Relevant bibliographies by topics / Family experience of ADHD

Academic literature on the topic 'Family experience of ADHD'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Family experience of ADHD"

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김형숙. "Rearing experience of mothers having children with ADHD based grounded theory." Family and Culture 19, no. 4 (December 2007): 193–222. http://dx.doi.org/10.21478/family.19.4.200712.007.

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Efron, Daryl, Michell Wijaya, Philip Hazell, and Emma Sciberras. "Peer Victimization in Children With ADHD: A Community-Based Longitudinal Study." Journal of Attention Disorders 25, no. 3 (September 7, 2018): 291–99. http://dx.doi.org/10.1177/1087054718796287.

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Objectives: To investigate (a) whether children with ADHD experience higher levels of overt and relational peer victimization (PV) than children without ADHD and (b) child, family, and school predictors of PV in children with ADHD. Method: 173 children with ADHD and 199 non-ADHD controls were recruited through 43 Melbourne schools at mean age 7.3 years. Parent- and teacher-reported PV (Social Experience Questionnaire) data were collected at mean age 8.9 years. Potential child, family, and school predictors of PV were measured at baseline. Results: Children with ADHD experienced higher levels of PV than children without ADHD by both parent- and teacher-report. Child predictors accounted for the greatest variance in PV, and the strongest predictors of PV were teacher-reported conduct problems, and medication use. Conclusion: Children with ADHD are at higher risk of PV compared with non-ADHD controls. Recognizing and addressing PV is important to reduce additional impairment in children with ADHD.
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Liu, Tai-Ling, Ray C. Hsiao, Wen-Jiun Chou, and Cheng-Fang Yen. "Self-Reported Depressive Symptoms and Suicidality in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Bullying Involvement, Frustration Intolerance, and Hostility." International Journal of Environmental Research and Public Health 18, no. 15 (July 23, 2021): 7829. http://dx.doi.org/10.3390/ijerph18157829.

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This study examined the relationships of cyberbullying and traditional bullying victimization and perpetration, perceived family function, frustration discomfort, and hostility with self-reported depressive symptoms and suicidality in adolescents diagnosed as having attention-deficit/hyperactivity disorder (ADHD). Both the self-reported severity of depressive symptoms on the Center for Epidemiological Studies Depression Scale and the occurrence of suicidal ideation or a suicide attempt on the suicidality module of the Kiddie Schedule for Affective Disorders and Schizophrenia were assessed in 195 adolescents with ADHD. The adolescents completed the Cyberbullying Experiences Questionnaire, Chinese version of the School Bullying Experience Questionnaire, Frustration–Discomfort Scale, Buss–Durkee Hostility Inventory, and Family APGAR Index. Caregivers completed the ADHD problems component of the Child Behavior Checklist for Ages 6–18. Multiple regression analyses were used to examine the correlates for each of self-reported depressive symptoms and suicidality. The results showed that after the effects of gender, age, ADHD symptoms, and family function were controlled, greater frustration discomfort and bullying perpetration significantly predicted self-reported depressive symptoms. Being cyberbullying victims and displaying hostility significantly predicted the risk of suicidality. Various types of bullying involvement, frustration intolerance, and hostility significantly predicted self-reported depressive symptoms and suicidality in adolescents with ADHD. By monitoring and intervening in these factors, we can reduce the risk of depression-related problems and suicidality in adolescents with ADHD.
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Reyes, Pablo, Pablo Cottet, Alvaro Jimenez, and Gabriela Jauregui. "Rethinking medicalization: discursive positions of children and their caregivers on the diagnosis and treatment of ADHD in Chile." Saúde e Sociedade 28, no. 1 (March 2019): 40–54. http://dx.doi.org/10.1590/s0104-12902019181141.

