Children with ADHD draw‐and‐tell about what makes their life really good

Abstract

Children shared that doing things, outdoors, with others, [emphasis added] made their life "really good". Children's stories yielded insightful and actionable information that is relevant to each individual child/family, and to nursing assessment, intervention, and advocacy. These child-granted insights also extend our attention beyond pharmacological and behavioral focused interventions, to include the children's own innate health promoting interests that help to make their life really good.

Life satisfaction in children with attention deficit hyperactivity disorder: Looking beyond proxy reports

“…The qualitative data are available in a separate publication (Barfield & Driessnack, 2018). This report presents the quantitative component of the study.…”

“…This report presents the quantitative component of the study. The qualitative data are available in a separate publication (Barfield & Driessnack, 2018).…”

“…For some children, the lack of perceived safety and/or favorable outdoor play spaces contributed to their staying indoors, and once indoors, children often opted for solo play with electronics (Barfield & Driessnack, 2018). Safety concerns lessened their satisfaction; access to larger physical space and parks improved their satisfaction.…”

“…Safety concerns lessened their satisfaction; access to larger physical space and parks improved their satisfaction. For some children, the lack of perceived safety and/or favorable outdoor play spaces contributed to their staying indoors, and once indoors, children often opted for solo play with electronics (Barfield & Driessnack, 2018). Safety concerns have emerged in the literature as important to adolescent life satisfaction and perceived happiness .…”

Ask me: Children's experiences of pain explored using the draw, write, and tell method

“…When using DWT, the children's drawings are not subject to analysis, assuring that children's accounts of their drawings are represented (Angell et al., ). For example, content analysis was applied to the transcripts of children with ADHD examining what makes life good for them (Barfield & Driessnack, ), while a thematic framework was used to analyze the transcripts of school age children's views on physical activity (Noonan, Boddy, Fairclough, & Knowles, ). Further details of the DWT technique have been published previously (Pope, Tallon, Leslie, & Wilson, ).…”