SCHOOL'S IMPORTANCE IN EMOTIONAL SUPPORT AND PEDAGOGICAL MANAGEMENT OF CHILDREN WITH ADHD

Authors

  • Katerina Lyberopoulou Department of Education, Higher School of Pedagogical & Technological Education, Greece
  • Sofia Tsolaki Department of Education, Higher School of Pedagogical & Technological Education, Greece
  • Paraskevi Νtereki Department of Education, Higher School of Pedagogical & Technological Education, Greece
  • Stefanos Armakolas Department of Education, Higher School of Pedagogical & Technological Education, Greece

DOI:

https://doi.org/10.46827/ejse.v7i1.3521

Keywords:

ADHD, school's importance, emotional support

Abstract

Attention-deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed conditions in children. It refers to symptoms such as inattention, impulsivity and hyperactivity that intervene in child's behavior and performance in school and home as well. ADHD is a frequently diagnosed mental disorder in children and adolescents. The aim of this research is to study teachers' knowledge of ADHD issue. Quantitative analysis was carried out for the purpose of this survey with the use of a questionnaire. Results showed that teachers are more familiar with the symptoms and definition of ADHD and less with its management at school. However, teachers' knowledge of ADHD seems to be adequate. Finally, the findings of this research point out that it is essential for teachers to be trained in terms of causes and intervention for this specific disorder.

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Author Biographies

  • Katerina Lyberopoulou, Department of Education, Higher School of Pedagogical & Technological Education, Greece
    Aikaterini Lymperopoulou is a graduate Nurse of Technological Educational Institute of Patras since 2009. And she has a Master Degree of University of Peloponnese, in the field: Administration of Services of Health and Management of Crises. She has worked as a nurse in “Help at home” and as a school nurse at Patras. Now she is working in Public Health and Primary Care working in different primary health care settings. In 2020 she received her Certificate in pedagogical training from the School of Pedagogical and Technological Education (ASPETE).
  • Sofia Tsolaki, Department of Education, Higher School of Pedagogical & Technological Education, Greece
    Sofia Tsolaki is a Social Worker holding a degree from the Department of Social Work of the Higher Technological and Educational Institute of Patras (ATEI of Patras) ,Greece since 2005. She is a certified Parents Group Educator from the Panhellenic Parent Education Groups’ Association and a certified Adult Group Educator from the Hellenic Open University (EAP) and INEDIVIM (Youth and Lifelong Learning Foundation). She holds a certificate of Sufficiency in the Greek Sign Language from the Hellenic Federation of the Deaf since 2010. In 2019 she graduated from Logo Psychis - Training and Research Institute for Systemic Psychotherapy - as a Systemic Psychotherapist and she also graduated from the Higher School of Pedagogical and Technological Education (ASPETE). She has work experience in the following fields: Female Child Care Center of Patras, National Institute for the Deaf – Department of Patras, Parents Group Educator in Patras, Child Care Center, PRAKSIS – Emergency Response and Relocation Scheme, Rental of Apartments with the UNHCR, Institute of Child Care and LUMOS ‘’Study for the Care of Vulnerable Children I Greece, LUMOS DeInstitutionalization grogram’’. The last three years she works for the Ministry of Education and Religious Affairs as a School Social Worker by offering consulting, evaluation and support services to students, parents and teachers.
  • Paraskevi Νtereki, Department of Education, Higher School of Pedagogical & Technological Education, Greece
    Paraskevi Ntereki has had a degree in Accountancy from the Technological Institution of Patras since 1999. In 2020 she received her Certificate in pedagogical training from the School of Pedagogical and Technological Education (ASPETE). She has attended various seminars including Special Education and Adult Learning. Her job experience includes working as an office assistant for 10 years.
  • Stefanos Armakolas, Department of Education, Higher School of Pedagogical & Technological Education, Greece
    Stefanos Armakolas has been a member of the instructional Laboratory Personnel at the Department of Education of the Higher School of Pedagogical & Technological Education (ASPETE) since 2006.He also is a tutor at Hellenic Open University. He holds a B.Sc. from Dept. of Technological Applications of Technological Educational Institute of Piraeus, and Master in Education from Dept. of Humanities of Hellenic Open University. His teaching experience includes teacher education and training on these topics: Teaching Practical Exercises, Educational Technology, Pedagogical Applications with New Technologies. He holds a PhD at the Department of Education and Social work of University of Patras orcid.org/0000-0003-1264-7066.

References

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Published

2021-01-07

Issue

Vol. 7 No. 1 (2021)

Section

Articles

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