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Abstract The debates around the diagnosis and pharmacological treatment of Attention Deficit and Hyperactivity Disorder (ADHD) have traditionally been approached from the perspective of the “medicalization processes” of children’s behaviour. However, this perspective tends to overlook the meanings of diagnosis and treatment of ADHD for children and their caregivers. The purpose of this article is to describe the discursive positions of children and their caregivers on the diagnosis and treatment of ADHD. In-depth interviews were conducted with seven Chilean children and their caregivers. The material was analysed following the procedures of the discourse structure analysis. A discursive structure was identified that configures four emerging realities: the myth of origin of the child’s behaviour and learning problems; the ambivalences in/of medicalization; the process of identity (dis)stabilization under diagnosis and treatment; and the subversion of medicalization. It is observed that the subjective experience of the diagnosis and treatment of ADHD is not homogeneous, since different discursive positions, family and institutional understandings that enter into conflict cross it. The experiences of ADHD are shaped by discursive structures that condition the meanings of this experience. The medicalization process is not univocal, but can take different forms and have consequences on children’s experiences and social trajectories.
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Clay, Daniel, Karen Farris, Ann Marie McCarthy, Michael W. Kelly, and Robyn Howarth. "Family Perceptions of Medication Administration at School: Errors, Risk Factors, and Consequences." Journal of School Nursing 24, no. 2 (April 2008): 95–102. http://dx.doi.org/10.1177/10598405080240020801.

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Medications are administered every day in schools across the country. Researchers and clinicians have studied school nurses’ and educators’ experiences with medication administration, but not the experiences of children or their parents. This study examined medication administration from the child and parent perspectives to (a) determine problems children experience with medicines at school, (b) clarify risk factors for medication errors, and (c) examine the perceived impact of medication errors on school performance and social relationships. Participants included children ages 8 to 18 years ( n = 157) being treated at a large Midwestern Children’s Hospital in diabetes, asthma, and Attention Deficit Hyperactivity Disorder (ADHD) clinics. Findings suggest that forgetting a dose and running out of medication were the most common problems. Missing a dose was more frequent in students with ADHD than in students with diabetes or asthma. Medication nonadherence at school, which includes medication administration errors such as missing a dose, may potentially lead to a variety of educational, social/emotional, and physical consequences. These results indicate that the impact of missing medication on children with ADHD appeared to have a greater effect on schoolwork and friendships, while the physical consequences appeared to vary widely based on health condition. Interestingly, children with more self-responsibility for medications were less likely to report medication errors. School nurses will want to include students when planning for medication management at school.
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Ben-Naim, Shiri, Noam Gill, Roni Laslo-Roth, and Michal Einav. "Parental Stress and Parental Self-Efficacy as Mediators of the Association Between Children’s ADHD and Marital Satisfaction." Journal of Attention Disorders 23, no. 5 (July 9, 2018): 506–16. http://dx.doi.org/10.1177/1087054718784659.

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Parents of children with ADHD often experience low marital satisfaction, since the child’s increased susceptibility to maladjustment can affect family dynamics as a whole. Objectives: To explore this association by examining parental stress and parental self-efficacy as two possible mediators. Method: Totally, 182 Israeli parents of children in the first to ninth grades (63 parents of children with ADHD and 119 without) completed parental self-efficacy, marital satisfaction, and parental stress questionnaires. Results: As expected, parents of children with ADHD reported higher parental stress, and lower self-efficacy and marital satisfaction than non-ADHD parents. The association between ADHD parents and marital satisfaction was fully explained by parental stress and self-efficacy, suggesting that personal characteristics and situation appraisal are tapped when facing strain and hardship. Conclusion: These findings provide a window of hope for an otherwise deterministic view of the ADHD-marital dissolution relationship and propose individual and familial interventions that may minimize these damaging effects.
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Moen, Øyfrid Larsen, Marie Louise Hall-Lord, and Birgitta Hedelin. "Contending and Adapting Every Day." Journal of Family Nursing 17, no. 4 (November 2011): 441–62. http://dx.doi.org/10.1177/1074840711423924.

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Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders, and little attention has been paid to the parents and their experiences. The aim of this study was to gain a deeper understanding of the Norwegian parents’ lived experiences of having a child with an ADHD diagnosis. A descriptive design using phenomenological approach was chosen as the research method. Individual qualitative interviews with nine parents, who were members of the ADHD Association, were conducted. The interviews were analyzed according to Colaizzi’s method. The essential structure of the parents’ experiences was Contending and Adapting Every Day—Windsurfing in unpredictable waters which was embedded in the interrelated main themes: Maintaining the Self and Parenthood, and Interacting With the Surrounding World. Being the parent of a child with ADHD is a demanding situation. Nurses need to address the needs of these parents and focus on the family unit.
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Garcia, E., E. Guerrero, I. Vicente, and R. Martinez. "Parental group therapy & conduct disorders." European Psychiatry 33, S1 (March 2016): S351. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1244.

