Collaborative Research Journal of School Psychology

Transcription

1 May 2008 St. John s University New York, USA Hanoi National University of Education Hanoi, Vietnam Collaborative Research Journal of School Psychology Table of Contents Introduction to the First Collaborative Research Journal of School Psychology from St. John s University and Hanoi National University of Education... 2 Kimberly Kassay School Psychological Services in Vietnamese Schools: What Do They Have and What Do They Want?...5 Kimberly Jacobs and Lindsay M. Havlicek Vietnamese Training of School-Based Professionals on Children with Special Needs.9 Kimberly S. Kassay and Dana M. Santomenna Knowledge of ADHD Among Vietnamese and American Teachers Kristen D. Graeper, Kelly A. Barker, and Mark D. Terjesen Assessing Anger and Aggression in Vietnamese Adolescents and Cross- Culturally Kelly A. Barker, Chelsea, N. Grefe, Erin M. Burns, and Raymond DiGiuseppe Family Cohesion in Vietnamese Alternative Residences for Orphaned Children..39 Valerie Camarano and Julie Ivans Special Thanks to Le Thu, Bui Huyen, Nguyen Du, and Tran Hien

2 2 INTRODUCTION TO THE FIRST ST. JOHN S UNIVERSITY AND HANOI NATIONAL UNIVERSITY OF EDUCATION COLLABORATIVE RESEARCH JOURNAL OF SCHOOL PSYCHOLOGY Kimberly Kassay This journal represents a product of an on-going professional relationship between the faculty and students of two universities: St. John s University (STJ), New York, USA, and Hanoi National University of Education (HNUE), Hanoi, Vietnam. This relationship began in May 2007 when a group of faculty and students from STJ traveled to Vietnam and participated in a psychology conference at HNUE. Discussions ensued about the need for professionals to provide mental health services to children and adolescents in school settings and how these professionals could be trained. Faculty and administration of HNUE, together with the Ministry of Education and Training, decided to develop the first school psychology training program in Vietnam at their university. It was agreed that the training program, as well as the emerging field of school psychology, needed to be scientificallybased and that the program would have a research focus. To this end, a series of research projects were conducted that built upon research ideas that developed in the first STJ trip to Vietnam in the summer of STJ students and faculty members designed a series of studies to learn more about the state of children s mental health and the needs for a training program in school psychology in Vietnam. With the assistance of faculty members from HNUE, these studies were conducted during a second trip to Vietnam in January Results of these studies were presented at the 2008 National Association of School Psychologists (NASP) Conference in New Orleans, Louisiana, USA in February. It is believed that these results can be used to inform programmatic decisions and direct the emerging field of school psychology. The first study was a needs assessment of school psychological services based on responses of teachers from a high school in Hanoi where faculty members and graduates from HNUE are currently providing counseling services to students. Teachers rated what services are currently being provided by individuals functioning as school psychologists and what services they would like to see them perform more of. Results indicated a discrepancy between current functioning and desired performance, especially with regards to working directly and indirectly with children with learning problems (Jacobs & Havlicek, 2008). These findings will be integrated in the development of the school psychology program as meeting teachers perceived needs are an integral part of the profession. A second, related study was an assessment of the current HNUE training programs in psychology and education that investigated how faculty and students are prepared to work with children with special needs, how

3 3 confident they are to work with special populations, as well as what they view the needs to be for their developing school psychology training program. Results revealed that while faculty members and students feel well-prepared to work in university or school settings as teachers, they feel significantly less prepared to work in applied areas of psychology. Faculty members reported that they lack sufficient teaching materials and supervised practical experience to provide appropriate psychological services. Despite their hard-work and respectable intentions, they feel as though they are unable to provide the services necessary to meet the mental health needs of the children with whom they work (Kassay & Santomenna, 2008). This finding is consistent with their desire for and efforts made towards building a school psychology program at their university. A third study analyzed high school teachers knowledge of ADHD and its treatment. It was found that out of many variables, including teaching experience and confidence in working with children with ADHD, only the number of articles read about ADHD significantly correlated with their actual levels of knowledge of diagnosis and symptoms of the disorder. Additionally, teachers knowledge was found to be lower in all domains than what has been found in previous studies of teachers from the United States using the same measures (Graeper, Barker, & Terjesen, 2008). Another study examined the feelings, levels, ideas, and behaviors of anger and aggression in Vietnamese adolescents in the school setting and compared these constructs across cultures with adolescents from the United States. Results indicated that Vietnamese adolescents scored significantly higher overall on measures of anger than American similarly-aged adolescents. Interestingly, age had opposite effects across cultures: as Vietnamese students increased in age, their feelings of anger decreased, whereas as American students increased in age, their feelings of anger also increased (Barker, Grefe, Burns, & DiGiuseppe, 2008). The last completed study looked at the relationships between family cohesion and adolescent adjustment in permanent foster-care families in the SOS Children s Village in Hanoi. Higher levels of family cohesion, flexibility, and family satisfaction were found to be associated with lower levels of anger, oppositional behavior, anxiety and depressive aspects of emotional difficulties, loss of temper and arguing with adults, as well as higher levels of self-esteem and sociability, greater levels of adjustment, and fewer adjustment problems and symptoms among adolescent participants (Camarano & Ivans, 2008). Taken together, the findings of these studies reveal important information about the emotions, behavior, and adjustment of Vietnamese youth and teachers who work with them and will need to be taken into consideration when developing a training program for mental health professionals to work with these populations.

