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    New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD) : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2013) Dilaimi, Alia
    Attention-deficit/hyperactivity disorder (ADHD) is one of the most common, unremitting, and controversial childhood disorders, which affects between 1% and 7% of New Zealand children. It leads to impairments in the individual’s key life activities, including social relations, academic, family, and vocational functioning, self sufficiency, as well as adherence to social regulations, norms, and laws. Teachers play a central role in the referral, diagnosis, treatment, and monitoring of students with ADHD. Research examining teachers’ knowledge of ADHD however, has led to some uncertainty as to whether teachers have the level of knowledge about the disorder needed to support ADHD learners. The present study had two main objectives. It examined the knowledge and perceptions of attention-deficit/hyperactivity disorder held by primary school teachers in New Zealand and sought to determine whether teacher characteristics, such as demographic variables and experiences of students with ADHD, are associated with teachers’ knowledge of ADHD. Eighty-four primary school teachers completed a postal survey containing demographic information and the Knowledge Of Attention Deficit Disorders Scale (KADDS). Results indicated that teachers answered an average of 35% of questions correctly on the KADDS. Teachers’ scored significantly higher on the Symptoms/Diagnosis subscale compared to the Associated Features and Treatment subscales. All teachers in the present study reported that they believed ADHD impacts on the educational experiences of students diagnosed with the disorder. Most teachers had received no pre-service or in-service training about ADHD, and 90% of teachers wanted more training on ADHD. The majority of teacher characteristics examined were unrelated or only weakly related to teachers' knowledge of ADHD. However, the number of students with ADHD teachers’ had taught, participation in an individual behaviour plan (IBP), and participation in an individual education plan (IEP), were significantly and moderately related to higher KADDS total and Symptoms/Diagnosis scores. The results of this study suggest that New Zealand primary school teachers do not in fact have the level of knowledge about the disorder required to effectively participate in the referral, diagnosis, treatment, or monitoring of students with ADHD. Implications for educational psychology practice and directions for future research are discussed. Strengths and limitations of the study are also considered.
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    Emotional difficulties in children with behaviour difficulties, within special education schools : submitted in fulfilment of the requirements for the Masters degree of Arts in Psychology at Massey University
    (Massey University, 2010) Niehaus, Bernard Greeff
    The aim of this study is to identify and address whether the symptoms of depression, anxiety and trauma are higher in children with behaviour difficulties than those in the general population of the same age and gender. A group of 22 children aged 8 – 13 of both genders participated in the research. The sample selected attend a special needs school for children classed as having behaviour difficulties. These children have been removed from mainstream education due to their behaviour. Literature points to the fact that the symptoms of depression, anxiety and trauma can affect the behaviour and academic ability of children. There is however very limited literature available on children with behaviour difficulties. The children completed a Child Depression Inventory, Multidimensional Anxiety Scale, and Trauma Symptoms Checklist for Children. The teacher and parents of these children completed a Conners behaviour checklist to establish a baseline of behaviour for these children. The asTTle academic records of the children were accessed from the school’s database to establish a baseline of academic achievement for these children in comparison to the general population. The research conducted indicated mixed results both indicating that children in these special needs school have both higher and similar rates of symptoms of depression, anxiety and trauma.