Journal List > J Korean Acad Psychiatr Ment Health Nurs > v.23(2) > 1058001

Ha and Park: The Relationship among Teachers' Empathy, Communication Style and Coping Type for Students with Attention Deficit Hyperactivity Disorder

Abstract

Purpose

The purpose of this research was to identify the relationship of empathy, communication style, and coping type with students exhibiting a attention deficit disorder hyperactivity (ADHD).

Methods

Participants were 238 elementary school teachers living in 5 cities in Korea. The teacher's answered questions about their empathy level, communication style and coping type when teaching students with ADHD. Data were analyzed using t-test, one-way ANOVA, and Pearson correlation coefficients with SPSS 21.0.

Results

Teachers' cognitive and emotional empathy were at the same level. For communication styles used by the teachers, reception-encouragement was the most widely used and nonreception-commanding style was the least widely used. With regard to how to deal with student with ADHD, passive coping type was most widely used and active and negative coping followed in that order. Teachers with higher levels of empathy, used more active coping. For communication, the correlation between reception-encouragement and passive coping had the highest level.

Conclusion

These result suggest the necessity of developing and providing empathy boosting programs about students with ADHD as well as special workshops to increase communication efficacy and coping skills with school-aged ADHD students.

Figures and Tables

Table 1
General Characteristics (N=238)
jkapmhn-23-103-i001
Table 2
Descriptive Data of Empathy, Communication Style and Coping Type (N=238)
jkapmhn-23-103-i002
Table 3
Empathy, Communication Style, Coping Type according to General Characteristics (N=238)
jkapmhn-23-103-i003
Table 4
Correlations among Empathy, Communication Style, and Coping Type (N=238)
jkapmhn-23-103-i004

x1=Cognitive empathy; x2=Emotional empathy, y1=Reception-encouragement; y2=Reception-commanding; y3=Nonreception-encouragement; y4=Nonreception-commanding, z1=Active coping; z2=Passive coping; z3=Negative coping.

*p<.05, **p<.01, ***p<.001.

Notes

This manuscript is a revision of the first author's master's thesis from Kyungpook National University.

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