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ERIC Number: EJ921338
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0033-3085
The Impact of Teacher Credentials on ADHD Stigma Perceptions
Bell, Lindsay; Long, Susanne; Garvan, Cynthia; Bussing, Regina
Psychology in the Schools, v48 n2 p184-197 Feb 2011
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in childhood and adolescence. It is associated with high levels of stigma, which may lead to treatment barriers, self-fulfilling prophecies, and social rejection. This study established the reliability of the ADHD Stigma Questionnaire (ASQ) when applied to teachers by evaluating its internal consistency and confirmed the previously reported factor structure. In addition, the study examined the extent to which holding a special education certification and having years of teaching experience impact teachers' perceptions of ADHD stigma. Results indicated that teachers holding special education certification endorsed higher ratings, which indicated high stigma perceptions, on the Overall Stigma score, as well as the three subscales, Disclosure Concerns, Negative Self-Image, and Concern with Public Attitudes; however, years of teaching experience was not related to stigma scores. Implications for teacher training practices are discussed. (Contains 2 figures and 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A