacy, parent psychological flexibility) and risk (youth pain intensity, parent protectiveness) factors with youth quality of life, and b) tested exploratory statistical mechanisms that may explain relations between parent and youth variables. Methods: Participants included 122 youth (10 to 17 years; M=14.26, SD=2.19) seen in an interdisciplinary pediatric chronic pain program and a parent. Youth completed measures of their average pain, quality of life, pain acceptance, and pain self-efficacy. Parents completed measures of their pain-related psychological flexibility and behavioral responses to pain (i.e., protectiveness, distraction, monitoring, minimizing).Results: Youth pain acceptance, pain self-efficacy, and parent psychological flexibility were highly positively correlated with each other, and with overall youth quality of life. Evidence for a buffering effect of pain acceptance and pain self-efficacy on the association between pain intensity and quality of life was not found. Protectiveness was found to be a significant mediator of the relation between parental psychological flexibility and youth quality of life. Discussion:The results are discussed in the context of the resilience-risk framework and current understandings of the role of parental factors for pediatric chronic pain.