Lebanese counselors’ perceptions of ADHD, the methods of intervention used, and the DSM-5 as a culturally appropriate assessment tool -

Abstract

This study adopted a mixed research design in order to explore current counselors’ perceptions of ADHD, the techniques they implement with students who display ADHD and the extent to which they believe the DSM-5 is a culturally appropriate tool to diagnose Lebanese students with ADHD. The purpose of this study was to: (a) determine school counselors’ current perceptions on ADHD in Lebanon, (b) explore the frequently used techniques to counsel a student with Attention Deficit Hyperactivity Disorder, and (c) identify the extent to which counselors think that DSM-5 is culturally appropriate to identify ADHD students in Lebanon. Data were collected in mixed methods using: (a) interview questions from the Teacher Knowledge of Attention Deficit Hyperactivity Disorder (KADDS) were derived and modified to explore counselors’ perceptions of ADHD and the techniques used to address such students; and (b) questionnaires including the DSM-5 as an assessment tool to identify the extent to which counselors think that DSM-5 is culturally appropriate to identify ADHD students in Lebanon. The sample consisted of 20 Lebanese counselors from 20 schools (10 private and 10 public) in the area of Beirut. Counselors’ performance on the KADDS interview questions revealed several misconceptions and lack of knowledge in relation to two subscales: general knowledge and implemented techniques. Some of the major conceptions that were common among counselors targeted the characteristics of ADHD, the techniques used and its confusion with support strategies. As for the DSM-5, there were some common conceptions related to culture, language, and the division of the assessment tool. Finally, as for the training programs and services, no structured training program seems to exist in Lebanon to better prepare school counselors to handle different cases that they might encounter.