4 References Barker, K. A., Grefe, C. N., Burns, E. M., & DiGiuseppe, R. (2008). Assessing Anger and Aggression in Vietnamese Adolescents and Cross-Culturally. Poster presented at the National Association of School Psychologists 40 th Annual Convention, New Orleans, LA, February Camarano, V. & Ivans, J. (2008). Family Cohesion in Vietnamese Alternative Residences for Orphaned Children. Poster presented at the National Association of School Psychologists 40 th Annual Convention, New Orleans, LA, February Graeper, K. D., Barker, K. A., & Terjesen, M. D. (2008). Knowledge of ADHD Among Vietnamese and American Teachers. Poster presented at the National Association of School Psychologists 40 th Annual Convention, New Orleans, LA, February Jacobs, K. & Havlicek, L. M. (2008). School Psychological Services in Vietnamese Schools: What Do They Have and What Do They Want? Poster presented at the National Association of School Psychologists 40 th Annual Convention, New Orleans, LA, February Kassay, K. S. & Santomenna, D. (2008). Vietnamese Training of School-Based Professionals on Children with Special Needs. Poster presented at the National Association of School Psychologists 40 th Annual Convention, New Orleans, LA, February

5 5 SCHOOL PSYCHOLOGICAL SERVICES IN VIETNAMESE SCHOOLS: WHAT DO THEY HAVE AND WHAT DO THEY WANT? Kimberly Jacobs Lindsay M. Havlicek This study followed a needs assessment-like approach to gain insight about the type of school psychological services that currently exist or do not exist in Vietnam. Fifty teachers from a private school in Hanoi, Vietnam rated their perception of the functions of the individuals who provide psychological services in their school and what they would like them to do. Results indicated that differences existed across school psychological services, with the largest discrepancy between current service performance and desired service performance in teach students with learning difficulties, advise teachers on a student s learning, and spend time in special education classrooms. These findings suggest that a need exists for well-trained professionals to provide school psychological services and work with teachers and students with learning difficulties and other special needs in Vietnam. Over the years, school psychology has increased its focus upon promoting diversity and understanding multicultural needs. Our attention has expanded to include beyond those countries that are easily accessible to countries like Vietnam. Although there is an enhanced interest in such countries like Vietnam, the educational and psychological literature is lacking. Recently, major changes begun within the educational system in Vietnam. Since 2000, there has been a push to universalize primary education to all school-aged children; however, a significant amount of children still fail to attend school (Ministry of Education and Training, 2006). Unfortunately, sending a child to school is a loss of income for many families, and this may be the cause of why some children are still failing to attend school (Saigon Children s Charity, 2006). Many parents are not educated, and lack the means to educate their own children (Saigon Children s Charity, 2006). According to a survey of 2,700 parents conducted by Saigon Children s Charity in 2006, 58% of fathers and 56% of mothers are illiterate or failed to complete primary school. 3% of fathers and 2% of mothers completed grade 9 or higher (Saigon Children s Charity, 2006). For many such parents, economic and family needs overshadow school, and they rely on their children to do housework, baby-sit their siblings, or work (Saigon Children s Charity, 2006). This creates a vicious cycle of a low educated population. With the continuing number of children still failing to go to school, the new approach to education has focused upon increasing the attendance rates in school. In 2000, 95% of school-aged kids were attending school. The hope is

6 6 to increase that percentage to 99% by the year 2010 (Ministry of Education and Training, 2006, pg 4). The educational renovations have also included increasing the number of qualified teachers and supporting whole-day class attendance (Ministry of Education and Training, 2006). Currently, the average schooling hours in most Vietnamese schools is 3.3 hours per day (Ministry of Education and Training, 2006). Despite the fact that more attention has been placed upon getting children into school, little emphasis is placed upon those children exhibiting academic, behavioral, and/or emotional difficulties. As the challenges of getting children to attend school and develop their academic abilities become resolved, the next step will be to focus upon meeting the needs of children with special needs using school-based psychological services. Currently there is no formal licensing or certification for school psychology in Vietnam. The purpose of this study was to follow a needs assessment-like approach to gain insight about the type of school psychological services that currently exist or do not exist in Vietnam. The current state of skills, knowledge, and abilities of those who take on the role of a school psychologist was examined. In addition, the perceived role of the individual who takes on the role of a school psychologist will be evaluated. We also aim to examine the specific deficits within the special education system in Vietnam. Methods Participants Participants were 50 teachers a private school located in Hanoi, Vietnam. Procedure A consent form was distributed to teachers in which they were asked to participate in a study designed to learn more about the practices that they engage in in a school setting that are consistent with the practices of school psychology. Participation was voluntary, they were free to withdraw at any time. They were informed that by completing the survey they were voluntarily agreeing to participate in the study. Participants were given a small amount of compensation to participate. Measures Participants were given a 9 item demographic form to complete which asked their age and years teaching. The 17 item measure used for this study was a modified version of a questionnaire constructed by Zucker and Terjesen (2007). Items on the measure included a number of functions that may or may not be performed by a school psychologist, but are related to the practice of school psychology. Respondents were asked to rate on a Likert scale (1 being almost never, and 5 being almost always) how often the individuals who provide services similar to a school psychologist perform each of the functions listed. On the reverse side of the measure the participant was asked to rate the same functions on how often they would like the individuals who provides services similar to a school psychologist to perform each, or how often they think the individual should be performing each. Results Means and standard deviations are presented in table 1 and table 2. Interestingly, on every item there was a discrepancy which suggests that what should be done is not being performed to the level expected. The largest

