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Lee and Park: Effects of Relational Self and Negative Ideation of Teachers on Coping Type for School-aged Attention Deficit Hyperactivity Disorder
Original Article

Journal of Korean Academy of Psychiatric and Mental Health Nursing 2016; 25(2): 89-100.

Published online: 30 June 2016

DOI: https://doi.org/10.12934/jkpmhn.2016.25.2.89

Effects of Relational Self and Negative Ideation of Teachers on Coping Type for School-aged Attention Deficit Hyperactivity Disorder

Seohyun Lee1, Wanju Park2

1Bugok National Hospital, Changnyeong, Korea.

2College of Nursing · Research Institute of Nursing Science, Kyungpook National University, Daegu, Korea.

Corresponding author: Park, Wanju. College of Nursing, Kyungpook National University, 680 Gukchabosang-ro, Jung-gu, Daegu 700-422, Korea. Tel: +82-53-420-4977, Fax: +82-53-431-1020, wanjupark@knu.ac.kr

Received 25 February 2016       Revised 12 May 2016       Accepted 10 June 2016

© 2016 The Korean Academy of Psychiatric and Mental Health Nursing

(open-access):

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study was to identify predictors influencing relational self and negative thinking on coping among teachers working with students with attention deficit hyperactivity disorder (ADHD).

Methods

A cross sectional study design was conducted with 212 teachers in six elementary schools located in D and C cities. Data were analyzed using t test, one way ANOVA, Pearson's correlation coefficients, and stepwise regression analysis with SPSS 18.0.

Results

The significant predictive factor for the active coping type was perceived support in relational self. Empathy care was as a significant factor for the passive coping type. Relationship avoidance and agency were significant predictive factors for negative coping with ADHD students. Active and passive coping had significant negative correlations with social worry. Significant factors for positive coping were attendance at ADHD workshops and number of years of teaching.

Conclusion

Results suggest that it is important to focus on teachers having a positive aspect in the classroom, using new strategies, and understanding their own inner factors of perceived support and empathy care in order to provide positive coping and enhance relationships with ADHD students. To further enhance positive coping and perceived support and to reduce social worry, teachers should use community resources, especially psychiatric health nurses.

Keywords: Self psychology, Anxiety, Coping behavior, Attention deficit disorder with hyperactivity

Figures and Tables

Table 1

General Characteristics of Study Participants (N=212)

jkapmhn-25-89-i001
Table 2

Descriptive Data of Relational Self, Negative Ideation and Coping Type (N=212)

jkapmhn-25-89-i002
Table 3

Coping Type with School-aged ADHD according to General Characteristics (N=212)

jkapmhn-25-89-i003
Table 4

Correlation among Negative Ideation, Relational Self and Coping Type (N=212)

jkapmhn-25-89-i004

x1=Relationship avoidance; x2=Consciousness of others; x3=Agency (Initiative); x4=Instrumental relationship; x5=Empathy-care; x6=Perceived support; x7=Over-dependence to relation; y1=Social worry; y2=Health worry; y3=Meta worry; z1=Active coping; z2=Passive coping; z3=Negative coping.

Table 5

Predicting Factors on the Active Coping, Passive Coping, and Negative Coping with School-aged ADHD (N=212)

jkapmhn-25-89-i005

*Dummy variables (Experience of ADHD workshop: d1=no, d2=3~4times); †Dummy variables (Teaching year: d1=under 3years, d2=3~5years, d3=6~10years); ‡Dummy variables (Religion: d1=None, d2=Buddhism, d3=Christianity); Adj. R2=Adjusted R2.

Notes

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

This study was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education and Technology (No. 20110022764) for cultivating human resources.

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