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008			160304s2016 sz | s |||| 0|eng d
020			_a9783319287003
024	7		_a10.1007/978-3-319-28700-3 _2doi
040			_bspa _cES-MaUEC _dES-MaUEC _d
050		4	_aRJ506 .H9 _b2016 EB
100	1		_aBerri, Hala Mohammed _eautor
245	1	0	_aADHD in Lebanese Schools : _bDiagnosis, Assessment, and Treatment _cby Hala Mohammed Berri, Anies Al-Hroub
250			_aFirst edition 2016
264		1	_aCham _bSpringer International Publishing _c2016
300			_a1 recurso en línea (XIX, 76 páginas) _b1 ilustraciones
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aSpringerBriefs in School Psychology _x2520-8926
505	0		_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.
520			_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. <Topics featured in this Brief include: Current procedures for identifying ADHD in Lebanon. Lebanese teachers' knowledge about ADHD, their misconceptions, and factors that influence their opinions. Biases toward and confusion about disorders on the basis of perceived gender differences. ADHD assessment and implementation strategies for Lebanese special education professionals. Research questions, design, and methods as well as data collection and analysis procedures used in the study. ADHD in Lebanese Schools is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, educational psychology, and social work.
988			_aSpringer_Psychology_2016
650		7	_2embne _9157068 _aTrastornos por déficit de atención con hiperactividad
700	1		_aAl-Hroub, Anies _eautor
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-28700-3 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b05/2022 _dz _eu _zSI