Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by Subject "Attention-deficit-disordered children"

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    Die belewing en die vergestalting van veerkragtigheid van ouers van kinders met aandagtekort- en hiperaktiwiteitsversteuring in hul middelkinderjare
    (Stellenbosch : Stellenbosch University, 2017-12) Du Toit, Susan; Swart, R. E.; Stellenbosch University. Faculty of Education. Department of Educational Psychology
    ENGLISH ABSTRACT : Attention Deficit Hyperactivity Disorder (ADHD) is characterised by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning and development. Statistics indicate that an increasing number of children are affected by this condition. Children with ADHD in their middle childhood years require special support with the mastering of various developmental tasks inherent in this phase. This may place extra pressure and stress on parents, in addition to the normal demands of parenthood. It could be beneficial for parents of children with ADHD to learn from the shared knowledge of other parents in similar situations. This enables them to acquire coping mechanisms and implement other processes to better handle the challenges along this path. In the same vein, educational psychologists and other key members of the community can use this research as a knowledge base from which to offer these parents more effective support. If we were to further pursue this strategy, it would be valuable to gather more information regarding (1) the experiences of parents of children with ADHD in their middle childhood years, as well as (2) the determiners of resilient parenthood in such circumstances. The goal of this study is to gain insight into the concerned phenomenon in order to develop a diagrammatical representation of the experience of parents of children with ADHD in their middle childhood years, as well as the actualisation of resilient parenthood in this context. A qualitative approach was used in this study and an exploratory narrative case study was chosen as a research plan to direct the interpretative research. The data was generated through semi-structured interviews and supplemented with close observations, field notes during interviews, participants’ diary entries, as well as reflective journal entries. The data was processed using thematic analysis and the intra-comparison of themes. This was followed by in-depth descriptions of the experiences of parents who have children with ADHD in their middle childhood years, as well as the actualisation of resilient parenthood in this context. These insights were summarized by a diagrammatical representation that illustrated some of the determiners and obstacles to resilience, as well as the causes, consequences, relationships and processes that were related therein. In this light, society’s ignorance is found to be the biggest obstacle to the actualisation of resilient parenthood. It is seen as the main cause of (1) people’s critique and prejudice against ADHD, (2) the exclusion of children with ADHD, as experienced in mainstream schools, and (3) the stigma associated with the use of medication for ADHD, as well as the placement of children with this condition in special needs schools. The determiners of resilience identified in this research, include: (1) a positive attitude and a strict routine at home, (2) time and experience in adapting to this condition, and (3) the support provided by family, the staff of special needs schools and other parents of children with ADHD in their middle childhood.