Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 35 (4) ◽  
pp. 280-298
Author(s):  
Cynthia Maya Beristain ◽  
Judith Wiener
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Peer Relations ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Transition To High School ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Close Friendships ◽  
Theory Framework

The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.

scholarly journals Attention-deficit hyperactivity disorder and use of psychostimulants among children in Turkey

2007 ◽  
Vol 4 (3) ◽  
pp. 71-73
Author(s):  
Sahbal Aras ◽  
Semih Semin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Side Effects ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Critical Evaluation ◽  
Therapeutic Effects ◽  
Diagnostic Validity ◽  
Ethical Problems ◽  
Hyperactivity Disorder ◽  
Psychostimulant Medication

Recently, the use of psychostimulant medication in children with symptoms of attention-deficit hyperactivity disorder (ADHD) has been subject to extensive debate. The problems faced while assessing and diagnosing ADHD, unnecessary prescribing of psychostimulants, the possible side-effects of psychostimulants on the developing brain, the risk of drug dependency, and the risk of stigmatising children through medicalisation of normal life events are considered among the principal objections to the use of psychostimulant medications. On the other hand, what also need to be taken into account are the increasing evidence on the genetic, biochemical and diagnostic validity of the disorder, the data showing the therapeutic effects of psychostimulants and the rarity of the above-mentioned side-effects, as well as the ethical problems created by insufficient treatment of children because of the concerns of parents. A critical evaluation of these conflicting opinions by mental health professionals might contribute to the application of ethical principles. While making this kind of evaluation, it is important to pay regard to the specific sociocultural features of the country, as well as the prevailing worldwide discussion.

Differentiating 'attachment difficulties' from autism spectrum disorders and attention deficit hyperactivity disorder: Qualitative interviews with experienced health care professionals

2021 ◽  
Author(s):  
Barry Coughlan ◽  
Marinus H. van IJzendoorn ◽  
Matt Woolgar ◽  
Emma Weisblatt ◽  
Robbie Duschinsky
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Health Care Professionals ◽  
Qualitative Interviews ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
The United Kingdom ◽  
Attachment Difficulties ◽  
Foundation Trusts

Objectives: Attachment difficulties is an umbrella term often used to describe various forms of non-secure attachment. Differentiating ‘attachment difficulties’ from autism spectrum disorder (hereafter autism) and attention deficit hyperactivity disorder (hereafter ADHD) has been characterised as challenging. Few studies have explored how this happens in practice, from the perspective of the professionals. Design: Qualitative study. Method: We conducted in-depth semi-structured interviews with (n=17) healthcare professionals from five NHS Foundation Trusts in the United Kingdom. Participants were recruited using a combination of snowballing, convenience and purposive sampling. Data were analysed using a thematic approach. Results: We identified six interrelated themes that might reflect difficulties with differential conceptualisation. These include: a clinical lexicon of attachment; approaching attachment with caution; contextual factors; perceived characteristic behaviours; assessing attachment and adjacent supports; spotlighting intervention and dual conceptualisation. Conclusion: Our results indicate some of the ways suspicions around attachment are raised in practice. We advocate for more dialogue between research and practice communities on issues of differential conceptualisation. We call for collaboration between a panel of experts consisting of attachment and neurodevelopmental orientated practitioners and researchers, to clarify issues around differentiating between attachment difficulties, ASD and ADHD.

Parenting a Child with Attention Deficit Hyperactivity Disorder: Qualitative Study from a Developing Nation, India

2017 ◽  
Vol 41 (S1) ◽  
pp. s303-s303
Author(s):  
R. Shah ◽  
A. Sharma ◽  
S. Grover ◽  
N. Chauhan ◽  
S. Jhanda
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Parental Stress ◽  
Cultural Context ◽  
Extended Family ◽  
Cultural Factors ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
Competing Interest ◽  
High Degree

IntroductionLike elsewhere, studies from developing countries suggest that parents of children with attention deficit hyperactivity disorder (ADHD) report significant stress. Besides symptoms, parental stress stems from experiences in interpersonal, schooling and societal domains, which may in turn be influenced by socio-cultural factors. This is a highly under-studied area.Objectives and aimsExploring experiences in familial, schooling and societal areas amongst Indian parents and understanding these in a cultural context using experiential qualitative research methodology.MethodsIn-depth semi-structured interviews were conducted with consenting parents of 27 children diagnosed with ADHD (17 mothers; 10 fathers).ResultsAll parents reported experiencing moderate to high degree of stress, feeling worried and frustrated due to child's problems. 19 parents reported being “short-tempered”, while 1 mother expressed feeling “lost”. Majority reported strained relations with spouse and extended family. Mothers reported higher stress, more difficulties in family life, faced criticism from immediate family and community regarding handling of child, felt more embarrassment, guilt and sense of failure as a mother. Half of the parents avoided attending social gatherings. Other than 2 parents, all had negative experiences with schooling. Experiential descriptions included those of teachers being highly critical of child and parents, punitive, dismissive and discriminatory. Teacher had advised seeking treatment in only 6 children. Themes of blame, discrimination and rejection were identified.ConclusionsWe conclude that cultural factors such as stigma, blaming of parent (especially mother) and lack of knowledge regarding ADHD amongst teachers and society may be responsible for these experiences and needs further investigation.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Regional analysis of UK primary care prescribing and adult service referrals for young people with attention-deficit hyperactivity disorder: from little to very little

