Levels of Knowledge and Training on-Common Psychiatric Disorders in Primary School Teachers

Öz

Aim: It is crucial to be able to implement programs to identify students with psychiatric problems and to permit early diagnosis, for the initial planning of treatment and for the preservation of mental health. Clinicians have long collaborated with schools and teachers to improve the mental health of children and adolescents. Schools are the places where children and adolescents spend most of their time as a group. From that perspective, school is the most appropriate environment for the provision of mental health services. The purpose of this study was to determine teachers' levels of knowledge concerning children with attention deficit hyperactivity disorder (ADHD) and other disorders, to investigate levels of their knowledge regarding appropriate in-class approaches and to discuss the place of teacher education in the treatment of ADHD.

Material and Methods: Once teachers had given informed consent, they were administered a questionnaire, after which they were briefed by child and adolescent psychiatrist concerning psychiatric problems frequently encountered in children. Finally, the questionnaire was re-applied.

Results: To determine success levels in the questionnaire, correct scores were awarded 1 point. The mean pre-education score of the 129 participants in the study was11.4± 4.9 (8-16). Mean posteducation score was 15.9± 4.4 (10-20) and the difference between two scores was statistically significant (p=0.020).

Conclusion: Teachers have an important role to play in the school with their children and to compare with other children as well as supporting them in the treatment process. Increasing teachers’ level of knowledge on this issue is very important.

Anahtar Kelimeler

• Attention deficit hyperactivity disorder,Tic disorders,Teacher,Education

İlköğretim Okullarındaki Öğretmenlerin Sık Karşılaşılan Psikiyatrik Bozukluklar Hakkında Bilgi Düzeyleri ve Eğitimleri

Öz

Amaç: Psikiyatrik problemleri olan öğrencilerde erken dönemde tanı sağlanması, tedavinin erken planlanması ve ruh sağlığının korunması için programların uygulanabilmesi oldukça önemlidir. Klinisyenler, okullarda öğretmenlerle çocuk ve ergenlerin ruh sağlığını geliştirmek için uzun zamandır birlikte çalışmaktadırlar. Okullar, çocukların ve ergenlerin zamanlarının çoğunu bir grup olarak geçirdikleri yerlerdir. Bu nedenle, okullar ruh sağlığı hizmetlerinin sağlanmasında oldukça uygun ortamlardır. Bu çalışmanın amacı, öğretmenlerin Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) ve diğer bozukluklarla ilgili bilgi düzeylerini belirlemek, sınıf içi uygun yaklaşımlarla ilgili bilgi düzeylerini araştırmak ve öğretmenlerin eğitimlerinin bu hastalıkların tedavisindeki yerini tartışmaktır.

Gereç ve Yöntemler: Öğretmenlerden bilgilendirilmiş onam alındıktan sonra bir anket uygulandı. Daha sonra öğretmenler çocuklarda sık karşılaşılan psikiyatrik problemlerle ilgili Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Uzmanı tarafından bilgilendirildiler. Son olarak, anket yeniden uygulandı.

Bulgular: Anket sorularında başarı oranlarını belirlemek amacıyla; sorular 1 puan ile derecelendirilmiş ve katılımcılardan alınan anketin sonuçları değerlendirildiğinde; eğitim öncesi ortalama puan 11,4± 4,9 (8-16) iken eğitim sonrasında ortalama puan 15,9± 4,4 (10-20) ve istatistik olarak anlamlı bulunmuştur (p=0,020).

Sonuç: Öğretmenler hem okulda çocuklarla birlikte fazla vakit geçirmeleri, hem diğer çocuklarla kıyas yapabilmeleri hem de tedavi sürecinde destek olmaları açısından önemli bir role sahiptirler. Öğretmenlerin bu konuda bilgi düzeylerinin artırılması oldukça önem arz etmektedir.  

Anahtar Kelimeler

• Dikkat Eksikliği Hiperaktivite Bozukluğu,Öğretmen,Eğitim,Tik Bozukluğu

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