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Conduct disorders are common between ADHD, some series has shown that even almost 40% of patients develop some of the two main diagnosis: ODD or CD.That comorbidity between ADHD and ODD or CD has made that treatment become complex and requires different interventions.One field of treatment has been parental functioning.It has been common that reward or punishment as two effective strategies modulate familiar interactions when they are referred to AHD sons.However, in a long time, they failed to improve functioning, and frustration appears.Attachment somehow is been hidden behind diagnosis and treatment, and family stop its evolution repeating wrong strategies.Group therapy is a well-known tool that may help with this dysfunction in two ways: psychoeducation and debriefing.The aim of this work is to resume our experience working with parents in a group therapy model.We have found that affective symptoms are common between parents, ant that they difficult parenting strategies.Taking that into account we promoted emotional expression using debriefing groups as model, before introducing psychoeducational issues.Our hypothesis is that change is not possible if there is not a corrective attachment experience that let parents recover their role.We use it as a complementary tool to family and individual therapy.We will explain this model and its results based in therapists’ and patients’ experiences using open interviews.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Ozdemir, Nurgul, and Kubra Abaci Erginyavuz. "Being a mother of children with ADHD and the problems it causes to mothers." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 425–29. http://dx.doi.org/10.18844/prosoc.v6i1.4195.

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Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in the childhood period. In the children, the symptoms of this disorder are reluctance to tasks that require attention, disorganisation, losing things frequently, forgetting homework, restlessness, being unable to wait their turn and so on. Those children, who are hyperactive, impulsive and distracted, might experience severe problems in their relationship with their families, parents, peers and friends. Compared to the parents of normal children, the parents of children with ADHD, especially the mothers who play a more active role in child care, are more likely to suffer from stress, anxiety and depression in the course of time. Therefore, in order to protect family functionality and provide a healthy communication between the parents and the child, it is crucial to raise parents’, in particular mothers’, awareness on ADHD and its treatment for the evaluation of parents’ psychological state and referring them to a specialist, if necessary. Keywords: ADHD, child, mother, psychological problems, psychiatric nursing.
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Chou, Wen-Jiun, Ray C. Hsiao, Chih-Cheng Chang, and Cheng-Fang Yen. "Predictors of Depressive Symptoms in Caregivers of Children with Attention-Deficit/Hyperactivity Disorder: A One-Year Follow-Up Study." International Journal of Environmental Research and Public Health 18, no. 16 (August 22, 2021): 8835. http://dx.doi.org/10.3390/ijerph18168835.

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This 1-year follow-up study examined the predictive values of the demographics, depressive symptoms, stress-coping orientations, and perceived family support of caregivers as well as the internalizing, externalizing and ADHD symptoms of children with attention-deficit/hyperactivity disorder (ADHD) at baseline on the depressive symptoms of the caregivers after 1 year. A total of four hundred caregivers of children with ADHD were recruited. The baseline levels of the caregivers’ depressive symptoms, stress-coping orientations, and perceived family support and the internalizing and externalizing problems of the children were assessed using the Center for Epidemiological Studies Depression Scale, the Coping Orientation to Problems Experienced, Family Adaptation, Partnership, Growth, Affection, Resolve Index, and the Child Behavior Checklist For Ages 6–18, respectively. Their predictions for the caregiver’s depressive symptoms 1 year after the baseline were examined using linear regression analysis. In total, 382 caregivers of children with ADHD underwent the follow-up assessment 1 year from the baseline. A marital status of being separated or divorced, less effective coping and depressive symptoms orientation, and children with internalizing problems and ADHD symptoms at baseline were positively associated with the caregivers’ depressive symptoms at follow-up, whereas the caregivers’ perceived family support and an emotion-focused coping orientation at baseline were negatively associated with depressive symptoms at follow-up. Multiple characteristics of the caregivers and children with ADHD at baseline predicted the caregivers’ depressive symptoms 1 year later.
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Dissertations / Theses on the topic "Family experience of ADHD"

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Hall, Sarah, and Maria Wallner. "Hur vuxna personer med ADHD hanterar och upplever sitt dagliga liv med fokus på familje- och arbetsliv : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22807.