7 7 discrepancy (.74) was for the item teaches students with learning difficulties. Both items, advise teachers on a student s learning, and spend time in special education classrooms had a discrepancy of.73. The smallest discrepancy (.25) was for the item, conduct individual therapy with a student, followed by conduct student interviews (.26). Engages in school activities with staff and students was the third smallest discrepancy (.43). Discussion The results of the study clearly indicate that a significant gap exists between Vietnamese teacher s expectations versus the actual performance of school psychologists. On average, teachers reported that individuals who take on the role of the school psychologist should conduct assessments, student interviews, behavior observations, individual therapy, group therapy, advise teachers on students performance, speak with parents, teach students with learning difficulties, advise teachers on lesson plans, engage in school activities with staff and students, attend general school meetings, spend time in special education and general education classrooms, and create individualized education plans. However, teachers indicated that school psychologists were not performing these primary functions to the level expected. Given this information, where do we go from here? It is evident from this study that teachers feel that their school psychologists are under performing their primary job functions. A plausible explanation for this apparent discrepancy is the lack of school psychology training programs in Vietnam. Currently, there are no school psychology programs in Vietnam, creating significant voids in the field of general and special education. Without adequate training, individuals who take on the role of school psychologists are ill-equipped to perform their job functions to the level expected. The results of this study indicate a pressing need to establish school psychology programs in Vietnam. School psychology programs in the United States have the ability and opportunity to provide assistance in creating similar training programs in Vietnam. One such program that is currently being developed is that of the Hanoi National University of Education, along with collaboration from St. John s University. The results of this study have important implications for some factors that need to be considered when developing the training program as teachers perceptions of school psychologists expected roles and functions should be taken into account. The establishment and development of such programs would provide school psychologists in Vietnam the training needed to provide adequate service to students, teachers, and parents. There were several limitations of this study. Although the surveys were translated to Vietnamese, it is unknown whether the teachers understood the meaning of such terms as assessment, individualized education plan, etc. Do these concepts mean the same thing in Vietnamese or are they lost in translation? Additionally, the sample chosen was a convenience sample, in which all the participants were selected from one school in Hanoi.

8 8 References Hien, N.T.M. (2006). Saigon Children s Charity: Annual Report School Year Retrieved June 5, 2007, from Saigon Children s Charity Web site: Ministry of Education and Training. Retrieved June 9, 2007, from Table 1. Teacher ratings of how often school psychological services are provided and how often teachers would like the services to be provided by the individual who is functioning as a school psychologist Mean Performed SD Performed Mean Should be SD Should be Conduct Assessment Conduct Student Interviews Conduct individual therapy with a student Conduct group therapy with student Advise teachers on dealing with behavior problems Advise teachers on a student's learning Advise teachers on dealing w emotional problems Speak with parents about a child's behavior and learning Teach students with learning difficulties Advise teachers on the development of lesson plans Work with groups of parents Conduct behavioral observation of a student Engage in school activities with staff and students Attend general school meetings Spend time in special education classroom Spend time in a general education classroom Creates an individualized education plan for students with difficulties Table 2. Teacher variables N Min Max Mean SD Teacher age Years teaching

9 9 VIETNAMESE TRAINING OF SCHOOL-BASED PROFESSIONALS ON CHILDREN WITH SPECIAL NEEDS Kimberly S. Kassay Dana M. Santomenna This study investigated the training that educators and psychologists receive to work with children with special needs from Hanoi National University of Education (HNUE), a key pedagogical university in Hanoi, Vietnam. Faculty members and students from the education and psychology departments responded to questionnaires about their backgrounds and career interests, how and what is taught in their courses, as well as their perception of their preparedness to use educational strategies and to work with special populations. Results were integrated with information gathered through ongoing collaborative work between HNUE and the school psychology program at St. John s University (STJ), New York, United States. The findings of the study indicate some important assets of the faculty members at HNUE and areas to be developed in the school psychology training program at HNUE to better prepare professionals to work with students with special needs in Vietnam. Vietnam is a country that is currently in a state of rapid modernization and industrialization. The increasing economic stability and international awareness is creating the conditions necessary for the development of a more advanced education system. Education has become the foremost national policy and the Vietnamese government has planned on allocating 18% of its budget to education reform by 2010 with the intention of creating an educated society, rich in human resources, so that the country can continue its social development and economic growth (MOET 2003). The 1992 Constitution of the Socialist Republic of Vietnam states education is the right and responsibility of every citizen and that a five-year primary education is compulsory to every child, yet the country is facing some challenges in providing every child with this opportunity (MOET 2003). It was reported in 2000 that 95% of children in Vietnam were receiving at least a primary education and the Ministry of Education and Training (MOET) has implemented a ten-year plan to get percentage up to 99% by Children of poor families, especially those from remote rural regions, and children with disabilities are often the ones who are left uneducated because of their inability to attend school due to familial demands or the lack of adequate educational facilities (MOET 2003). In the changing milieu in Vietnam where more children will be given the chance to learn, there is a need for school-based professionals who know how to work with the unique needs of children with disabilities and those from disadvantaged backgrounds. A key pedagogical institution in Hanoi, Hanoi National University of Education (HNUE), has expressed great interest in modifying their existing programs in education and psychology and creating a

