Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children's Experiences and Understanding of Their ADHD. Issue 2 (3rd March 2020)

• Record Type: Journal Article
• Authors: Ringer, Noam
• Is Part Of: International journal of disability, development, and education. Volume 67:Issue 2(2020)
• Page Start: 208
• Page End: 224
• Publication Date: 2020-03-03
• Subjects: ADHD -- adolescents -- identity formation -- lived experience -- qualitative meta-synthesis -- qualitative research; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2019.1596226
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: ADHD is a disability characterised by hyperactivity, impulsivity and difficulties maintaining attention. Despite extensive research on ADHD, the effects of existing treatments are moderate and inconsistent. Knowledge regarding children's and adolescents' everyday experiences of Attention Deficit Hyperactivity Disorder (ADHD) and their understanding of these experiences is valuable for the further development of interventions. The aim of the following study was to systematically search for and review qualitative research on children's and adolescents' everyday experiences and understanding of their ADHD, and to suggest an integrative synthesis of the results. In total, 16 published and unpublished qualitative studies on the subject were identified. The analysis identified four categories: (1) experiences related to one's body and psychological abilities: lack of control, having difficulties, and the biological determination of these experiences; (2) ambivalent experiences related to one's own psychological needs: a need to adjust oneself and a need to be accepted as 'who I am'; (3) ambivalent experience related to social others: demands and expectations are a problem, experiencing lack of belonging and stigma, but also receiving help from close social others; and (4) experiences related to the formation of personal identity. Erikson's psychosocial theory of personal identity is suggested for an understanding of the results.