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Infographics on ADHD Literacy Promotion and Stigma Reduction
Infographics on ADHD Literacy Promotion and Stigma Reduction
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152002
- ISBN
- 9798384447986
- DDC
- 150
- 저자명
- Aronson, Shari.
- 서명/저자
- Infographics on ADHD Literacy Promotion and Stigma Reduction
- 발행사항
- [Sl] : University of California, Berkeley, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 45 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Worrell, Frank C.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Berkeley, 2024.
- 초록/해제
- 요약Individuals with ADHD are discriminated against due to inaccurate and stereotypic information often published on media platforms. The scarcity of accurate and accessible content results in a lack of knowledge held by individuals, which can exacerbate stereotyping and prejudice. Thus, there is a need for the development and dissemination of comprehensible information related to ADHD that provide a more accurate portrayal of relevant problems, symptoms, and management tools.In this dissertation, I sought to answer the following questions: (a) Does infographic-based psychoeducation increase mental health literacy associated with ADHD; and (b) Are infographics more effective than textually presented information at increasing ADHD knowledge and positive attitudes? One hundred forty-six students recruited through a university's Research Participation Program (RPP; M age = 21.06) reviewed either a series of three infographic- or text-based educational materials about ADHD. Participants completed a pre- and post-questionnaire to measure ADHD knowledge, attitudes, and social distance. Results indicated that participants' knowledge of ADHD significantly increased. Findings did not reveal a significant difference between the two psychoeducation methods on ADHD knowledge or stigma. Results did suggest a decrease in stigma for participants who themselves self-identified as having ADHD and an increase in knowledge for participants who knew someone with ADHD.These findings highlight the role of personal connection with respect to an individual's openness to learn and correct misunderstandings toward ADHD. It may be that longer exposure to textual information and infographics would be needed to yield clearer effects. Future researchers and practitioners must continue to develop accessible, evidence-based interventions that integrate education and humanism to foster a greater understanding and acceptance of ADHD.
- 일반주제명
- Psychology
- 일반주제명
- Education
- 일반주제명
- Mental health
- 일반주제명
- Clinical psychology
- 키워드
- Infographics
- 키워드
- Psychoeducation
- 키워드
- Stigma
- 키워드
- Media platforms
- 기타저자
- University of California, Berkeley Education
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152002
■006m o d
■007cr#unu||||||||
■020 ▼a9798384447986
■035 ▼a(MiAaPQ)AAI31330091
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aAronson, Shari.
■24510▼aInfographics on ADHD Literacy Promotion and Stigma Reduction
■260 ▼a[Sl]▼bUniversity of California, Berkeley▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a45 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Worrell, Frank C.
■5021 ▼aThesis (Ph.D.)--University of California, Berkeley, 2024.
■520 ▼aIndividuals with ADHD are discriminated against due to inaccurate and stereotypic information often published on media platforms. The scarcity of accurate and accessible content results in a lack of knowledge held by individuals, which can exacerbate stereotyping and prejudice. Thus, there is a need for the development and dissemination of comprehensible information related to ADHD that provide a more accurate portrayal of relevant problems, symptoms, and management tools.In this dissertation, I sought to answer the following questions: (a) Does infographic-based psychoeducation increase mental health literacy associated with ADHD; and (b) Are infographics more effective than textually presented information at increasing ADHD knowledge and positive attitudes? One hundred forty-six students recruited through a university's Research Participation Program (RPP; M age = 21.06) reviewed either a series of three infographic- or text-based educational materials about ADHD. Participants completed a pre- and post-questionnaire to measure ADHD knowledge, attitudes, and social distance. Results indicated that participants' knowledge of ADHD significantly increased. Findings did not reveal a significant difference between the two psychoeducation methods on ADHD knowledge or stigma. Results did suggest a decrease in stigma for participants who themselves self-identified as having ADHD and an increase in knowledge for participants who knew someone with ADHD.These findings highlight the role of personal connection with respect to an individual's openness to learn and correct misunderstandings toward ADHD. It may be that longer exposure to textual information and infographics would be needed to yield clearer effects. Future researchers and practitioners must continue to develop accessible, evidence-based interventions that integrate education and humanism to foster a greater understanding and acceptance of ADHD.
■590 ▼aSchool code: 0028.
■650 4▼aPsychology
■650 4▼aEducation
■650 4▼aMental health
■650 4▼aClinical psychology
■653 ▼aInfographics
■653 ▼aPsychoeducation
■653 ▼aStigma
■653 ▼aMedia platforms
■690 ▼a0621
■690 ▼a0515
■690 ▼a0347
■690 ▼a0622
■71020▼aUniversity of California, Berkeley▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0028
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162353▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
