This Brief addresses the causes, assessment, and treatment of ADHD in
Lebanese schoolchildren. It details how the disorder is currently
defined in Lebanese elementary schools and examines schoolteachers'
understanding of and conceptions about ADHD across three domains:
general knowledge; symptoms and diagnosis; and treatment. This concise
volume presents the authors' research into Lebanese schoolteachers'
knowledge of ADHD and their ability and readiness to address the
psychological and academic needs of their students who have been
diagnosed with the disorder. In addition, the Brief explores the
teachers' ability to identify ADHD subtypes in relation to a student's
gender within the Lebanese context, emphasizing the differing
sociocultural expectations in the behaviors of boys and girls.
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Current procedures for identifying ADHD in Lebanon.
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Lebanese teachers' knowledge about ADHD, their misconceptions, and
factors that influence their opinions.
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Biases toward and confusion about disorders on the basis of perceived
gender differences.
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ADHD assessment and implementation strategies for Lebanese special
education professionals.
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Research questions, design, and methods as well as data collection and
analysis procedures used in the study.
ADHD in Lebanese Schools is an essential resource for researchers,
professionals and policymakers, and graduate students in such
interrelated fields as school psychology, educational psychology, and
social work.