10 10 new master s program in school psychology to meet the growing demands that they have witnessed. Currently, the university trains students at the bachelor s level in a combined, four-year education program with the option of a specialization in psychology in the last year of study. Masters programs are offered in either education or in specific academic branches of psychology such as developmental and personality psychology. Both undergraduate and graduate training programs are pedagogical or academic in nature, training in applied psychology does not exist and therefore there are few professionals qualified to work with special populations in Vietnam. The MOET, along with professors at the university, have established a collaborative relationship with our university s school psychology program in hopes of achieving these goals. An initial step to this process is an assessment of the current curriculum, training models, and knowledge base of professors and students in the education and psychology department of the university so that future projects will be designed to be applicable and feasible in the Vietnamese education system. The purpose of this study is to discover what kind of training educators and psychologists receive in Vietnam in working with children with special needs. It will focus on educators, psychologists, and students training in and awareness of some of the learning difficulties that children face in school as well as the existence of and need for special services to meet the needs of these children. Method Data collection began during an initial trip to Hanoi in May 2007 and concluded with a recent visit in January Data was collected through direct contact with professors and students at the Vietnamese university. A week of meetings and collaborative work culminated in the development of a plan for new training programs in applied school psychology for the university and ongoing work to prepare faculty and students for the new profession. Participants have described their current training program and curriculum for psychology as well as the training required for teachers in Vietnam. Specific questions were asked through interviews and a distributed survey regarding the training and information psychologists and teachers receive regarding working with children with disabilities. Furthermore, course descriptions and anticipated outcomes of programs of study were analyzed. Other information that was collected included common childhood difficulties that these professionals deal with, how they are trained to work with them, and an evaluation of where their training is lacking in terms of working with children with special needs. That is, how well prepared do they believe they are. Finally, we looked at the barriers faced by Vietnamese schools in implementing services for children with special needs, including cultural considerations regarding learning disabilities, mental illness, and special education and psychological services. Results and Discussion Fourteen professors responded to our survey assessing training and teaching styles in education and psychology courses HNUE; this was representative of the psychology department. The majority of the faculty members have earned their masters degrees or higher.

11 11 A possible interesting difference in the training of psychologists of those in the United States and those in Vietnam is the fact that 21.4% earned their degree in something other than psychology or education at the undergraduate level and 14.3% on the graduate level. Although not specifically asked, perhaps these individuals have their graduate degrees in statistics or other areas that cross disciplines (biological bases of behavior). 57.1% of the faculty reported that they have been teaching for over 5 years, which shows a good deal of teaching experience in the faculty and will lend itself well to developing and implementing a school psychology training program. Of those faculty members who cited their graduate training as being in education, 64.3% indicated that their degree was in upper secondary education. Within their subject specialization in education, history (35.7%) and science (21.2%) were the most frequently recognized subjects. Of those who cited their graduate training as psychology, 57.1% identified developmental psychology as their specialization and 28.6% identified personality as their specialization; other areas represented in the department include social, cognitive, statistics, learning, and perception. Given that this department is in education and psychology, it makes sense that the majority of professors come from a developmental background. At the same time, given the desire expressed to develop a school psychology training program, this focus is helpful, but not sufficient, for having faculty to teach the core courses associated with the field of school psychology. In order to consult with their training faculty to develop a training program in school psychology, we were also interested in how their faculty presently conduct classes in terms of teaching strategies utilized and course assignments required. The number of students in each class varies from 20 to 150 with the largest portion (28.6%) of faculty members reporting class sizes of students. The two most frequently used teaching strategies reported are lecture format (71.4%) and independent work (42.9%). The percentage of faculty members who reported using the following course assignments frequently are: readings from textbooks (92.9%) and current research (92.9%), written assignments/research papers (92.9%), student presentations (28.6%), practice problems/short exercises (28.6%), field work/practical experience (21.4%), and group projects (21.4%). Discussion with faculty members revealed that there is a great need for up-to-date reading materials as many of the textbooks and research articles assigned are older and are limited to Russian psychology. We were also interested in the source of content, material, and course development. More specifically, we were interested in the degree of control that each faculty member has over the material that they teach. The vast majority (64.3%) indicated that there was collaboration with their department on the course content and 28.6% reported that they select course material on their own. In measuring whether they are satisfied with how the material is taught at their university, the average on a scale of 1 (not satisfied) to 5 (very satisfied) was 2.82 (SD= 0.67). This may be an area that collaboration with other universities may be beneficial as alternative strategies to instruction and content utilized may lead to a greater perception of satisfaction for the courses.

