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The knowledge and beliefs concerning ADHD held by children, parents and teachers in Saudi Arabia

Abed, Mohaned Ghazi Abed (2013) The knowledge and beliefs concerning ADHD held by children, parents and teachers in Saudi Arabia. PhD thesis, University of Leeds.

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Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It has an effect on 3–5% of school-aged children, and brings about difficulties in academic and social interaction in relation to both parents and teachers. The rationale behind this study is the exploration of the knowledge and beliefs of children with ADHD, their parents and teachers in relation to ADHD. An ecological framework has been used in order to achieve an understanding and to interpret data gained through this research; however, although this study considers the social model of disability, the medical one, which is recognised as the dominant framework in Saudi Arabia, was not overlooked. The results of the survey based on the responses of 58 children to the ADHD Knowledge and Opinions Questionnaires and subsequent interviews showed positive choices of evidence-based medication and psychosocial treatment, and an understanding of the range of effects of ADHD, as well as the possible handling strategies. The children were able to determine environments in which ADHD made it difficult for them to be, and also identify adults who they considered capable of assisting them with their condition. The data gained from The KADD-Q (Knowledge about Attention Deficit Disorder Questionnaire) and subsequent interviews with a sample of 40 parents and 54 teachers reveals that the levels of knowledge of parents and teachers in regard to ADHD characteristics were considerably higher than their knowledge of ADHD-related causes and treatment. Overall, the findings reveal that, whilst children, parents and teachers have some knowledge regarding ADHD, more training is required. Furthermore, the strengths and limitations of the research, as well as suggestions for future research, are discussed. The study also provides theoretical, political and practical implications for prompting knowledge of ADHD within the Kingdom of Saudi Arabia (KSA).

Item Type: Thesis (PhD)
ISBN: 978-0-85731-402-4
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Identification Number/EthosID: uk.bl.ethos.666570
Depositing User: Repository Administrator
Date Deposited: 22 Sep 2015 11:00
Last Modified: 18 Feb 2020 12:30
URI: http://etheses.whiterose.ac.uk/id/eprint/8037

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