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Introduktion: Attention Deficit Hyperactivity Disorder (ADHD) definieras som en neuropsykiatrisk funktionsnedsättning vilket innebär betydande svårigheter med att få en fungerande vardag. Huvudsymtomen yttrar sig ofta som uppmärksamhetsproblem, bristande impulskontroll samt hyperaktivitet. De flesta blir diagnostiserade i tidiga barnaår, problemen är ofta kvarstående i vuxen ålder och forskning tyder på viss ärftlighet. Syfte: Att beskriva hur vuxna personer med diagnosen ADHD hanterar och upplever sitt dagliga liv med fokus på familje- och arbetsliv samt att redogöra för vilken datainsamlingsmetod som använts i valda artiklar. Metod: Litteraturstudien genomfördes med deskriptiv design, bestående av elva vetenskapliga artiklar. Artiklarna är hämtade från Högskolan i Gävle biblioteks databaser: Scopus, PsycINFO, Cinahl samt PubMed. Fem centrala kategorier hittades när de inkluderade artiklarna granskades och sammanställdes i litteraturstudiens resultat. Resultat: Det framkom att individer med ADHD upplever att symtomen försvårar familje- och arbetssituationen, men kan bidra till en ökad kreativitet. För att hantera symtomen byter individerna arbeten och/eller partners ofta. Föreskrivna läkemedel uppges bidra till ökad fokusering. Självmedicinering med illegala droger är vanligt för att dämpa symtomen. Datainsamlingsmetoderna i de inkluderade artiklarna bestod i majoritet av semistrukturerade intervjuer. Slutsats: Resultatet påvisade att individer med ADHD genomgående upplevde liknande symtom, dessa upplevdes som negativa då de påverkade det dagliga livet med svårigheter att få fungerande relationer i arbets- och familjelivet. Ökad kunskap inom området är av stor betydelse då sjuksköterskan kan bidra till att patienten kan hitta en jämnvikt i sin livssituation. Kunskapsluckan inom området är stort och behovet av fortsatt forskning är betydande.
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is defined as a neuropsychiatric disability which means significant difficulty in getting a functional day. The main symptoms often manifest themselves as attention problems, poor impulse control and hyperactivity. Most will be diagnosed in early childhood, the problems are often persisting into adulthood and research suggests certain heredity. Aim: To describe how adults with ADHD manage and experience their daily life with a focus on family and work and to report on the data collection method used in the selected articles. Method: Literature study was conducted with descriptive design, consisting of eleven scientific articles. The articles are from the University of Gävle library databases: Scopus, PsycINFO, CINAHL and PubMed. Five central categories were found when the included articles were reviewed and collected literature results of the study. Results: It was found that individuals with ADHD experience the symptoms complicate family and work situations, but can contribute to increased creativity. To manage the symptoms, the individuals switched work and/or partners often. Prescribed drugs reported to contribute to increased focus. Self-medication with illegal drugs are common to suppress the symptoms. Data collection methods included in the articles comprised in the majority of semi-structured interviews. Conclusion: The results showed that individuals with ADHD consistently experienced similar symptoms, those perceived as negative as they affected the everyday life with difficulty in functioning relationships in family and working life. Increased knowledge in this area is of great importance when the nurse can help the patient to find an equilibrium in their lives. The knowledge gap in the field is great and the need for further research are significant.
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Neophytou, Koula, and res cand@acu edu au. "ADHD, a Social Construct? The Experience of families who have a child diagnosed with Attention Deficit Hyperactivity Disorder." Australian Catholic University. School of Arts and Sciences, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp52.29082005.

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The diagnosis of children with Attention Deficit Hyperactivity Disorder (ADHD) has increased over the last few years in Australia. ADHD is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. ADHD is a mental health label given to children who exhibit challenging behaviour. These children are diagnosed according to the categories stated in the Diagnostic Statistical Manual (DSM) – IV. To date, there is no medical test children can undertake to show that they ‘have’ ADHD. This research focuses on an alternative view of ADHD. Focussing upon families’ experience of ADHD, and the medicalisation of children’s behaviour, it argues that behaviour is socially influenced and constructed. It is because insufficient attention has been given to the family experience and the social implications of ADHD, that the child is often seen as ‘the problem’. The gap in our understanding of ADHD is situated in our understanding of the broader social context. To challenge this I will explore perceptions of the ‘good child’, ‘good mothers’ and the social consequences of inappropriate behaviour. Each family was interviewed five times every three months over a two-year period. Their stories and experiences are presented in this thesis.
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Grant, Tracey N. "Young people's experiences of ADHD and social support in the family context : An interpretative phenomenological analysis." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532941.