12 12 We were interested in the activities that faculty members are engaged in external to their teaching, as this may be a helpful adjunct to their teaching. Interestingly, 71.4% report that they do field-related research in psychology and 21.4% report that they are actively engaged in field related research in education. In terms of counseling provision, 28.6% report that they practice psychology in a school for children and 21.4% report that they practice psychology in a counseling center. This, however, is unique to this university as they have received funding from UNICEF to provide psychological services in two local high schools. As such, the percentage of faculty nationwide who engage in this practice may in fact be lower. This is considered a pilot program in Vietnam and will be developed and expanded along with the school psychology training program. The faculty members who are providing these services express a desire to have enhanced training in the provision of school psychological services as their background is not in this area. In terms of populations serviced, given that they teach at a university level, college students (78.6%) and adolescents (50%) were the ones most frequently identified as served. In addition, 35.7% report that they work with adults and 21.4% indicate that they work with families. Finally, in consideration of how well they believe their professional training has prepared them to work in other areas, on a Likert scale of 1 (inadequately prepared) to 4 (well prepared), respondents reported a mean of 3.07 (SD = 0.62) for preparing them to be teachers and a mean of 2.38 (SD = 0.87) for preparing them to work external to a university setting. Given this, additional training in applied aspects of psychology would be very beneficial for the Vietnamese psychology training programs. In order to gain insight from the perspective of those being educated and trained to work in the field, 125 students responded to our survey assessing training and teaching styles in education and psychology courses Hanoi National University of Education. This represents the majority of students in the department of psychology and education. Of these students, the vast majority (70.5%) reported pursuing psychology with 26.2% pursuing education and the remaining students a combination of the two. At the same time, 88.5% expressed the desire to continue to pursue graduate coursework in their respective areas. We were also interested in their degree of their satisfaction with the way that their courses are taught at the university. On a Likert scale of 1 (unsatisfied) to 5 (very satisfied), responses ranged from a mean of 2.86 (SD = 0.92) in course readings to 3.12 (SD = 0.83; 0.93) in student:faculty ratio and contact with faculty members respectively. Much like in the satisfaction data with the faculty, perhaps collaboration and course development with additional colleagues may increase satisfaction. In response to the questions about what careers students plan on pursuing upon receipt of their degrees in education and psychology, the top three most frequently identified choices were teaching psychology at the college or university level (97.5%), teaching education at the college or university level (82.5%), and teaching in a public school (37.7%). This is consistent with the stated goals of the university s program to train lecturers in education

13 13 and psychology. See Table 1 for the breakdown by career preferences. Similarly to their professors stated populations with whom they work, students reported that they are primarily interested in working with adults (60.7%) and college students (52.5%). Our primary interest was how students are trained to work with children with special needs, specifically the extent to which topics are covered in university courses and how prepared students feel working with children with special needs upon graduation from their university. On a Likert scale of 1 (not covered) to 4 (thoroughly discussed), ratings of course coverage of childhood conditions ranged from a mean of 2.32 (SD = 0.91) for oppositional-defiant/conduct disorder (ODD/CD) to 3.09 (SD = 0.86) for mental retardation. Ratings of course coverage of educational practices and techniques ranged from a mean of 2.15 (SD = 0.89) for motivational strategies to 2.15 (SD = 0.89) to 2.95 (SD = 0.84) for educational technology. Ratings of course coverage of issues faced by children ranged from a mean of 2.13 (SD = 0.81) for bullying to 2.71 (SD =.087) for social skills. On a Likert scale of 1 (inadequately prepared) to 4 (well-prepared), ratings of preparation to work with special populations ranged from a mean of 2.09 (SD = 0.83) for ODD/CD to 2.68 (SD = 0.92) for mental retardation. Ratings of preparation to use educational practices and techniques ranged from a mean of 1.87 (SD = 0.81) for motivational strategies to 2.48 (SD = 0.87) for educational technology. See Tables 2, 3, 4, 5, and 6 for breakdowns of ratings of course coverage of topics and preparation to work with special populations or use educational techniques and strategies. We also tested for perceived differences in their preparation to work with different populations. In terms of specific disabilities, preparation to work with children with mental retardation was rated significantly higher (at the p = 0.05 level) than autism, learning disabilities, tic disorders, ODD/CD, physical disabilities, separation anxiety, and social anxiety. In addition, preparation to work with children with learning disabilities was rated significantly higher (at the p = 0.05 level) than ODD/CD, separation anxiety, and social anxiety. Finally, preparation to work with children with ODD/CD was rated significantly higher (at the p = 0.05 level) than autism. These ratings show the need for the development of the university s training program as these are the professionals who will be working with children with special needs upon graduation. In terms of educational strategies, preparation in classroom management was rated significantly higher (at the p = 0.05 level) than behavior management, curriculum development, instructional strategies, motivational strategies, and working with at-risk students. Furthermore, preparation in education technology was rated significantly higher (at the p = 0.05 level) than behavior management, curriculum development, instructional strategies, motivational strategies, and working with at-risk students. With preparation in instructional strategies being rated significantly higher (at the p = 0.05 level) than motivational strategies and working with at-risk students; preparation in behavior management was rated significantly higher (at the p = 0.05 level) than motivational strategies. Finally, preparation in curriculum development was rated significantly

