The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

Gibbs, Kathryn; Mercer, K. Louise; Carrington, Suzanne

doi:10.1080/1034912x.2016.1164302

Cited by 10 publications

(8 citation statements)

References 40 publications

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“…Support in school, especially to have an adult who they felt seen by and trusted, was highly appreciated. However, not all were fortunate to have had positive experiences, in line with previous research 47–49. Based on the descriptions of painful disappointment regarding treatment effects and support, our results suggest that the adolescent’s expectations on the consequences of being diagnosed may need increased recognition by healthcare.…”

Section: Discussionsupporting

confidence: 86%

Adolescents’ experiences of being diagnosed with attention deficit hyperactivity disorder: a phenomenological study conducted in Sweden

Frondelius

Ranjbar

Danielsson³

2019

BMJ Open

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ObjectivesTo explore adolescents’ experiences of being diagnosed with Attention deficit hyperactivity disorder (ADHD).DesignQualitative interview study, using a phenomenological framework and analysis.SettingThe children’s clinic of a specialised out-care hospital located in a multicultural area of a Swedish city.Participants13 adolescents, 7 boys and 6 girls between 14 and 19 years old, who had been diagnosed with ADHD.ResultsThe participants’ experience of being diagnosed with ADHD was interpreted as a process of understanding oneself asbeing different, for better or worse, like many others. The participants sought acceptance and a sense of normality, while developing an understanding of both the positive and the negative sides of their ADHD traits. These two sides of a coin were inter-related parts of themselves and were shared by many others, which increased their acceptance. Three themes described phases of the process:struggling with vulnerability,responding to a labelandmanoeuvring social life.ConclusionThe results add to previous research, illuminating that the adolescents tried to make sense of both the uniqueness and the vulnerability of the ADHD diagnosis. The findings can be useful for healthcare professionals, in reflecting on the complexity of ADHD and on the adolescents’ expectations.

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Section: Discussionsupporting

confidence: 86%

Adolescents’ experiences of being diagnosed with attention deficit hyperactivity disorder: a phenomenological study conducted in Sweden

Frondelius

Ranjbar

Danielsson³

2019

BMJ Open

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“…'Boredom' was especially relevant since it was often related to the lack of motivation felt by the participants, but never to the school itself. Our results confirm findings by Gibbs et al (2016): although some school subjects were thought to be more interesting than others, and different participants said that they attended only to those, ADHD explained the lack of concentration and the need to move and talk whenever the participants got bored with their subjects. Overall, they thought that without ADHD they would listen more to other people, control themselves better, be calmer and less impulsive, and not lose concentration as frequently.…”

Section: Defining Adhd As a Disabilitysupporting

confidence: 89%

“…He concluded both that schools do not understand children and youth with ADHD and that children with ADHD do not understand the expectations of schoolwork. The necessity of appropriate teacher support has been emphasized in other studies (e.g., Gibbs et al, 2016). In Israel, research on the perspectives of adolescents with normal intelligence and both ADHD and Learning Disabilities (LD) highlighted the participants concerns with how they were treated by teachers: 17.2% said that the teachers should treat them with understanding and without criticism, angry or pity (Brook & Boaz, 2005).…”

Section: Listening To and Learning From Youth Diagnosed With Adhdmentioning

confidence: 99%

“…The participants acknowledged their difficulties in initiating and sustaining friendships (Gibbs et al, 2016), but felt that the effects of the ADHD diagnosis on their friends were definitely unpleasant. Pablo (16 yrs old) noted that, besides losing friends because of his impulsiveness, when he told his childhood friends about his diagnosis, they did not understand it and laughed at him.…”

Section: Diagnosing a Disability And The Relational Effectsmentioning

confidence: 99%

“…Alongside of the concern surrounding ADHD, there is limited research on the social construction of ADHD, regarding what children and young people diagnosed with ADHD think and feel about their lives and diagnoses (Gibbs, Mercer, & Carrington, 2016). In addition, there is a growing interest in the conduct of research into students' perspectives and experiences as one avenue for eliciting students' voices (see for review, Gonzalez, Hernandez-Saca, & Artiles, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiencing Disability in the School Context: Voices of Young People Diagnosed With ADHD in Spain

Petry¹,

Sòria-Albert²,

Vadeboncoeur³

2018

IES

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Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school’s role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.

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Social Constructionist View of Adolescence

Hung

Fung

2020

The Encyclopedia of Child and Adolescent Development

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Focusing on the social construction of reality or knowledge, the social constructionist perspective exhibits characteristic features, including the critical role played by language; the social process involved in reality construction; the different levels of meaning making; individuals' agency; the co‐construction of social reality; power and knowledge construction; a pragmatic orientation to knowledge; and a preference for qualitative research. Social constructionism challenged the dominance of positivism in knowledge production. In relation to adolescence, social constructionist studies have examined how adolescence as a social category is constructed and how adolescents themselves form their identities and understand the social world. The perspective questions dominant discourses such as the developmental and peer group influence discourses; deepens our understanding of family dynamics and the various social discourses within which meaning making takes place; exposes the discursive power in disciplining different teenager groups; unravels the different meanings and identities that adolescents hold; and promotes their agency.

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The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

Abstract: a faculty of education, Queensland university of technology, brisbane, australia; b faculty of education and arts, australian catholic university, brisbane, australia

Cited by 10 publications

References 40 publications

Adolescents’ experiences of being diagnosed with attention deficit hyperactivity disorder: a phenomenological study conducted in Sweden

Adolescents’ experiences of being diagnosed with attention deficit hyperactivity disorder: a phenomenological study conducted in Sweden

Experiencing Disability in the School Context: Voices of Young People Diagnosed With ADHD in Spain

Social Constructionist View of Adolescence

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