Abstract
Attention deficit hyperactivity (ADHD), a common disorder experienced by many individuals, is a chronic disorder, often continuing into adulthood. It includes a set of apparent symptoms of inattention, hyperactivity and impulsiveness. Individuals with the disorder suffer from several behavioural problems affecting their lives, from declining self-confidence, disturbed relationships, and poor academic performance. Symptoms sometimes decrease with age; however, some people do not override the symptoms of ADHD altogether, while strategies can be learned that help to adapt an individual to success.The thesis discussed two critical issues: whether ADHD is a real disorder or merely the impact of cultural/environmental factors on the emergence of ADHD. The study focused on two main objectives: exploring the cultural understanding of ADHD in Jeddah, Saudi Arabia and providing a scale tool by employing the Jordan version of Conner's Teacher Rating Scale to assist teachers and specialists in identifying students with ADHD for a specific age group of 16-18 years old.
The research employed a quantitative method in the design of the two study instruments, application, quantitative analysis, and interpretation of the data obtained. A questionnaire of general education teachers' knowledge of ADHD was built in three main areas (causes, symptoms, and treatment). The Conner’s Teachers Rating Scale was applied to verify the validity and reliability of the Conner's Teachers Rating Scale (Jordanian version) on a sample of Jeddah school students for the 16-18 age group and evaluate its appropriateness for the Jeddah context. The outcomes revealed that teachers have good knowledge of ADHD, and Conner's scale has good validity and reliability and can distinguish students with ADHD and non-ADHD in the Jeddah setting.
| Date of Award | 26 Jun 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Simon Hayhoe (Supervisor), Michelle St Clair (Supervisor) & Ceri Brown (Supervisor) |