A Qualitative Study of Families and Children Possessing Diagnoses of ADHD

Abstract

This phenomenological research study replicates R. Segal's (1998) study of 17 Canadian families. The authors interview 17 american families participating in the national support group Children and adults with attention Deficit Disorder, focusing on the challenges they face in rearing children diagnosed with aDHD. Three particular themes emerge. First, the parents appear to be attuned to their children's needs and report being proactive in making adaptations and interventions when needed to accomplish family objectives. Second, the results are generally congruent with those reported by Segal. In both cases, mornings and afternoons are vulnerable times for the families. Segal found mornings most difficult, however, whereas families in this study relate homework periods in the afternoons to be most challenging. Third, parental strategies are salient for successfully rearing children with aDHD. The families emphasize the constructs of routine and structure as being paramount to navigating daily life successfully.

‘He's just enthusiastic. Is that such a bad thing?’ Experiences of parents of children with Attention Deficit Hyperactivity Disorder

“…However, research interests tend to be primarily focused on genetic/biological influences and behavioural outcomes (Wallace 2005). In comparison, a much smaller amount of attention has been given to the lived experiences of the families of children with ADHD (Firmin and Phillips 2009). A decade ago, Johnston and Mash (2001) warned that research looking at the lived experiences of families of children with ADHD had prematurely stagnated since initial interest in the latter half of the twentieth century.…”

“…A decade ago, Johnston and Mash (2001) warned that research looking at the lived experiences of families of children with ADHD had prematurely stagnated since initial interest in the latter half of the twentieth century. Since then a small body of researchers has rekindled the interest in this area Neophytu and Webber 2005;Firmin and Phillips 2009;Peters and Jackson 2009). Such research endorses the need to consider the interaction between child characteristics and family circumstances in order to understand fully the experience of ADHD.…”

“…In order to grasp fully the complexities of ADHD it is, therefore, useful to seek the views and experiences of parents who are among the most regularly affected by the condition (Firmin and Phillips 2009). Indeed, a limited body of research has begun to consider the unique perspectives of parents of children with ADHD.…”

“…In those exploratory studies where children's views are also sought the conclusions drawn tend to highlight medication or treatment issues (Neophytu and Webber 2005;Travell and Visser 2006;Hughes 2007). Based on the literature review carried out for the present article only two studies have been identified which broadly investigate the general and everyday experiences of parents of children with ADHD (Firmin and Phillips 2009;Peters and Jackson 2009). Of these, only the research carried out by Peters and Jackson (2009) took an entirely open-ended methodological approach.…”

The Use of Trauma Counseling for Children with Attention-Deficit Hyperactivity Disorder

“…Additionally, the child could be encouraged to be involved in extra-curricular activities that allow for the release or creative use of energy, and which provide the opportunity to model good peer relating skills. Counselors could also encourage parents to establish routines at home, as routine and structure typically help to calm and regulate children's emotions (Firmin and Phillips 2009). In addition, after enlisting the cooperation of the child, counselors could recommend peer mentoring or a 'buddy system' at school (Williams White, and Kelly 2011) in which the child with ADHD is paired with a classmate who can, for example, subtly remind him or her to redirect attention when distracted.…”