“I was good when I didn’t have it”: giving the ‘ADHD child’ a

2.50
Hdl Handle:
http://hdl.handle.net/2436/618627
Title:
“I was good when I didn’t have it”: giving the ‘ADHD child’ a
Authors:
Leyland, Stephanie
Abstract:
Presently it is estimated that 6.4 million children aged 4-17 have been diagnosed with attention-deficit hyperactivity disorder (ADHD) (McClain and Burks, 2015). To date there has been very little attention to ADHD as a lived experience (Singh, 2011), or even taking into consideration the children’s own views, wishes or feelings (Brady, 2014). This paper offers an overview of the theories and research previously conducted, as well as considering how interactions between individual predispositions and environmental surroundings have shaped how the children experience their diagnoses. There are two classification systems currently in situ to diagnose children experiencing emotional and behavioural difficulties; however this dual system further hinders diagnosing and results in a lack of consistency and substantial reliance upon professional judgment. Even though there is an abundance of multimodal and holistic approaches available for this population, there is still a heavy reliance upon pharmacological treatments without knowing the longterm effects of using such medications. This research offers further understanding of these children and new ways of working with their difficulties and therefore improving their emotional well-being and resilience for the future. Keywords: Attention Deficit Hyperactivity Disorder (ADHD); Treatment and diagnosis; Lived experience; Cultural and contextual influences; Participation and voice
Issue Date:
Jul-2016
URI:
http://hdl.handle.net/2436/618627
Type:
Thesis
Language:
en
Description:
A portfolio submitted to The University of Wolverhampton for the Practitioner Doctorate in Counselling Psychology Award: D.Couns.Psych
Appears in Collections:
E-Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorLeyland, Stephanieen
dc.date.accessioned2016-08-22T15:07:23Z-
dc.date.available2016-08-22T15:07:23Z-
dc.date.issued2016-07-
dc.identifier.urihttp://hdl.handle.net/2436/618627-
dc.descriptionA portfolio submitted to The University of Wolverhampton for the Practitioner Doctorate in Counselling Psychology Award: D.Couns.Psychen
dc.description.abstractPresently it is estimated that 6.4 million children aged 4-17 have been diagnosed with attention-deficit hyperactivity disorder (ADHD) (McClain and Burks, 2015). To date there has been very little attention to ADHD as a lived experience (Singh, 2011), or even taking into consideration the children’s own views, wishes or feelings (Brady, 2014). This paper offers an overview of the theories and research previously conducted, as well as considering how interactions between individual predispositions and environmental surroundings have shaped how the children experience their diagnoses. There are two classification systems currently in situ to diagnose children experiencing emotional and behavioural difficulties; however this dual system further hinders diagnosing and results in a lack of consistency and substantial reliance upon professional judgment. Even though there is an abundance of multimodal and holistic approaches available for this population, there is still a heavy reliance upon pharmacological treatments without knowing the longterm effects of using such medications. This research offers further understanding of these children and new ways of working with their difficulties and therefore improving their emotional well-being and resilience for the future. Keywords: Attention Deficit Hyperactivity Disorder (ADHD); Treatment and diagnosis; Lived experience; Cultural and contextual influences; Participation and voiceen
dc.language.isoenen
dc.title“I was good when I didn’t have it”: giving the ‘ADHD child’ aen
dc.typeThesisen
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