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This study examined the experience of young people diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a significant topic for research as it is one of the most common and highly contested psychiatric diagnoses given to children. There are debates about the aetiology and validity of ADHD, nevertheless family factors are widely considered to be significant to outcomes for children and young people given this diagnosis. However, insufficient attention has been paid to understanding young people's lived experience in the family. The aims of this study were to explore and articulate how young people, aged between eleven and eighteen, experience living with a diagnosis of ADHD within the context of their families. Particular attention was paid to the young people's experiences and perceptions of the support they receive. The study employed a qualitative methodology. Semi- structured interviews were conducted with seven boys and one girl. The data from the interviews were analysed using Interpretative Phenomenological Analysis. Four super ordinate themes were generated from the analysis: 'The importance of belonging', 'Is there more to me than my ADHD? ', 'Creating calm from chaos' and Trying to make sense of ADHD'. The participants faced challenges in maintaining accepting relationships, managing their emotions, understanding the nature of their difficulties and developing a coherent personal identity. The participants valued a range of support: practical, emotional, informational and affirmational in facing these challenges. The findings are discussed in relation to the literature on the lived experience of ADHD and social support. Consideration was given to the implications for future research and clinical practice.
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Blomqvist, Annica. "Föräldrars upplevelse av att leva med barn med ADHD." Thesis, Luleå tekniska universitet, Omvårdnad och medicinsk teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-80962.

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Attention deficit hyperactivity disorder, ADHD, är en av de vanligaste neuropsykiatriska funktionsnedsättningarna hos barn och ungdomar. Funktionsnedsättningen påverkar barnet i både skola, sociala sammanhang och i familjelivet. Detta påverkar i sin tur föräldrars liv. Syfte: Syftet med denna studie var att beskriva föräldrars upplevelse av att leva med barn med ADHD. Metod: Datainsamlingen genomfördes med semistrukturerade intervjuer med tre föräldrar till barn som har diagnosen ADHD samt text från fem föräldrars bloggar. Data analyserades med kvalitativ innehållsanalys med manifest ansats. Resultat: Fyra kategorier framkom i analysen: Att föräldraskapet är utmanande; Att känna sig missförstådd och frustrerad; Att känna trygghet och gemenskap samt Att känna lättnad när livet fungerar. Slutsats: Föräldrar upplevde utmaningar med föräldraskapet, men föräldrautbildning kunde bidra till att stärka föräldrar och öka deras kunskap att hantera vardagen och därigenom få ökad empowerment. Det skulle bidra till att de hade verktyg att stärka barnets självkänsla, vilket kunde öka barnets resiliens mot psykisk ohälsa och bidra till välmående genom livet för barnet och familjen med ADHD.
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House, Amanda N. "Racial/Ethnic Variation in Parenting Styles: The Experience of Multiracial Adolescents." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1320162825.

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Polaha, Jodi. "ADHD for Integrated Care." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6655.

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Polaha, Jodi. "ADHD in Primary Care." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6690.

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Dunworth, Fraser. "Children with ADHD : the experience of mothers." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/6074/.

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There are three sections to this thesis; 1. A review of the literature pertaining to mothers of children with ADHD. Findings of studies in the following areas are summarised and critically discussed; parenting stress, family functioning, parental factors related to child antisocial behaviours and mother- child interactions. Some implications for further research and clinical practice are outlined. 2. A research report of a study which employed semi-structured interviews and Interpretational Phenomenological Analysis (IPA) to explore six mothers' experience of their sons' ADHD. Three themes emerged from the analysis of the interview transcripts; 1. The struggle to understand and explain the child. 2. Shouldering the burden. 3. The significance of diagnosis and treatment. The results are discussed in relation to relevant literature. Some clinical implications are considered. 3. A critical appraisal of the research project, giving an account of the project from its inception to completion of the thesis and including some reflections upon the impact of the research on the author.
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Polaha, Jodi. "Behavioral Interventions for Children with ADHD." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6696.

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Morgan, Kristy. "The college transition experience of students with ADHD." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13741.

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Doctor of Philosophy
Department of Special Education, Counseling, & Student Affairs
Kenneth Hughey
This qualitative study explored the college transition experience of eight first-year students with Attention Deficit Hyperactivity Disorder at a midwestern research university. Using a three-interview-series model, students participated in structured interviews designed to explore their backgrounds, discuss their current experiences on campus, and discover what they have learned from their college transition experiences. The findings reveal that these students with ADHD did not adequately plan their college transitions, relied heavily on family for assistance with their transition and medical treatment, did not utilize many campus resources available to them, and lacked strategies to manage their ADHD symptoms. Additionally, they found the process of becoming college students to be stressful due to the many responsibilities inherent in the role. Findings also indicate that students relied on medication to perform academically in college; however, they lacked knowledge of medication and treatment options. The results contribute to research addressing individuals with ADHD across the lifespan, particularly in college, as well as research of college students and college environments. Recommendations for practice and future research are discussed.
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Books on the topic "Family experience of ADHD"

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Rief, Sandra F. The ADD/ADHD Checklist. New York: John Wiley & Sons, Ltd., 2008.

