ADHD in the Interactional Context of Children's Cultures. A sociocultural critique of the individualizing gaze of the diagnosis

Tegtmejer, Thyge

doi:10.1016/j.lcsi.2018.01.001

Cited by 3 publications

(5 citation statements)

References 25 publications

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“…Moreover, the findings definitely oppose Hoza's (2007) words intending that peer problems were black shadows always following a child or adolescent with ADHD symptoms. On the other hand, recent publications (Marton et al, 2015;Tegtmejer, 2018) support the present findings by demonstrating a more positive view in analysing and commenting upon the behaviour of students with ADHD. I will likewise highlight the review by Becker and colleagues (2012), as their research contributes to basic knowledge on peer relationships; concluding that internal as well as external problems apparently do not affect the friendships of children with ADHD symptoms.…”

Section: Identity Embedded In Friendship and Well-beingsupporting

confidence: 84%

“…Others opposed to the problem-focused perspective finding it promising that children with ADHD are within the average range in terms of number of collaborated friends and demonstrate adequate stability of their friendships, although some friendships had shorter duration than those in a comparison group (Marton et al, 2015). A classroom study (Tegtmejer, 2018) where the researcher defined the behaviour of students with ADHD as communicative initiatives to create fun and amusement supports this more optimistic view. Furthermore, the literature has debated whether mental health problems influence the peer relationships of young people with ADHD symptoms.…”

Section: Friendship and Well-being: Theory And Empirical Studiesmentioning

confidence: 99%

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Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study

Løhre

2020

IJEP

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Students showing core symptoms of ADHD face additional challenges in school. This study asks how children and adolescents with inattentiveness, high levels of activity or impulsiveness perceive their symptom-like behaviour and how this may affect their identity, friendships and well-being. Researchers conducted individual interviews with 12 students (10–16 years) selected to attend a school programme aimed at improving their concentration. Six students had an ADHD diagnosis. The interviews were analysed, guided by theoretical reading. The students’ narratives fit a discursive perspective showing that identity developed through interactions with others. All students told about their disturbing concentration problems. Students disliked having a short fuse and talking before thinking, and they admitted that impulsive behaviour could threaten their friendships. On the other hand, students with high levels of activity described this as fun in interaction with friends. Nobody mentioned that concentration problems affected friendships, and none of the core symptoms seemed to influence well-being. There were no obvious differences between students with or without an ADHD diagnosis. The students’ stories, therefore, show that teachers should know their students with inattentiveness, hyperactivity or impulsiveness individually to learn about their challenges and preferences.

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Section: Identity Embedded In Friendship and Well-beingsupporting

confidence: 84%

Section: Friendship and Well-being: Theory And Empirical Studiesmentioning

confidence: 99%

Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study

Løhre

2020

IJEP

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“…Going back to Mirsky and the Encode Element [5], the exhausted student was not even able to register new information. In accordance with Danish findings [23], this shows us that classroom behaviour is not always what we think it is. The researcher who studied students with ADHD and their peers from a sociocultural perspective suggested that the behaviour and actions of students with ADHD often were intentional and led to interaction with peers in the classroom.…”

Section: Attention Concentration and Learning Difficultiessupporting

confidence: 89%

Attention and Learning Disabilities

Løhre¹

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

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Impaired attention is known as a pervasive behaviour disturbance, with a negative influence on learning processes. Attention deficit is one of the main symptoms of Attention Deficits Hyperactive Disorder, ADHD. Further, impaired attention is often part of learning disorders in dyslexia and dyscalculia as well as in students with no medical diagnoses. In schools and higher education knowledge on attention and challenges caused by impaired attention, is typically scarce. Hence, this chapter aims to inform educational institutions by applying Mirsky’s model of attention, discuss challenges of impaired attention, and point to intervention effects. The positive effects of real-life interventions comprising target shooting practice are explained by immediate neurofeedback combined with individual adaption and caring. Moreover, as previously hypothesised, the sequential order of behaviour at the shooting range may benefit students with impaired attention. The term concentration is frequently used in Norwegian schools and counselling services. A definition of concentration in natural situations is suggested, and possible overlaps between concentration and attention are discussed. The chapter opens for empirical and theoretical questions and hopes for more research on target shooting practice as well as on other educational programmes applying neurofeedback in the school context to investigate attention.

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“…In order to present this approach, let us consider some features of the abovementioned cultural migration models [7][8][9][10][11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

“…3. The model of an "emancipation" is a reflection of dissatisfaction with an individual's stay in certain socio-economic conditions [12,14]. It orients the migrant to the perception of a new social environment in terms of its possibilities in disclosing social potential and implementing those value and normative qualities that could not be implemented in the society from which he migrated.…”

Section: Discussionmentioning

confidence: 99%

Migration: sociocultural context of a study

Koshel

Yakovenko

2020

E3S Web Conf.

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The article is devoted to a consideration of a migration process as the one that is influencing formation of a modern society. Migration is a factor of modern cultural and social transformations. It is emphasized that migration processes are growing, covering various directions of a society activity. Migration processes are also qualitatively changing society structure and predetermines its directions of development. The necessity to study migration processes from the socio-cultural point of view was substantiated. Emphasis is placed on the motivational factors of migration. The cultural models of migration inherent to migrants on an individual level are presented as a hypothesis guiding sociological cognition in this aspect of scientific knowledge. These include “exodus”, “escape”, “emancipation”, “domination” and “return”. The models reflect sociocultural orientations and subjectively perceived migration objectives. The models consider a number of social attitudes and directions for self-realization of a migrant personality in a new system of social relations.

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ADHD in the Interactional Context of Children's Cultures. A sociocultural critique of the individualizing gaze of the diagnosis

Cited by 3 publications

References 25 publications

Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study

Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study

Attention and Learning Disabilities

Migration: sociocultural context of a study

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