Case studies exploring the lived experiences of children and young people with ADHD, and the lived experiences of their parents

Codling, Paul (2022) Case studies exploring the lived experiences of children and young people with ADHD, and the lived experiences of their parents. Doctoral thesis, University of East Anglia.

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Abstract

This paper comprises three chapters: a literature review, an empirical paper and a critically reflective account. The literature review is in two sections: the first reviews some of the predominant debates that surround ADHD (Attention Deficit Hyperactivity Disorder), with the second section reviewing the literature pertaining to the lived experiences of CYPF (Children, Young People and Families). While the empirical chapter focuses on the experiences of CYPF living with ADHD, more than on the predominant debates, it is felt that an understanding of the latter is needed, in order to effectively contextualise the lived experiences of the participants in the empirical study.

This empirical chapter explores the lived experiences of children and young people (CYP) with a diagnosis of ADHD, and their parents, and has been constructed as a stand-alone paper. The discussion section focuses on four main areas: the lived experiences of CYPF living with ADHD; how participants attempt to make sense of ADHD; the lived experiences of assessment, diagnosis and medication; and finally, the lived experiences of systems, schools and support. Future areas of study are suggested and there is a section considering the implications for educational psychologists.

The reflective chapter explores some experiences of the research process, and the author’s development as a research-practitioner. This includes reflections around professional experiences and development; tensions around medication and diagnosis, and around professional boundaries. There are further reflections on the study’s epistemological and ontological positioning, on the dissemination of the research, and on the implications for future practice.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	18 Oct 2022 12:44
Last Modified:	18 Oct 2022 12:44
URI:	https://ueaeprints.uea.ac.uk/id/eprint/89147
DOI:

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