Counsellors' position in the child-teacher-parent axis in attention-deficit/hyperactivity disorder and learning disorders

DOĞRU H., ESİN İ. S.

BRITISH JOURNAL OF GUIDANCE & COUNSELLING, cilt.50, sa.5, ss.732-742, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 50 Sayı: 5
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/03069885.2022.2089631
  • Dergi Adı: BRITISH JOURNAL OF GUIDANCE & COUNSELLING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, DIALNET
  • Sayfa Sayıları: ss.732-742
  • Anahtar Kelimeler: Attention-deficit, hyperactivity disorder, learning disorders, school counsellors, labelling, child-centred, teacher-centred, ADHD, STUDENTS, CARE
  • Atatürk Üniversitesi Adresli: Evet

Özet

Turkish school counsellors (N = 113) were surveyed on their basal knowledge, resources for keeping up, and suggestions with respect to attention-deficit/hyperactivity disorder (ADHD) and learning disorders (LD). Suggestions were then subjected to thematic content analysis and classified as child-centred, teacher-centred or parent-centred approaches. Counsellors primarily suggested child-centred approaches for ADHD and teacher-centred approaches for LD. They highlighted the need for ensuring that schools accommodate to the realities of these students. Although some of the counsellors were more sensitive to abusive labelling and unnecessary medication, the majority of them were not against medication for ADHD. They felt less competent to cope with children with LD, and mostly suggested ways of keeping them from being alienated from family and friends.