Adult Attention Deficit Hyperactivity Disorder Stigma Questionnaire

Fuermaier, Anselm; Tucha, Lara; Koerts, Janneke; Mueller, Anna K.; Lange, Klaus W.; Tucha, Oliver

doi:10.1037/t27021-000

Cited by 3 publications

(5 citation statements)

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“…Thirty seven papers identified issues related to a lack of education on ADHD, representing a wide range of countries, 14 from the US (Alder et al, 2009;Chan, Hopkins, Perrin, Herrerias, & Homer, 2005;Clements, Polaha, Dixon Jr, & Brownlee, 2008;Copeland, Wolraich, Lindgren, Milich, & Woolson, 1987;Daly, Rasmussen, Agerter, & Cha, 2006;Fiks, Gafen, Hughes, Hunter, & Barg, 2011;Goodman, Surman, Scherer, Salinas, & Brown, 2012;Guevara et al, 2005;Kwasman, Tinsley, & Thompson, 2004;Power, Mautone, Manz, Frye, & Blum, 2008;Stein et al, 2009;Thomas, Rostain, Corso, Babcock, & Madhoo, 2015;Williams, Klinepeter, Palmes, Pulley, & Foy, 2004;Wolraich, Bard, Stein, Rushton, & O'Connor, 2010), seven from the UK (Ayyash et al, 2013;Ball, 2001;Baverstock & Finlay, 2003;Klasen, 2000;Klasen & Goodman, 2000;Murray et al, 2006;Salt et al, 2005) , three from Australia (Dryer, Kiernan, & Tyson, 2006;Shaw, Mitchell, Wagner, & Eastwood, 2002;Shaw, Wagner, Eastwood, & Mitchell, 2003), two from the Netherlands (Fuermaier et al, 2012;Hassink-Franke et al, 2016), two from South Africa (Louw et al, 2009;Venter et al, 2003), two from Canada (Miller et al, 2005;Ward et al, 1999) and one each from France (Quiviger & Caci, 2014), Singapore (Lian et al, 2003), Pakistan (Jawaid et al, 2008),…”

Section: Data Extraction and Summary Of Resultsmentioning

confidence: 99%

“…While it could be expected that PCPs should not hold stigmas towards ADHD due to their expected knowledge of the disorder, a quantitative study in the Netherlands (Fuermaier et al, 2012) reported no difference in stigmatisation levels between physicians and a control group of non-medical professionals.…”

Section: General Stigmas and Misconceptionsmentioning

confidence: 97%

“…These stigmas included gender biases ('it only happens in boys'), misleading causes of ADHD (due to high sugar level or lead poisoning) or, most prominently, that ADHD was caused by bad parenting. Seventeen studies discussed elements related to misconceptions, five from the US (Gardner et al, 2002;Goodman et al, 2012;Kwasman et al, 1995Kwasman et al, , 2004Wasserman et al, 1999), four from the UK (Klasen, 2000;Klasen & Goodman, 2000;Murray et al, 2006;Salt et al, 2005), two from Australia (Shaw et al, 2002;Shaw et al, 2003), and one each from the Netherlands (Fuermaier et al, 2012), Iran (Ghanizadeh & Zarei, 2010),…”

Section: Misconceptions and Stigmasmentioning

confidence: 99%

“…These doctoral studies strengthen these findings in GPs' attitudes and knowledge by highlighting similar themes such as lack of education, misconception and a strong need for training. The intervention allowed for some stigmas and misconceptions such as ADHD in adulthood (Fuermaier et al, 2012), ADHD only presents in boys (Gardner et al, 2002;Kwasman et al, 2004), and ADHD is seen as a negative diagnostic label (Sayal et al, 2015), to be lessened. It also addressed issues with nonrecognition in GPs (Sayal et al, 2002) and low levels of confidence in recognising and managing ADHD (Salmon & Kirby, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Awareness of ADHD in primary care

