Search engine Search Inclusion criteria Exclusion criteria Number of papers found EBSCO – Academic Search Complete British Education Index Education Abstracts Education Research Complete ERIC PsycArticles, PsycInfo). ADHD , college, education, experience, intervention, medication, perspectives, school, student and teenagers Peer reviewed academic journals Papers between 2005-2016 adolescents (ages 13-17) Adulthood (ages 18 and older) were included within the search. Papers before year 2005. 23 found 2 were identified , but only one was selected for literature review due to it being a duplicate Search engine Search Inclusion criteria Exclusion criteria Number of papers
The Role of professionals Helpful teachers manifested good behaviours themselves, role modelling them and setting expectations for their students Self-concept of college students with ADHD: discordance between self- and parent-reports Journal of Attention Disorders Self-Concept Results indicated that college students with ADHD did not report problems with self-concept but their parents did for them. ADHD students have a need to positively conceptualise their cognitive evaluation of self. Grappling with the medicated self: The case of College ADHD Students Symbolic Interaction Journal Academic Achievements are personal and social costs for not living up to the academic ethic for these students Identity For the participants to have a stable identity they had to always be on medication Self-Concept This sense of self is linked to the participants having an ideal self. Societal Judgements the pressure parents might feel to accept medication as a way to manage socially undesirable behaviour The Role of Professionals Some people with ADHD felt that their teachers did not ensure they had the requisite skills to survive in the working world Youth perceptions of disorder and barriers to treatment Academic Achievement people perceive medication to be superior and more effective than behavioural treatments when treating the deficit/hyperactivity
content and meaning were reflected. I attended to the use of pronoun, pause and the functional aspects of language. I also paid attention to metaphors, although this was easier to do with some transcripts than others (Smith et al., 2013). Then the conceptual comments focused on engaging at a more interrogative and conceptual These comments were underlined. The conceptual coding required me to shift my focus from the participants overarching understanding of their ADHD to the impact of the condition on their lives. Whilst challenging, it was also the most enjoyable part of the analysis as the ability to engage with the reflective practice required was thoroughly stimulating. At times I drew upon my knowledge of systemic frameworks and my perceptions of behaviour and knowledge of dominant ideology to make sense of key events and processes for the participants (Smith et al., 2013). I ensured everything was documented to guarantee that my stronger interpretative claims could be checked later at the various points in the analytic procedure. At this point, my natural qualities as a reflective, complex, and deep thinker really added to the research. This allowed me to move away from the superficial and descriptive to the interpretative. It was essential that the interpretations were inspired by attending to the participants’ words. It was important for me to remind myself that as a researcher and psychologist I am using my skills to make sense of the participants’ meaning. An extract of data analysis is illustrated in Table 3.2 below. Exploratory comments take the following forms: Descriptive comments (normal text): Key objects (e.g. ‘dragon girl’), lifeworld events, acronyms, figures of speech, emotional responses Linguistic comments (Italics): Pronouns, pauses, laughter, functional aspects, repetition, tone, fluency, metaphor Conceptual comments (Underlined): Interpretive, interrogative (further questions), ‘meta’ view, double hermeneutic Table 3.1: Extract of IPA Analysis Emergent Themes Original Transcript Exploratory Comments Art as expression of self Self protection I: got a B. And it was all because of the last piece [chuckles]. It was practically an A+ [chuckles]. Got a B – chuckles why is she bashful Still Dragon girl
Normalised vs. Pathological Self Societal Reinforcement of Social Constructions Contextual Symptoms 18/571 17/489 17/562 “am a regular guy at home” “it only seems to matter in school, so how can I take this seriously” “the police officers don’t care if they stop you in the street” Fear Of The Medicated Self Resisting The System of Medication Mental Health Perception Medical Acceptance Equals Regression 17/552 13/341 18/519 “constantly popping pills as a child so that your behaviour can be managed” “experienced by everyone with a mental health” “wholeheartedly believe they have ADHD they do regress” A Self That Cannot Be Understood Deficit Conceptualisation of Self Perceived Priority of Educational System Misrepresentation 15/411 8/261 13/446 “pessimistic so it’s easier for me to label my flaws” “have increased workload, so they don’t have to deal with your behaviour issues” “maybe I am carrying a burden from