14 14 higher (at the p = 0.05 level) than motivational strategies. This may be a function of the background and research interests of their faculty and their program which focuses on general education practices. See Tables 2, 3, 4, 5, and 6 for breakdowns of ratings of course coverage of topics and preparation to work with special populations or use educational techniques and strategies; the tables include data for all students and data broken down by student career interests. The efforts being made by the university along with collaboration with international colleagues in the field of school psychology will certainly improve the university s training program with the hopes of better preparing students to work with children with special needs in the future and ultimately serving the growing needs of the education system in Vietnam. Reference Ministry of Education and Training (2003). Retrieved June 8, 2007, from Table 1. Anticipated career outcomes and preparedness for future careers of university students. Future Career Plans Students Reporting Interest in Career Ratings of Preparedness for Career Field-related research in education (.89) Teach in a public school (.96) Teach in a private school (.96) Tutor (.99) Teach education at a college or university level (.93) Field-related research in education (.89) Practice psychology in a hospital/clinic with adults (.85) Practice psychology in a hospital/clinic with children (.88) Practice psychology in a counseling center for adults (.89) Practice psychology in a counseling center for children (.93) Practice psychology in a school for children (.88) Teach psychology at a college or university level (1.02) Not planning on pursuing a career in education or psychology 1 - Note: Ratings of preparedness to work in each career are on a Likert scale of 1 (inadequately prepared) to 4 (well-prepared).

15 15 Table 2. Student ratings of the extent of course coverage of issues faced by children. Issues Faced by Children Child Sexual Abuse Child Physical Abuse Rating of Extent Discussed in University Courses All Students (n = 91) Rating of Extent Discussed in University Courses Students Planning to Work in a Hospital or Mental Health Clinic (n =21) Rating of Extent Discussed in University Courses Students Planning to Work in a Counseling Center (n=25) Rating of Extent Discussed in University Courses Students Planning to Work in a School (n=22) 2.18 (.83) 1.95 (.81) 1.92 (.76) 1.77 (.53) 2.16 (.89) 1.86 (.85) 1.92 (.81) 1.68 (.65) Bullying 2.13 (.81) 1.71 (.64) 1.96 (.61) 1.68 (.57) Divorce/Family Issues 2.48 (.84) 2.14 (.73) 2.32 (.85) 2.05 (.72) Social Skills 2.71 (.87) 2.43 (.87) 2.48 (.77) 2.32 (.73) Note: Ratings of extent discussed in university courses are on Likert scale of 1 (not covered) to 4 (thoroughly discussed). Table 3. Student ratings of the extent of course coverage of educational practices. Educational Practices and Techniques Classroom Management Behavior Management Educational Technology Curriculum Development Instructional Strategies Motivational Strategies Working with At-Risk Students Rating of Extent Discussed in University Courses All Students Rating of Extent Discussed in University Courses Students Planning to Work in a Hospital or Mental Health Clinic (n = 21) Rating of Extent Discussed in University Courses Students Planning to Work in a Counseling Center (n = 24) Rating of Extent Discussed in University Courses Students Planning to Work in a School (n = 22) Rating n Rating Rating Rating 2.73 (.85) (.81) 2.58 (.72) 2.36 (.66) 2.37 (.96) (.92) 2.33 (.87) 2.09 (.81) 2.95 (.84) (.87) 2.67 (.82) 2.64 (.79) 2.40 (.90) (.79) 2.21 (.78) 2.00 (.82) 2.51 (.89) (.81) 2.58 (.58) 2.36 (.79) 2.15 (.89) (.87) 2.00 (.78) 1.77 (.75) 2.20 (.94) (.77) 1.79 (.78) 1.73 (.77) Note: Ratings of extent of course coverage in university courses are on a Likert scale of 1 (not covered) to 4 (thoroughly discussed.