French¹

2019

Preprint

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The proposed research investigates access to care for attention deficit hyperactivity disorder (ADHD) within primary care settings by conducting an exploration of awareness and understanding of ADHD in general practitioners (GPs). ADHD is a developmental disorder affecting approximately 5% of children in the United Kingdom (NICE, 2013) with children experiencing strong cognitive, behavioural and physical impairment (Wright et al., 2015, Klasen and Goodman, 2000). ADHD strongly affects the functioning and development of school aged children and often carries on into adulthood. While many evidence based treatments can help manage ADHD, studies have shown that children with ADHD are under diagnosed (Bussing et al., 2003, Sayal et al., 2006a). Although many factors influence service utilisation such as parents and teachers’ perception or comorbid disorders (Sayal et al., 2010a, Sayal et al., 2006b, Sayal et al., 2003), the first port of call in UK healthcare is primary care and GPs who are gatekeepers to secondary care and diagnosis. However, limited recognition by GPs is a primary barrier to diagnosis (Sayal et al., 2006b, Sayal et al., 2015, Sayal et al., 2002) due to the lack of accurate knowledge and understanding of the disorder; scepticism and misconceptions still strongly present in health professionals (Angermeyer and Dietrich, 2006, Throckmorton, 2000) and stigmas towards ADHD potentially at the source of the condition being significantly underdiagnosed (Asherson et al., 2012, Bussing et al., 2003). A recent systematic review (French et al, in press) highlighted three main areas affecting GPs recognition of ADHD; lack of education and awareness, misconceptions and difficulties in communicating with third parties. Understanding the beliefs surrounding the disorder is crucial as it can help facilitate access to care.The proposed study will aim to explore the efficacy of a psychoeducation online program to enhance understanding and awareness of ADHD using a randomised control trial design and interviews. The psychoeducation program is an online e-learning resource, freely accessible with information and link relevant to ADHD. The content was designed by the PI and the CI and the technological part of it was created by the Health E-Learning and Media (HELM) Team at the University of Nottingham. The content and format was also coproduced with a group of local general practitioners and health professionals.

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Section: Data Extraction and Summary Of Resultsmentioning

confidence: 99%

Section: General Stigmas and Misconceptionsmentioning

confidence: 97%

Section: Misconceptions and Stigmasmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Awareness of ADHD in primary care

French¹

2019

Preprint

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“…5.1.4 Fund Research for Adults with ADHD and Combined ASD/ADHD Type Reasons for a lack of funding may revolve around: (a) the negative attitude's surroundings ADHD amongst professionals, academic and society (Fuermaier et al, 2012;Mulholland, 2017), and (b) scarcity in data regarding people with ADHD-as reported by the Victorian Government Department of Education (2007). Of the limited data that is available in however, it is reported that students with ASD/ADHD combined type are the most vulnerable to full, meaningful participation than those with or without other disabilities (Elias & White, 2018;Mulholland, 2017).…”

Section: Fund the Under-researched Populationmentioning

confidence: 99%

Benefits of Life Skill Based Education for Neurodiverse Adults: An Integrative Review and Analysis

Ravichandren

O'Connor

2021

WJER

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An integrative review and analysis was conducted to assess the benefits of teaching Life Skill-Based Education (LSBE) to Neuro Divergent Ddults (ND) (i.e., adults with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and/or specific learning difficulties (SLD)). A systematic search of Google, Google Scholar, EBSCO host, and Cochrane Library databases were utilized with date ranging from 2000-2020. A total of 659 hits were obtained before duplicates were removed and inclusion/exclusion criteria, as well as conceptual perspective applied. In summation, 16 articles were thoroughly analysed to evaluate the efficacy of LSBE programs on improving the Quality of Life (QoL) of ND adults. Specifically, ones that cater to the Executive Functioning (EF) challenges often seen in this population, whilst using inclusive approaches. The findings did reveal high potential of LSBE programs to benefit ND adults, where general services currently lack. However, issues such a small sample size and lack of sample diversity limit generalizability of program benefits. Recommendations are to tackle global problems around inclusion and education, for ND adults, at its roots. Greater awareness of LSBE program should be emphasized worldwide, as benefits will likely ensue for all kinds of individuals/neurotypes. Overall, implications target change on a micro, meso and macro level.

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South African Foundation Phase Teachers’ Perceptions of ADHD at Private and Public Schools

Kern

Amod

Seabi

et al. 2015

IJERPH

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This study investigated foundation phase teachers’ perceptions of Attention Deficit Hyperactivity Disorder (ADHD). The teachers’ views on the aetiology, appropriate interventions and incidence rates of ADHD were examined. A total of 130 foundation phase teachers from mainstream private and public schools completed a self-developed questionnaire that had been piloted by the researchers. Both descriptive and inferential statistics were used to analyse the data, specifically to determine whether there were differences in responses between public and private school teachers. Thematic content analysis was used to identify the themes that emerged from the open-ended questions. It was found that the teachers had a limited understanding of ADHD, in terms of what it is as well as the aetiology. In addition, it emerged that medication was the preferred method of intervention despite the participants’ awareness of alternative intervention methods. A comparison of the private and public school teachers’ results indicated no significant difference in their perceptions regarding the aetiology, interventions or incidence rates of ADHD.

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Adult Attention Deficit Hyperactivity Disorder Stigma Questionnaire

Cited by 3 publications

References 0 publications

Awareness of ADHD in primary care

Awareness of ADHD in primary care

Benefits of Life Skill Based Education for Neurodiverse Adults: An Integrative Review and Analysis

South African Foundation Phase Teachers’ Perceptions of ADHD at Private and Public Schools

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