home,” For each participant, superordinate themes such as those above (e.g. a self that cannot be understood) were explored through a selection of their most pertinent emergent themes. This was also supported by an idiographic analysis of the quotations that pertain to each. 4.3.2.1 Superordinate 1: Psychological Homeostasis Homeostasis in humans has been described as how the human body manages a multitude of highly complex interactions to maintain balance or return systems to functioning within a normal range. These interactions within the body facilitate compensatory changes, supportive of physical and psychological functioning (Goldstein & Kopin, 2007). It can be an essential process to help human beings in their management of stress, with the ultimate aim of regulating and managing a person’s emotions (Goldstein & Kopin, 2007). Interpretations of particular segments of Larry’s transcript lead to the formation of superordinate theme one and
the transcripts) were grouped together as emergent themes, then as superordinate themes according to each case. The concluding stage of the analysis looks at patterns across cases. The principle of the hermeneutic cycle – moving from the individual to the shared, acted as a catalyst for using a visual spatial technique as analysis of the case subthemes. Tables of themes and subthemes for each case were placed side by side, compared, and eventually colour-coded based on five generic themes - Psychological Homeostasis, (Red) Identity (Green) Positive Relationships (Blue) Professional Disappointment (Yellow) Self Concept (Purple) Figure 4.7.1 Cross-Case Analysis of Superordinate Themes During the process of theme comparison, some participants represented unique idiosyncrasies (e.g. Lucy’s theme of ‘Relationships With Systems’), yet other shared higher-order qualities were recognised and came to the fore, superseding other generic themes. For example, although prevalent throughout, this ‘wide lens’ perspective of all case themes eventually led to the theme of ‘difference’ being succeeded by ‘Identity’, as interpretations were seen as more potent and contained greater meaning for the participants and to the researcher. As per the introduction to this section, group themes are clustered together in the table below and reinterpreted through a series of visual models in the following chapter, linking analysis with both the original four questions for research and previous/ contemporary literature. Table 4.7.2 Master Table of Group Themes GROUP THEMES PHENOMENOLOGICAL EVIDENCE Line Psychological Homeostasis Empowerment through Diagnosis an absolution of The medicalisation of self Self-Defying Racial Stigma “feel proud, gave me strong sense of self-worth” Thomas “clarified weakness, so I now no longer blame myself for those or are embarrassed by those” Lucy “have Asperger’s and I have like ADHD and stuff like that and that when I get angry or if I say something” 5-7 435-436 209-211 604-605
Intelligence being a burden Pressure overwhelming Fear of success Uncomfortable relationship with positivity Alternative intelligences essential 120 125 130 135 140 145 wasn’t as functional and pragmatic as I thought it was. R: pressures from your family, how did you manage that? I: I didn’t manage it well at all actually umm, I didn’t really know what to do, because when you get told that your intelligent your talented, it’s like well, what did you want me to do with this stuff there was no direction , so since there was no direction your just kind of , you’re not doing whatever you want ,but it’s just like , the added pressure, just led to greater rebellion , because its case of you have the ability so you should do something with it. And because I didn’t , well you’re a teenager what do you expect people to do with it, except sit down and study and get on with it, it just didn’t make any sense to me up till now it doesn’t make any sense. , I don’t know it just felt like a massive massive burden. Which then school came a massive playground to release that burden. R: So the idea of being intelligent or being told that you are intelligent almost made school harder to understand, do you want to tell me more about that? I:Yes Didn’t know what to do Told your intelligent , told your talented Told – where the belief is coming from Conflict with teachers. Did he believe it. Is this around construction. Can you be intelligent and have ADHD. Identity Why was this pressure vs inspiring or motivating. Was he emotionally ready Why couldn’t he do things with his ability. Confidence. Was he afraid to succeed . was too much focus on him, behaviour , intelligence. etc Added pressure greater rebellion Didn’t make sense then now. Why has this still not made sense. Is this conflict across ages. School becomes the vehicle to relieve the pressure that its creating. Doesn’t make any sense Release the burden True teaching servants –emphasising real talents Manipulation – reflecting of the process needed to inspire learning Work come like play Why did he view it with such scepticism, is this a further mistrust of institutions. Taking about a positive but using words such as manipulation. Did he feel he needed to be manipulated?
