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

Year 2019, Volume: 3 Issue: 1, 17 - 25, 30.04.2019

Yasin Yıldız , Murat Kaçar

Abstract

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.

Keywords

Attention deficit hyperactivity disorder, Tic disorders, Teacher, Education

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

Abstract

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.  

Keywords

Dikkat Eksikliği Hiperaktivite Bozukluğu, Öğretmen, Eğitim, Tik Bozukluğu

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