LEADER 04419nam 22006735 450 001 9910254680703321 005 20200702041040.0 010 $a3-319-28700-1 024 7 $a10.1007/978-3-319-28700-3 035 $a(CKB)3710000000611075 035 $a(EBL)4438950 035 $a(DE-He213)978-3-319-28700-3 035 $a(MiAaPQ)EBC4438950 035 $a(EXLCZ)993710000000611075 100 $a20160304d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aADHD in Lebanese Schools $eDiagnosis, Assessment, and Treatment /$fby Hala Mohammed Berri, Anies Al-Hroub 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (94 p.) 225 1 $aSpringerBriefs in School Psychology,$x2520-8918 300 $aDescription based upon print version of record. 311 $a3-319-28698-6 320 $aIncludes bibliographical references and index. 327 $aChapter 1: Introduction to ADHD in Lebanon -- Chapter 2: Assessment, Diagnosis, and Treatment of ADHD in School-Aged Children in Lebanon -- Chapter 3: Researching Teachers Knowledge and Perceptions of ADHD -- Chapter 4: Teachers? Knowledge of ADHD and Perceptions of the Behavior of Individual Students With ADHD in Relation to Gender and Culture -- Chapter 5: Teachers? Understanding of ADHD, Their Conceptions, and Misconceptions in Relation to the Gender of Students with ADHD and Their Training Needs. 330 $aThis 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.