Frustration with teachers Protecting self Protecting reputation. Critical of system Need to feel special Questioning professional integrity Individuality vs collectivism Absence of power 275 280 285 290 295 300 fragmented opinion of you already, I guess it’s like a massive bulls eye for everything to happen and I guess they blame it on your disorder or label you a problem a child it very rarely ends up like a positive ends up being a positive R: What was your impression of the infrastructure of the school in of working with pupils with special educational needs? I: I think its poor, I think ultimately they want conformity, they want the pacification of children ummmm , I don’t think its genuine help for the child, I don’t think they are doing this so the child get maximise the child’s learning and abilities it’s a way reigning the other child in, so that the teacher has an easier job or they don’t have increased work load, so they don’t have to deal with your behaviour issues head on and tackle the grass root cause of the problem or try and provide any real forms of life long help, I think it’s just a temporary solution so that you don’t cause any waves in the classroom and the learning for others including yourself. R: What were your perceptions of the professionals who were involved to support your needs? Maximise the child’s learning – reigning the other child in . frustrated by a system that is helping teachers rather than children. Is there a conflict. Does there need to be Behaviour more important than learning Don’t have to deal with your behaviour issues root cause emphasising the underlying learning issues Any of life long help . frustrations with pedagogy Temporary solutions Cliché Why don’t you want to , to protect them or protect our image not wanting to sound self-critical Their job . Why is it difficult to comprehend that someone’s job is to help ? why is care needed. Genuinely care . should professionals care about children. Why was this important. Is this view linked to culture. What’s informing this. Genuine emphasis Didn’t know who I was I couldn’t buy into it Another statistic
Ep out of touch Absence of reality Frustration Self –loathing Guilt Need for challenging behaviour Control – Absence of freedom 365 370 375 380 385 390 R: So maybe the idea of it feeling more holistic and genuine? I: Well I mean for example like if they came and observed in maths lesson, then they came and observed in a PE lesson or a football match where the way that the child would feel about themselves is one where they thee is a high to the other where they are feeling very stifled and umm you’re going to see two different children aren’t you, if as a specialist they go and see them play in a football match and you talk to the child then you’re going to get a different response than if you came in on a Thursday afternoon in a maths lesson learning algebra and trigonometry you know if your willing to bridge that gap with that child if your showing that you are putting in the effort to go and watch after school curricular sporting events or whatever the child is interested in, I am sure the child is going to be much more willing to engage than if the child is feeling frustrated and constrained, but maybe that’s thinking out of the box and it wouldn’t be compatible with the professionals working hours and they might not want to do it, which would reinforce to the child that this is only a job for you were as this is my life. that’s thinking outside of the box- sarcasm to question existing practice Wont be compatible with professionals working hours . This mocking of professionals or question their dedication Ummmm used to validate response All the same Calm demeanour ask you really silly questions Following a script – formulaic – robotic practice Talk to me like I am a real person . what’s real. Why the Ep not reflect realness. Failure of understanding. Fake orchestrated No real trust there or bond between us Own agenda Ummmm – distrust of person questioning of system. Trying to me . What does it mean Very blurry
Expression equals labelling Confusion – identity Medicated FEAR Losing of Parents - What is ADHD ADHD a school construct Identity beyond school The need for this Mental health perception 400 405 410 415 420 425 R: What did you think of the Educational Psychologist? I: Ummm they all were the same, they have this calm quiet demeanour and ask you really silly and basic questions , then they try and get more intrusive and personal and it’s like they are just following a script and it’s like you’re not talking to me like a real person talks to another person, there not talking to you like your doctor or dentist would so it just feels like its fake and orchestrated , so if I feel like you are being fake then I am going to be fake, I don’t feel there is a real trust or bond between us for me to have and to be fair, I don’t know the agenda and its in line with mine, so automatically there’s this disparity and I wouldn’t necessarily want to engage with this person honestly or whole heartedly ummmm yeah…. R: What could the educational psychologist done that was different that would have fostered a better rapport? I: So your trying to tell me and my parents that I have this disorder right, what does this mean for me, was this going to affect my educational career, is there a cure is its disease , you know these kind of answers are all very blurry , there’s nothing concrete ummm, especially to like Parents might feel blame . Why does he assumed parents might accept blame. Did his accept blame? Did he feel guilty about this? Done wrong in wearing their child Rearing emphasis that community responsibility for development You just want to be bad. Why is the behaviour understood to be bad. Is this about behaviour or his own feelings. Does he feel like an animal Is this his interpretation of the system. And how it made him feel. Any behaviours linked to this disorder . Is he questioning the behaviour or the diagnosis. Does he have control. Does he need control. Potential temperament of the teacher So much change, hard place to be Just saying. Is his thoughts in the moment, or is he talking to his teachers. The fear of medication. Medicated self. Linked to control. He believes it here. Why? Is it hearing and believing? Taken it very hard Funny is a sceptical question of diagnosis Home regular kid