BJPsych Open ◽  
2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Samuele Cortese
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Attention Deficit Hyperactivity Disorder ◽  
Mental Health Services ◽  
Young People ◽  
Health Services ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
The Uk

Summary Drawing on data from the Clinical Practice Research Datalink, Price et al reported UK regional variations in primary care prescribing and referral rates to adult mental health services for young people with attention-deficit hyperactivity disorder (ADHD) in transition from child and adolescent mental health services. Overall, considering that around 65% of young adults with childhood ADHD present with impairing ADHD symptoms and up to 90% of individuals with ADHD may benefit from ADHD medications, the study by Price et al shows that the rate of appropriate treatment for youngsters in the transition period varies from low to very low across the UK. As such, there is a continuous need for education and training for patients, their families, mental health professionals and commissioners, to eradicate the misconception that, in the majority of the cases, ADHD remits during adolescence and to support the devolvement of appropriate services for the evidence-based management of adult ADHD across the UK.

scholarly journals A phenomenological inquiry into the lived experience of adults diagnosed with attention deficit hyperactivity disorder (ADHD) employed by the NHS

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kayte Jayne Rowe ◽  
Sarah Bailey ◽  
Bonnie Teague ◽  
Kevin Mattless ◽  
Caitlin Notley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Lived Experience ◽  
Attention Deficit ◽  
Interpretative Phenomenological Analysis ◽  
Final Analysis ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Content Type ◽  
Work Related ◽  
Hyperactivity Disorder

Purpose Approximately 3.5% of the workforce is diagnosed with attention deficit hyperactivity disorder (ADHD). With a greater risk of work-related stress and absences, work-based social interactions and environments are significant factors. The purpose of this study was to identify the professional challenges and benefits of living with ADHD in healthcare settings. Design/methodology/approach Interpretative phenomenological analysis was used to explore how employees with ADHD both experience and make sense of their employment and professional relationships. Participants self-identified from two NHS trusts and participated in semi-structured interviews. Findings A total of seven interviews contributed to the final analysis. A total of four themes emerged: social environment (relationships), physical environment, behaviour and work tasks. Complex interactions were observed between individuals’ internal constructs and overall employment experience. Practical implications The findings can be used to inform local NHS management frameworks for supporting workforce with ADHD. Originality/value This is a novel study that explores the psychodynamic and physical presentations of ADHD providing a unique perspective on the challenges and strengths of employees with ADHD.

The powerless or the empowered? Stakeholders’ experiences of diagnosis and treatment for attention-deficit hyperactivity disorder in Ireland

2018 ◽  
Vol 35 (3) ◽  
pp. 203-212
Author(s):  
K. Carr-Fanning ◽  
C. Mc Guckin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Ecological Model ◽  
Stress And Coping ◽  
Visual Methods ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
Parents And Children ◽  
Delays In Diagnosis ◽  
And Coping

IntroductionIn Ireland, attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed condition in Child and Adolescent Mental Health Services (CAMHS). However, little is known about the experiences of stakeholders affected by ADHD in their pathways through care, especially in Ireland.ObjectivesThe aim of this stakeholder voice study was to explore stress and coping among parents and Children and Young People (C/YP) affected by ADHD in an Irish context, in order to contribute to knowledge about what works and what needs to change in practice from a service user perspective.MethodsIn total, 15 C/YP (7–18 years) with ADHD and their parents participated in semi-structured interviews, which were triangulated using other sources (e.g. visual methods), to contribute to a highly contextualised understanding of lived experiences. Transcribed interviews were analysed using a deductive approach to Thematic Analysis informed by a theoretical framework of stress and coping theory and Bronfenbrenner’s bio-ecological model.ResultsSome degree of difficulty in their pathway through care was identified by participants in all case studies. Findings identified barriers to diagnosis, including delays in diagnosis, such as scepticism, stigma, and label avoidance from gatekeepers; poor multiagency working; and misdiagnosis. Once received, diagnosis may serve as an access to empowerment, providing knowledge, understanding, and support. However, C/YP and their parents also reported distressing experiences and a sense of powerlessness within CAMHS and with treatment; such as tensions around medical management, stigma, and a lack of child- and family-centred practice.ConclusionsDespite the professionals and the systematic supports available, stakeholders did not feel that they were fully understood, listened to, or participants in accessing diagnosis and care planning.

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