教师对患有注意力缺陷多动障碍的成年人的污名化。
Stigmatization in teachers towards adults with attention deficit hyperactivity disorder.
作者信息
Fuermaier Anselm Bm, Tucha Lara, Mueller Anna K, Koerts Janneke, Hauser Joachim, Lange Klaus W, Tucha Oliver
机构信息
Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands.
Department of Experimental Psychology, University of Regensburg, Regensburg, Germany.
出版信息
Springerplus. 2014 Jan 14;3:26. doi: 10.1186/2193-1801-3-26.
OBJECTIVES
Attention deficit hyperactivity disorder (ADHD) is understood as a developmental disorder which shares common characteristics between childhood, adolescence and adulthood. However, ADHD is widely associated with misconceptions and misbeliefs which can lead to stigmatization. Teachers have an important role for the individual development as they accompany students for a long period of time. The aim of the present study was to explore stigmatizing attitudes in teachers towards adults with ADHD, thereby focusing on the developmental trajectory of the condition. Furthermore, it was aimed to identify factors contributing to prevention and intervention of stigmatization in ADHD.
METHODS
Stigma responses of 170 teachers and 170 comparison participants were measured and compared with a recently developed tool for the assessment of stigmatization towards adults with ADHD. Furthermore, the contribution of knowledge about ADHD and the frequency of contact with adults with ADHD to stigmatization were explored.
RESULTS
Teachers showed significantly less stigmatizing attitudes than comparison participants in various dimensions, including Reliability and Social Functioning, Malingering and Misuse of Medication and the total scale. With regard to teachers, frequency of contact with adults with ADHD was not related to stigma. However, knowledge about the disorder was negatively correlated with stigma in teachers, indicating lower expressed stigma with increasing knowledge about adult ADHD.
CONCLUSIONS
Teachers demonstrated more sensitized attitudes towards stigma in adults with ADHD than comparison participants. Since the present results indicate that knowledge about ADHD increase the sensitivity towards the disorder, special education programs for the community may have the potential to reduce stigmatization towards adults with ADHD. Possibilities for intervention strategies of stigmatization in educational settings were discussed.
目的
注意力缺陷多动障碍（ADHD）被认为是一种在儿童期、青少年期和成年期具有共同特征的发育障碍。然而，ADHD与误解和错误观念广泛相关，这些可能导致污名化。教师在个体发展中起着重要作用，因为他们长期陪伴学生。本研究的目的是探讨教师对患有ADHD的成年人的污名化态度，从而关注该病症的发展轨迹。此外，旨在确定有助于预防和干预ADHD污名化的因素。
方法
使用一种最近开发的用于评估对患有ADHD的成年人污名化的工具，测量并比较了170名教师和170名对照参与者的污名化反应。此外，还探讨了关于ADHD的知识以及与患有ADHD的成年人接触的频率对污名化的影响。
结果
在包括可靠性和社会功能、诈病和药物滥用以及总量表等各个维度上，教师表现出的污名化态度明显低于对照参与者。对于教师而言，与患有ADHD的成年人接触的频率与污名无关。然而，关于该病症的知识与教师的污名呈负相关，表明随着对成人ADHD知识的增加，污名表达降低。
结论
与对照参与者相比，教师对患有ADHD的成年人的污名化表现出更敏感的态度。由于目前的结果表明，关于ADHD的知识会提高对该病症的敏感性，因此针对社区的特殊教育项目可能有潜力减少对患有ADHD的成年人的污名化。文中讨论了在教育环境中干预污名化的策略可能性。
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