A Pilot Investigation of Teachers' Perceptions of Psychotropic Drug Use in Schools

Lien, My T.; Carlson, John S.; Hunter-Oehmke, Shana; Knapp, Kelly A.

doi:10.1177/1087054707300992

Cited by 8 publications

(3 citation statements)

References 20 publications

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“… 1 Today, this pediatric disorder is considered to be the most prevalent neurodevelopmental condition 2 , 3 affecting between 3% and 7% of school-aged children. 4 Affected children commonly display symptoms of inattention, hyperactivity, or impulsivity, 5 , 6 which can impede their academic 3 , 7 and social progress 8 , 9 as well as strain family dynamics. 10 Siblings of affected children can feel victimized or intimidated by the child’s behaviors, while parents can find the condition emotionally taxing and time-consuming to deal with.…”

Section: Introductionmentioning

confidence: 99%

Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation

Ahmed¹,

Borst²,

Yong³

et al. 2014

PPA

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is the most prevalent pediatric neurodevelopmental condition, commonly treated using pharmacological agents such as stimulant medicines. The use of these agents remains contentious, placing parents in a difficult position when deciding to initiate and/or continue their child’s treatment. Parents refer to a range of information sources to assist with their treatment decision-making. This qualitative study aimed to investigate 1) parents’ ADHD-related knowledge pre- and post-diagnosis, 2) the information sources accessed by parents, 3) whether parents’ information needs were met post-diagnosis, and 4) parents’ views about strategies to meet their information needs.MethodsThree focus groups (n=16 parents), each lasting 1.0–1.5 hours were conducted. Focus groups were audio-recorded and transcribed verbatim. Transcripts were analyzed using the framework method, coded, and categorized into themes.ResultsGenerally, parents had limited ADHD-related knowledge prior to their child’s diagnosis and perceived prescription medicines indicated for ADHD in a negative context. Parents reported improved knowledge after their child’s diagnosis; however, they expressed dissatisfaction with information that they accessed, which was often technical and not tailored to their child’s needs. Verbal information sought from health care professionals was viewed to be reliable but generally medicine-focused and not necessarily comprehensive. Parents identified a need for concise, tailored information about ADHD, the medicines used for its treatment, and changes to their child’s medication needs with age. They also expressed a desire for increased availability of support groups and tools to assist them in sourcing information from health care professionals during consultations, such as question prompt lists.ConclusionThere are gaps in parents’ knowledge about ADHD and its treatment, and an expressed need for tailored and reliable information. Future research needs to focus on providing parents with avenues to access concise, reliable, and relevant information and support in order to empower them to make the best treatment decision for their child.

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Section: Introductionmentioning

confidence: 99%

Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation

Ahmed¹,

Borst²,

Yong³

et al. 2014

PPA

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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.…”

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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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“…a pproximately 8% of children in general education (Lien, Carlson, Hunter-Oehmke, & Knapp, 2007) and more than 50% of students in special education take psychotropic medications (Mattison, 1999). In addition, almost a quarter of children examined by school psychologists also take these medications (Carlson, Demaray, & Hunter-Oehmke, 2006).…”

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confidence: 99%

Current Practices and Future Directions in Psychopharmacological Training and Collaboration in School Psychology

Sulkowski

Jordan

Nguyen

2009

Canadian Journal of School Psychology

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School psychologists frequently examine children who are prescribed psychotropic medications. With advanced training in psychological assessment and professional consultation, school psychologists may play an integral role in assisting with children’s psychopharmacological treatment regimens. In this vein, this article discusses various ways for school psychologists to overcome barriers to collaborating with physicians including, strategies to overcoming obstacles related to cross-discipline information sharing time or workload constraints, communication challenges, and professional role expectations. Finally, the article discusses ways for school psychology students or practitioners of school psychology to increase their knowledge of pediatric psychopharmacology relative to their current training or experience.

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A Pilot Investigation of Teachers' Perceptions of Psychotropic Drug Use in Schools

Abstract: Issues related to the amount of knowledge that school professionals should have about this increasingly used treatment remain unresolved and warrant further research.

Cited by 8 publications

References 20 publications

Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation

Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation

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

Current Practices and Future Directions in Psychopharmacological Training and Collaboration in School Psychology

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