Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD
Author:
Affiliation:
1. Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
2. The Department of Science and Research, Prague College of Psychosocial Studies, Prague, Czech Republic
Funder
Sts Cyril and Methodius Faculty of Theology of the Palacky University Olomouc
Publisher
Informa UK Limited
Subject
Health Policy,Fundamentals and skills,Gerontology,Issues, ethics and legal aspects
Link
https://www.tandfonline.com/doi/pdf/10.1080/17482631.2022.2088456
Reference90 articles.
1. Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis
2. Genetics of attention-deficit/hyperactivity disorder: an update
3. The affect of mentoring on academic achievement in a child with attention-defi cit hyperactivity disorder: Case study
4. Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience
5. Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD)
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1. Collaboration Between Occupational Therapy Practitioners and Elementary School Educators to Support Students with Attention Deficit Hyperactivity Disorder;Physical & Occupational Therapy In Pediatrics;2023-11-07
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3. When ADHD knocks on the door – discourse theory as a frame to explore subject positions and mental wellbeing before diagnosis;International Journal of Qualitative Studies on Health and Well-being;2023-05-08
4. School functioning and experience of the school environment by students with ADHD;European Journal of Special Needs Education;2022-11-21
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