Attitude and knowledge of high school pupils towards adolescents with special needs (tourette’s syndrome)

Brook, U; Boaz, Mona

doi:10.1007/bf02763054

Cited by 9 publications

(15 citation statements)

References 31 publications

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“…Respondents who had experience with TD or TS (involving either the self or a close acquaintance) were more likely to hold lower beliefs in the dietary/environmental category, suggesting that familiarity with these disorders facilitates a better understanding of their true etiologies, and instills correct beliefs about the disorders. This finding is consistent with previous studies, which showed that people tend to have better mental health knowledge if they are familiar with mental illnesses [14]. However, due to the low prevalence of TD and TS (especially among adults, where it is 0.1-1%) [3], the general population may not be familiar with these diseases.…”

Section: Discussionsupporting

confidence: 91%

“…For instance, personal (either with one's own diagnosis, or that of friends or relatives), work-related, or educational experiences with mental illnesses, as well as general familiarity with them, is significantly associated with improved mental health knowledge [13]. Furthermore, high school students having a family member affected by psychiatric problems are found to be more tolerant and exhibit greater positive attitudes towards people displaying TS symptoms [14].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, we investigated public beliefs about the causes and treatment of TD and TS, and identified the relevant correlates. We specifically assessed the influence of sociodemographic factors, familiarity with the disorder, and personality traits on the beliefs about mental illnesses, based on the results of previous studies [14,16].…”

Section: Introductionmentioning

confidence: 99%

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Beliefs about Tic Disorders and Tourette’s Syndrome in South Korea: An Online Panel Survey

Lee¹,

Park²

2019

J Korean Acad Child Adolesc Psychiatry

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This study investigates lay beliefs about the etiology and treatments of tic disorder and Tourette's syndrome, as well as identifying sociodemographic and personality variables affecting these beliefs among South Koreans. Methods: In total, 673 participants (mean age 41.77±12.03 years) completed an online survey regarding their beliefs about tic disorder and Tourette's syndrome. The factors related to their lay beliefs about the disorders were analyzed, and the correlates were investigated. Results: Results indicated that lay people in South Korea held strong beliefs that the causes of tic disorder and Tourette's syndrome lie within the parenting/psychological and neurological/biological categories, compared to the dietary/environmental one. Among the sociodemographic variables, sex, age, and levels of subjective mental health knowledge were primarily associated with the aforementioned beliefs. Familiarity with tic disorder and Tourette's syndrome was also associated with these beliefs. Among the personality traits investigated, extraversion and conscientiousness had significant influences on the beliefs people had about tic disorder and Tourette's syndrome. Conclusion: The results suggest that both policy makers and mental health service providers should adopt a strategic approach for developing and implementing health education interventions about tic disorder and Tourette's syndrome because individual sociodemographic variables, familiarity with the disorders, and personality traits are all associated with the beliefs about these disorders.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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Beliefs about Tic Disorders and Tourette’s Syndrome in South Korea: An Online Panel Survey

Lee¹,

Park²

2019

J Korean Acad Child Adolesc Psychiatry

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“…So, how do healthy peers view adolescents with TS? One study pointed out that more than 60% of peers understand that the abnormal behaviour of adolescents with TS is not controllable, and 56% of them are willing to develop friendships with such adolescents (Brook & Boaz ). Two qualitative studies in the UK enrolled adolescents with TS as participants and investigated their quality of life (Cutler et al .…”

Section: Introductionmentioning

confidence: 99%

‘Living with tics’: self‐experience of adolescents with Tourette syndrome during peer interaction

Lee

Wang

et al. 2016

Journal of Clinical Nursing

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Healthcare providers who assist adolescents with Tourette syndrome must understand that tics occur in the context of peer interaction and how this affects the adolescents' relationships with their peers in various life situations. Furthermore, healthcare providers should provide support, respect and offer coping strategies regarding peer interaction based on an understanding of the social dynamics of such peer interactions.