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The ADD/ADHD checklist. Paramus, N.J: Prentice Hall, 1997.

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Rief, Sandra F. The ADD/ADHD checklist. Paramus, N.J: Prentice Hall, 1998.

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The ADD/ADHD checklist. 2nd ed. San Francisco, CA: Jossey-Bass, 2008.

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Gordon, Jay. The ADD and ADHD Cure. New York: John Wiley & Sons, Ltd., 2008.

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Powell, Richard J., 1953-, ill., ed. Zipper, the kid with ADHD. Bethesda, MD: Woodbine House, 1997.

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Jacobelli, Frank. ADD/ADHD Drug Free. New York: AMACOM Books, 2009.

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Susan, Ashley. The ADD & ADHD answer book. Naperville, Ill: Sourcebook, 2005.

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The ADD & ADHD Answer Book. Naperville: Sourcebooks, Inc., 2008.

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Amis, Martin. Experience. London: Jonathan Cape, 2000.

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Book chapters on the topic "Family experience of ADHD"

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Horton-Salway, Mary, and Alison Davies. "Voices of Experience: Narrative Lives and Selves." In The Discourse of ADHD, 181–220. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76026-1_6.

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Allen, Kimberly. "Coaching for ADHD and Special Needs." In Theory, Research, and Practical Guidelines for Family Life Coaching, 205–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29331-8_11.

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Schuman, Amy, Stacy Stutz, and John L. Ward. "Experience the Power of Paradox." In Family Business as Paradox, 139–52. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230291768_8.

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Freitag, Christine Margarete, and Wolfgang Retz. "Family and Twin Studies in Attention-Deficit Hyperactivity Disorder." In Attention-Deficit Hyperactivity Disorder (ADHD) in Adults, 38–57. Basel: KARGER, 2009. http://dx.doi.org/10.1159/000258448.

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Haskett, Mary E., and Jenna M. Armstrong. "The experience of family homelessness." In APA handbook of contemporary family psychology: Applications and broad impact of family psychology (Vol. 2)., 523–38. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000100-032.

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Leadbitter, Kathy. "Autism Family Experience Questionnaire (AFEQ)." In Encyclopedia of Autism Spectrum Disorders, 1–4. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102304-1.

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Leadbitter, Kathy. "Autism Family Experience Questionnaire (AFEQ)." In Encyclopedia of Autism Spectrum Disorders, 485–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102304.

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Pera, Gina, and Arthur L. Robin. "Attention Deficit Hyperactivity Disorder (ADHD) in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-15877-8_440-1.

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Pera, Gina, and Arthur L. Robin. "Attention Deficit Hyperactivity Disorder (ADHD) in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 184–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_440.

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Nadeau, Janice Winchester. "Family construction of meaning." In Meaning reconstruction & the experience of loss., 95–111. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10397-005.

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Conference papers on the topic "Family experience of ADHD"

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Destiyanti, Ika Candra. "Family Resilience in ADHD Child Parenting." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.017.

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Kanellos, Tassos, Adam Doulgerakis, Eftichia Georgiou, Maria Bessa, Stelios C. A. Thomopoulos, Argiro Vatakis, Andrea del Val-Guardiola, and Jordi Navarra. "User Experience Evaluation of the REEFOCUS ADHD Management Gaming System." In 2019 4th International Conference on Smart and Sustainable Technologies (SpliTech). IEEE, 2019. http://dx.doi.org/10.23919/splitech.2019.8783141.

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El-Sayed, Karimat. "My Experience in Balancing Family and Career." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128376.

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Wahyuni, Sylvia, Ni Ketut Armini, and Naomi Sriwijayanti. "Family Experience In Supporting Exclusive Breastfeeding In Surabaya." In Proceedings of the Third International Seminar on Recent Language, Literature, and Local Culture Studies, BASA, 20-21 September 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2297060.

