A Proposed Framework for a Training Program Based on the Training Needs and Digital Competencies of School Counselors in Dealing with Individuals with ADHD in Benghazi

Abstract

This study aimed to develop a proposed blended training program based on the training needs and digital competencies of school psychological counselors in Benghazi in dealing with Attention-Deficit/Hyperactivity Disorder (ADHD). A concurrent mixed-methods approach using a convergent design was adopted. The quantitative component employed a validated questionnaire consisting of 30 items, administered to a sample of 92 psychological counselors in basic education schools, with an overall reliability coefficient of (α = 0.856). The qualitative component involved semi-structured interviews with eight female counselors, which were subjected to thematic analysis. The findings revealed that the overall level of counseling competencies was moderate, with a mean score of 2.95 out of 5.00 and a relative weight of 59.0%. Digital and technical competencies ranked last, with a mean of 2.68, compared with skills and behavioral competencies (3.09) and cognitive and foundational competencies (3.07). No statistically significant differences were found attributable to years of experience, whereas significant differences were observed according to willingness to participate in training, favoring those unwilling to participate. The interviews revealed an absence of practical use of digital applications and considerable time spent on manual documentation, while most participants confirmed the need for blended digital training. The study recommended implementing the proposed program, digitizing school psychological counseling procedures, and strengthening institutional support for the use of digital technologies in managing cases of ADHD.