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“…There is a dearth of TD treatment research studies that include outcomes such as self-esteem, self-concept, and/or self-perception. Those studies that do evaluate these outcomes tend to be small or older studies, or include samples non-specific to TDs (e.g., students defined as having "special needs"; (Brook & Boaz, 2006)). In recently published literature reviews, there were inconsistent findings on self-perception in patients with TDs, with some studies showing a negative impact of TDs on self-concept and self esteem (Cox et al, 2019;Silvestri et al, 2018).…”

Section: Domain 4 Considering and Measuring Outcomes Beyond Tic Redumentioning

confidence: 99%

Treating Tourette Together: An Agenda for Patient-Centered Research Focused on Comprehensive Behavior Therapy for Tics

Conelea¹,

Bennett²,

Capriotti³

et al. 2020

Preprint

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After the Summit, we organized this input into 4 Key Research Areas that described the general types of research that attendees felt passionately about.Here, we list these domains, as well as specific Research Questions within each domain. Even though we number these below, each is considered equally important (for example, #3 isn't a lower priority than #1). Key Research Domains and Sample Questions Domain 1: Increasing Access to CBIT Representative research questions include:1. Children spend a lot of time in school. Can we train school-based providers (e.g., guidance counselors, school OTs) to provide CBIT effectively in school settings?2. Currently, there are not enough CBIT providers for all of the people with TDs who want CBIT. What are the most effective ways to train more providers in CBIT?3. Many people with TDs have to see more than one doctor, or wait a long time to get diagnosed and connected to quality care. What is the best way to train general doctors (such as pediatricians and family doctors) to recognize TDs and provide appropriate education, resources, treatment recommendations, and referrals? Domain 2: Increasing CBIT's EffectivenessRepresentative research questions include:1. CBIT in its current form does not work for everyone. Can we improve CBIT outcomes by figuring out what makes it work more, or less, well for some people? This would include looking at numerical information from studies, and also talking with people who have received CBIT about ways to improve it.2. CBIT involves a number of different parts. Can we make CBIT more efficient by identifying its most "active ingredients"?3. Many people with TDs do not feel that CBIT is a good fit for them. Can we create a "CBIT Readiness Interview" to explain what CBIT is, discuss concerns, and possibly increase patients' desire to do CBIT? Domain 3: Optimizing How CBIT Fits into Individuals' Broader Care for TDsRepresentative research questions include:1. People with TDs are likely to use multiple kinds of treatments, such as medications and CBIT. What are the best sequences of treatment for TDs (for example, CBIT followed by medication, or vice versa)? And, can we identify who will benefit from one treatment sequence instead of another?2. Many patients who want CBIT have to wait a long time on waitlists to get it. Can we help people with TDs find relief more quickly by having them start with an online,selfhelp version of CBIT, and then move on to CBIT with a therapist if self-help is not effective for them?3. Many patients live too far from CBIT providers for weekly visits. Can we evaluate whether other CBIT formats work just as well, such as doing CBIT over videochat or doing a short, intensive "CBIT Bootcamp" (called "intensive outpatient treatment" by healthcare providers)?4. Many people with TDs take tic-reducing medications but wish they did not have to. Can CBIT be used as a tool to get off of these medications?5. How well does CBIT work compared to medication alone, and the combination of CBIT and medication used simultaneously? Full ...

show abstract

Attitude and knowledge of high school pupils towards adolescents with special needs (tourette’s syndrome)

Cited by 9 publications

References 31 publications

Beliefs about Tic Disorders and Tourette’s Syndrome in South Korea: An Online Panel Survey

Beliefs about Tic Disorders and Tourette’s Syndrome in South Korea: An Online Panel Survey

‘Living with tics’: self‐experience of adolescents with Tourette syndrome during peer interaction

Treating Tourette Together: An Agenda for Patient-Centered Research Focused on Comprehensive Behavior Therapy for Tics

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