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Ayyash, HF, A. Low, MO Ogundele, FF Ayyash, and EJL Weisblatt. "G657 The experience of using the internet among children and young people with ADHD." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.636.

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Nurjanah, R., Y. Hidayat, and P. Yualita. "Family Experience in Implementing Family Task with Tuberculosis Multi Drugs Resistant (MDR-TB) in Bandung." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.169.

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Schoeffmann, Wolfgang, Michael Howlett, Alois Fuerhapter, Paul Kapus, Christoph Sams, and Helfried Sorger. "A Modular Gasoline Engine Family for Hybrid Powertrains: Balancing Cost and Efficiency Optimization." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2020. http://dx.doi.org/10.4271/2020-01-0839.

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"Women, Family, and Entrepreneurship: Oral Research of Women Entrepreneurial Experience." In 2020 Conference on Economics and Management. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000492.

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Palma, Manuela, and Alessandro Ferrante. "SCHOOL-FAMILY RELATIONSHIP: FROM THE CRISIS EXPERIENCE TO SHARING PRACTICES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0381.

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Saeed, Myra, Andrew F. Beck, Samuel P. Hanke, Lauren Brinkman, Michael Ponti-Zins, Ndidi Unaka, Mary Carol Burkhardt, and Jareen Meinzen-Derr. "Sociodemographic Characteristics and Patient and Family Experience Survey Response Biases." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.151.

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Reports on the topic "Family experience of ADHD"

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Persson, Petra, Xinyao Qiu, and Maya Rossin-Slater. Family Spillover Effects of Marginal Diagnoses: The Case of ADHD. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28334.

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Aierbe Barandiaran, Ana. Television, family atmosphere and perception of values in teenagers with and without ADHD. Revista Latina de Comunicación Social, March 2013. http://dx.doi.org/10.4185/rlcs-2013-976en.

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Fernández, Raquel, and Alessandra Fogli. Fertility: The Role of Culture and Family Experience. Cambridge, MA: National Bureau of Economic Research, August 2005. http://dx.doi.org/10.3386/w11569.

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Andersson, Gunnar. Children’s experience of family disruption and family formation: evidence from 16 FFS countries. Rostock: Max Planck Institute for Demographic Research, September 2001. http://dx.doi.org/10.4054/mpidr-wp-2001-028.

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Bradley, Janet, Judith Bruce, Soledad Diaz, Carlos Huezo, and Kalimi Mworia. Using COPE to improve quality of care: The experience of the Family Planning Association of Kenya. Population Council, 1998. http://dx.doi.org/10.31899/pgy4.1005.

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Reeves, Gloria, Heidi Wehring, Kristin Bussell, Deborah Medoff, Thomas Tsuji, Raymond Love, and Jason Schiffman. The Family VOICE (Value of Information, Community Support, and Experience) Study: A Randomized Trial of Family Navigator Services Versus Usual Care for Young Children Treated With Antipsychotic Medication. Patient-Centered Outcomes Research Institute (PCORI)., March 2019. http://dx.doi.org/10.25302/3.2019.cer.997.

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Becker, Julie, Elizabeth Leitman, and Mahmoud Fathalla. Introducing sexuality within family planning: The experience of three HIV/STD prevention projects from Latin America and the Caribbean. Population Council, 1997. http://dx.doi.org/10.31899/pgy4.1007.

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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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Vasanth K, Pooja, and Dwaipayan Banerjee. Operations SOP: How to Organise COVID Vaccination for 200-Person Educational Institutions / Small Organisations. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/opssop.072021.

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This document details the Standard Operating Procedures (SOP) which can be followed by any small organisations/educational institutions/ apartment complexes (approximately up to 200 individuals) for organising an on-site COVID-19 vaccination drive for their staff, students, residents and family. The sections detail the basic design and process workflow that can be planned within the premises to ensure elimination of unproductive waiting time on one hand and also provide maximum safety for all beneficiaries from chances of cross transmission of COVID-19 infection. The document captures details about the manpower planning, zone demarcations and roles and responsibilities of stakeholders, which can be used as a guideline for setting up similar initiatives. The COVID-19 safety protocols have also been covered to ensure adherence of processes as a safeguard against infections. A section has been added at the end on lessons learnt, which provides an insight on how to further improve the existing process and account for additional aspects which need to be considered for an improved experience and enhanced safety.
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Earthquake losses to single-family dwellings; California experience. US Geological Survey, 1990. http://dx.doi.org/10.3133/b1939a.

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