My ADHD and me: Identifying with and distancing from ADHD

Nielsen, Mikka

doi:10.1080/19012276.2016.1267916

Cited by 8 publications

(6 citation statements)

References 26 publications

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“…Autoethnography is a research method that employs selfreflection and observation within a qualitative thematic framework to document how individual subjectivities shape social interactions. This method is particularly valuable for exploring strengths, challenges, and insights that involve the researcher themselves, and acknowledges them as agents of construction of a scientific narrative [17,18]. It also provides a way to understand aspects of how meaning is constructed and shared among social actors.…”

Section: Methodsmentioning

confidence: 99%

ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography

Salty¹,

Gobernatz²,

Close³

2022

2022 Physics Education Research Conference Proceedings

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The prevalence of Attention-Deficit / Hyperactivity Disorder (ADHD) diagnoses has increased in the last two decades thanks to greater mental health awareness and access to mental health care. The number of students diagnosed with ADHD entering colleges and universities is also increasing, yet scholarship around effective pedagogical methods that cater to this population's strengths is severely lacking and remains largely deficit focused. After struggling to find published work on the experiences of adult physics students with ADHD, we set out to conduct our own research. Through our collaborative autoethnographic investigation we discovered that active learning environments such as those supported by the Learning Assistant (LA) Model cater to ADHD students' strengths due to their flexibility and adaptability to unique ways of thinking and processing. Furthermore, we found that these students' success was bolstered by the pedagogical and cultural changes in the department brought on by the adoption of the LA Program's evidencebased and equity-focused philosophy.

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Section: Methodsmentioning

confidence: 99%

ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography

Salty¹,

Gobernatz²,

Close³

2022

2022 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

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“…Similar to their parents, children and adolescents diagnosed with ADHD seem to have heterogeneous views of the causes of ADHD, varying from biological attributions to viewing ADHD only as a different way of thinking or as a part of their personality (Wong et al 2018;; see also Nielsen 2017). Previous research shows that in general, children are aware of their behaviour and difficulties associated with ADHD (Klimkeit et al 2006;Sciberras, Efron, and Iser 2011;, although what they regard as symptoms or symptomatic may differ from the views of their parents (Wiener et al 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Contrary to being exempted from liability, adolescents have also been perceived as internalizing their personal responsibility for their ADHD-labelled behaviours through moral selfcondemnation by emphasizing their commitment to prevalent cultural norms and narrating their efforts to achieve personal growth . In this case, distancing themselves from ADHD means separating the self from their brains and recognizing the opportunities to overcome and take control of it (Nielsen 2017).…”

Section: Introductionmentioning

confidence: 99%

“…However, negative experiences are not identical among children diagnosed with ADHD. Some children have been reported as identifying themselves primarily as being "normal" , to approach ADHD as an alternative and legitimate way of being human (Nielsen, 2017; and to associate their diagnosis with positive features such as being creative (Sciberras, Efron, and Iser 2011)…”

Section: Introductionmentioning

confidence: 99%

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The premise, promise and disillusion of the ADHD categorisation – family narrative about the child’s broken school trajectory

Honkasilta

Vehkakoski

2019

Emotional and Behavioural Difficulties

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This study presents co-narrated school experiences of a young Finnish girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and those of her parents. The discourse analysis of the family interview focused on the discrepant ways family members gave meanings to and mobilized the ADHD categorization while narrating their broken school trajectory. The results showed that the ADHD diagnosis was laden with the promise of the whole family being recognized differently by the school. However, this cultural promise proved disillusioning as daughter's support needs and parents' expertise were not recognized nor did the diagnostic category emancipate from stigmatizing identities and blame. Interestingly, the parents leaned more on the diagnostic categorization while accounting for the disillusion of these promises, whereas the daughter aimed at distancing herself from the ADHD category and behaviour characteristics related to it. The discussion concludes by comparing the viewpoints of cure and care when catering to children's needs.

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“…Brinkmann (2014b) peger selv på, hvordan patologien i ADHD-støttegrupper tales om som en ting ekstern fra personen, der handler igennem vedkommende. Nielsen (2017b) viser hvordan dette sprog tages med ind i en interviewkontekst, hvor man taler om 'sin ADHD og sig selv'. Det samme viser Rønberg (2019) gør sig gaeldende for depressive, som i interviews taler om depressionen som blandt andet en 'sort hund' der traekker kraefterne ud af dem 1 .…”

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Fænomenologi som dvælen ved erfaringens merhed

Kristiansen

2022

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Mennesker med psykiske lidelser tenderer til at sprogliggøre deres smertefulde oplevelse som terapeutiske problemer, hvilket overskygger et andet perspektiv på erfaringen som passivt gennemlevet. Lidelsen bliver tematiseret som lidelse og derved tabes den lidelsesfulde verden af syne. Med udgangspunkt i et igangværende forskningsprojekt i socialangstens fænomenologi viser jeg i denne artikel hvordan dette udgør et problem for fænomenologisk interviewforskning samt foreslår måder at overkomme problemet på. Først illustrerer jeg med interviewuddrag hvordan håndteringen af angsten samt dens oplevede fremmedhed indtager en fremtrædende plads i informanternes beskrivelser af angsterfaringen. Dernæst argumenterer jeg for nødvendigheden af en aktivt styrende interviewerindstilling hvor intervieweren kontinuerligt dvæler ved sprogliggørelsen af erfaringen med informanten. Jeg viser med uddrag fra to interviews hvordan informantens beskrivelse lader sig åbne af en fastholdelse og derpå fælles dvælen ved 1) konkrete detaljer i indholdet af beskrivelsen og 2) ved den personlige betydning af erfaringen. Idet jeg med disse greb bringer to forskellige metodologiske traditioner, i spil, henholdsvist mikrofænomenologien og eksistentialfænomenologien, inviterer jeg med dette bidrag til pragmatisk debat mellem metodologiske skoler der har til fælles at de søger at afdække livsverdener.

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My ADHD and me: Identifying with and distancing from ADHD

Cited by 8 publications

References 26 publications

ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography

ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography

The premise, promise and disillusion of the ADHD categorisation – family narrative about the child’s broken school trajectory

Fænomenologi som dvælen ved erfaringens merhed

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