16 16 Table 4. Student ratings of preparation to use educational strategies and techniques in their careers. Educational Strategies and Techniques Classroom Management Behavior Management Educational Technology Curriculum Development Instructional Strategies Motivational Strategies Working with At-Risk Students Rating of Preparedness to Use Strategy or Technique All Students Rating of Preparedness to Use Strategy or Technique Students Planning to Work in a Hospital or Mental Health Clinic (n = 21) Rating of Preparedness to Use Strategy or Technique Students Planning to Work in a Counseling Center (n = 24) Rating of Preparedness to Use Strategy or Technique Population to Work in a School (n = 22) Rating n Rating Rating Rating 2.35 (.91) (.81) 1.95 (.79) 1.86 (.73) 2.06 (.85) (.78) 1.91 (.81) 1.67 (.66) 2.48 (.87) (.85) 2.23 (.87) 2.29 (1.01) 2.04 (.85) (.60) 1.62 (.50) 1.57 (.60) 2.19 (.81) (.70) 1.86 (.64) 1.76 (.77) 1.87 (.81) (.67) 1.64 (.66) 1.43 (.60) 1.98 (.84) (.60) 1.50 (.51) 1.48 (.51) Note: Ratings of preparedness to use educational strategy or technique are on a Likert scale of 1 (inadequately prepared) to 4 (well-prepared). Table 5. Student ratings of the extent of course coverage of childhood conditions. Childhood Conditions Autism Physical Disability (handicapped, blind, deaf, etc.) Mental Retardation Learning Disability Tic Disorder Oppositional- Defiant/Conduct Disorder Separation Anxiety Social Anxiety Rating of Extent Discussed in University Courses All Students Rating of Extent Discussed in University Courses Students Planning to Work in a Hospital or Mental Health Clinic Rating of Extent Discussed in University Courses Students Planning to Work in a Counseling Center Rating of Extent Discussed in University Courses Students Planning to Work in a School Rating n Rating n Rating n Rating n (.93) (.93) (.87) (.81) 2.54 (.82) 3.09 (.86) 2.88 (.81) 2.44 (1.10) 2.32 (.91) 2.56 (.87) 2.53 (.91) (.77) (.93) (.73) (1.14) (.74) (.91) (.94) (.85) (.98) (.75) (1.10) (.61) (.82) (.75) (.79) (.94) (.68) (1.17) (.65) (.66) (.83) Note: Ratings of extent of course coverage in university courses are on a Likert scale of 1 (not covered) to 4 (thoroughly discussed.

17 17 Table 6. Student ratings of their preparation to work with special populations in their careers. Childhood Conditions Autism Physical Disability (handicapped, blind, deaf, etc.) Mental Retardation Learning Disability Tic Disorder Oppositional- Defiant/Conduct Disorder Separation Anxiety Social Anxiety Rating of Preparedness to Work with Special Population All Students Rating of Preparedness to Work with Special Population Students Planning to Work in a Hospital or Mental Health Clinic Rating of Preparedness to Work with Special Population Students Planning to Work in a Counseling Center Rating of Preparedness to Work with Special Population Students Planning to Work in a School Rating n Rating n Rating n Rating n (.98) (1.06) (.89) (.82) 2.20 (.90) 2.68 (.92) 2.39 (.83) 2.22 (1.05) 2.09 (.83) 2.15 (.81) 2.16 (.81) (.79) 2.42 (.96) 2.11 (.68) 2.32 (1.16) 1.79 (.63) 2.00 (.82) 1.79 (.86) (.78) 2.48 (.93) 2.16 (.60) 2.18 (1.05) 1.95 (.59) 2.00 (.63) 1.86 (.56) (.78) 2.60 (.94) 2.24 (.66) 2.25 (1.07) 1.80 (.52) 1.95 (.51) 1.65 (.49) Note: Ratings of preparedness to work with special population are on a Likert scale of 1 (inadequately prepared) to 4 (well-prepared)

18 18 KNOWLEDGE OF ADHD AMONG VIETNAMESE AND AMERICAN TEACHERS Kristen D. Graeper Kelly A. Barker Mark D. Terjesen In this study, Vietnamese teachers knowledge of ADHD and its treatment was examined comprehensively through the Knowledge of Attention Deficits Disorder Scale (KADDS) and was analyzed in relation to the teachers self-reports of their education level, teaching experience, exposure to children with ADHD, and confidence in working with children with ADHD. Responses of 50 teachers from a private high school in Hanoi, Vietnam were analyzed and compared to results from similar studies with teachers from the United States. Results indicated differences in knowledge of general information, symptoms/diagnosis, and treatment of ADHD between Vietnamese and American teachers. The only significant predictor of knowledge of ADHD or its treatment in the current study was the number of articles read, which served to increase the Vietnamese teachers knowledge of ADHD diagnosis/symptoms (r(44)=.460, p<.01). Surprisingly, number of years of teaching experience, education level, prior experience with a student with ADHD, and teachers ratings of how confident they felt teaching a child with ADHD were variables that were not significantly correlated with knowledge about ADHD. Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders of childhood (Barkley, 1990), marked by difficulty concentrating, impulsivity, and hyperactivity or a combination of those symptoms and associated with significant academic and social school problems (Pfiffner & Barkley, 1990). Teachers are often the first source of referral for children with ADHD (Snider, Frankenberger, & Aspensen, 2000; Snider, Busch, & Arrowood, 2003) and are often called upon to implement educational interventions, yet the literature is sparse regarding teachers understanding of this disorder and how this knowledge impacts their decisions. There is limited research examining teachers knowledge of ADHD and attitudes toward children with this disorder in other countries. A study of American and Canadian teachers (Jerome, Gordon, & Hustler, 1994) found that while teachers demonstrated knowledge of the etiology and implications of the disorder, they were less knowledgeable about appropriate interventions. A study of high school teachers in Israel (Brook, Watemberg, & Geta, 2000) found that some teachers lacked knowledge about the etiology of the disorder, citing parental spoiling and nutritional habits as causes. Main sources of knowledge for these teachers were specialized textbooks, continuing education,

