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Identifying common areas of difficulty experienced by individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) in Singapore mainstream schools
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Type
Thesis
Author
Choi, Pui Meng
Supervisor
Yeo, Lay See
Divaharan, Shanti
Abstract
There is scant research on Attention-Deficit Hyperactivity Disorder (ADHD) that has examined its core difficulties from the perspective of affected children and adolescents. This phenomenological study aimed to examine (1) common areas of school difficulties experienced by children and adolescents because of Attention-Deficit Hyperactivity Disorder (ADHD), (2) the interventions they experienced that were and were not helpful for them, and (3) what could be useful to them for coping with their school difficulties. Twenty-two children and adolescents were interviewed using the hermeneutic approach (Siedman, 2013). Follow-up triangulation sessions were conducted with all of their parents and some school personnel to validate and discuss the participants’ responses and concerns.
All in all, four main areas of school difficulties were surfaced. They included overactivity, attention difficulties (in the form of high susceptibility to distractions), anger issues, and impulsivity. Other difficulties included unsatisfactory academic performance, difficulties with teachers and peers, negative self-concept, and mental health issues. Particularly, impulsivity was found to play an important role in most of the school difficulties reported. Consequently, strategies that were perceived as useful usually involved self-management. By and large, the nature of reported school difficulties, and of corresponding strategies perceived as useful for self-regulation, were in line with Barkley’s Theory of ADHD (1997, 2006, 2015).
In addition, participants highlighted adult and peer support, as well as frequent practice, to be important in coping with school difficulties. This finding was also consistent with how researchers had argued about the support required for individuals with ADHD in practising their self-management skills before they could regulate themselves independently (Shapiro, DuPaul, & Bradley-Klug, 1998). Also, for the strategies to work well, efforts to ensure effective collaborations between home, school, and the community were highlighted from the current research literature to be highly necessary (Elik, Corkum, Blotnicky-Gallant, & McGonnell, 2015; Elik, Wiener, & Corkum, 2010; Shapiro et al., 1998).
The voices of children and adolescents with ADHD, captured in this study, provided empirical evidence of their difficulties experienced in school due to their disorder, within the unique context of Singapore schools. Their perspectives on what had been and would be useful in helping them cope with their school difficulties could credibly inform ADHD treatment practices. These insights into treatment options are especially valuable because the participants’ experiences powerfully attest to the fact that they work well. The study’s outcomes will be informative for drawing up general guidelines and a possible framework of intervention planning that can cater to school-going individuals with ADHD in Singapore.
All in all, four main areas of school difficulties were surfaced. They included overactivity, attention difficulties (in the form of high susceptibility to distractions), anger issues, and impulsivity. Other difficulties included unsatisfactory academic performance, difficulties with teachers and peers, negative self-concept, and mental health issues. Particularly, impulsivity was found to play an important role in most of the school difficulties reported. Consequently, strategies that were perceived as useful usually involved self-management. By and large, the nature of reported school difficulties, and of corresponding strategies perceived as useful for self-regulation, were in line with Barkley’s Theory of ADHD (1997, 2006, 2015).
In addition, participants highlighted adult and peer support, as well as frequent practice, to be important in coping with school difficulties. This finding was also consistent with how researchers had argued about the support required for individuals with ADHD in practising their self-management skills before they could regulate themselves independently (Shapiro, DuPaul, & Bradley-Klug, 1998). Also, for the strategies to work well, efforts to ensure effective collaborations between home, school, and the community were highlighted from the current research literature to be highly necessary (Elik, Corkum, Blotnicky-Gallant, & McGonnell, 2015; Elik, Wiener, & Corkum, 2010; Shapiro et al., 1998).
The voices of children and adolescents with ADHD, captured in this study, provided empirical evidence of their difficulties experienced in school due to their disorder, within the unique context of Singapore schools. Their perspectives on what had been and would be useful in helping them cope with their school difficulties could credibly inform ADHD treatment practices. These insights into treatment options are especially valuable because the participants’ experiences powerfully attest to the fact that they work well. The study’s outcomes will be informative for drawing up general guidelines and a possible framework of intervention planning that can cater to school-going individuals with ADHD in Singapore.
Date Issued
2016
Call Number
LC4711.5 Cho
Date Submitted
2016