19 19 television, radio, and newspaper articles and information from medical personnel. In Iran (Ghanizadeh, Jafar Bahredar, & Reza Moeini, 2006), parental spoiling was cited even more commonly (by 53% of respondents) as the cause of ADHD. Again, the main sources of information were similar to teachers surveyed in the Israeli study. These studies suggest that attitudes about ADHD may be culturally-bound as well as the result of inadequate training. It is important to investigate the knowledge and attitudes of those in teacher-training programs to determine where gaps exist in training programs. Vietnam is a country where behavioral training is still developing (Schirmer, Cartwright, Montegut, Dreher, & Stovall, 2004). Since school psychologists do not yet play a prominent role in the educational system of Vietnam, it is especially important to gain a sense of the training teachers are receiving regarding this behavioral disorder, since they will be playing the greatest role in working with these children. In this study, teachers knowledge of ADHD will be examined comprehensively through the Knowledge of Attention Deficits Disorder Scale (KADDS; Sciutto, Terjesen, and Bender Frank, 2000). In addition to examining specific knowledge of the disorder, the teachers will be asked to assess the perceived acceptability of various ADHD treatments, since perceived acceptability of interventions is directly related to treatment compliance and outcome (Power, Hess, & Bennett, 1995; Schneider, Kerridge, & Katz, 1992). A comparison with data collected from students in American training programs, where ADHD has been studied for a greater length of time, may yield useful information regarding gaps in training and specific areas that need to be focused on in training programs. Method Participants Participants were teachers in a private high school (grades 8-12) in Hanoi, Vietnam. This school was part of an affiliation with the Hanoi National University of Education and teachers work collaboratively with the Applied Psychology Section (APS). Questionnaires were completed by 50 full-time teachers. Eight of the participants had incomplete responses on the KADDS. Of these 8, 4 were only missing one response so they were assigned Don t Know (DK) response for these items. The other 4 were each missing more than 3 items and were excluded from further analyses. Final numbers were 46 teachers. Demographic information about the respondents can be found in the Results section. Materials and Procedure This was the first translation of the KADDS into Vietnamese. The authors worked collaboratively with HNUE faculty familiar with ADHD to ensure accurate translation. Each teacher in the schools was given a packet of materials that included a consent form, a questionnaire packet, and an envelope. The teachers were instructed to enclose their completed materials in the attached envelope before returning it. Participants were asked to fill out a General Information Form with questions regarding their education, their teaching experience, their exposure to children with ADHD, and their confidence in working with children with ADHD. They also filled out the Knowledge of Attention Deficit Disorders Scale (KADDS; Sciutto,

20 20 Terjesen, and Bender Frank, 2000), to examine their knowledge of symptoms/diagnosis, associated features, and treatment of ADHD. Results and Discussion Demographic Information Analysis of the demographic information of the participants in the study indicates that the mean age of the teachers was 32, with ages of the participants ranging from 22 to 58 years. The participants had 10 years of teaching experience, on average, with a range from 1 year to 35 years spent teaching. Almost all participants (84%) reported being general education teachers with little or no special education teaching experience. This may be an area to consider in development of training of teachers going forward. The majority of the participants (61%) held a bachelors degree and 21% held a masters degree. 41% of the sample reported requesting an evaluation for a child suspected to have ADHD at some point in their career with 96% of the sample reported having taught at least one child with ADHD. Given the low levels selfreported knowledge of ADHD (see below) perhaps this number may not be accurate. The mean rating of confidence in teaching a child with ADHD was slightly below average (3.3 on a scale of one to seven). The link between knowledge and confidence in teaching a student with ADHD has been previously demonstrated in the U.S. and may warrant evaluation of an impact of training on knowledge and efficacy in the Vietnamese population. Differences between Vietnam and American Samples As noted in Table 1, mean differences exist between the sample of American teachers from the Graeper & Terjesen (2007) study, the Sciutto et al. (2000) study, and the Vietnamese teachers in the current study sample. These apparent differences between the American and Vietnamese teachers on the KADDS measure appear to be across all aspects (General Knowledge, Symptoms, and Treatment) of the KADDS. Teacher Variables and Knowledge of ADHD Correlations between teacher variables and scores on the KADDS are reported in Table 2. The number of workshops about ADHD that teachers reported attending in their careers was not significantly correlated with scores on the KADDS. However, the number of articles about ADHD teachers reported having read in their careers was significantly positively correlated with their knowledge of diagnosis and symptoms of ADHD, as measured by the KADDS. These teachers, who read a greater number of articles about ADHD, may also be more likely to attend workshops, as there was a significant positive correlation found between number of articles read and number of workshops attended (r(44)=.460, p<.01). Having made a request to evaluate a child suspected of having ADHD did not show a significant increase in ADHD knowledge. Also surprisingly, the number of years of teaching experience and the education level of the teachers were variables that were not significantly correlated with knowledge about ADHD. Prior experience with a student with ADHD was also found to be independent of knowledge about the disorder. Teachers ratings of how confident they felt teaching a child with ADHD were also not significantly correlated with knowledge of ADHD, as measured by the KADDS, but it was