The Use of the ADHD Diagnostic Label: What Implications Exist for Children and their Families?

Iudici, Antonio; Faccio, Elena; Belloni, Eleonora; Costa, Norberto

doi:10.1016/j.sbspro.2014.01.1383

Cited by 16 publications

(10 citation statements)

References 15 publications

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“…At the same time, the teachers who understood ADHD better were also more tolerant towards their ADHD students. Thus, the participants considered this distinction to be important because it determines the degree of closeness and conflict in the teacher-ADHD student relationship.. Our finding of a conflict between two opposing views of the causes of behaviour in ADHD students is consistent with recent labelling theory (Dauman et al, 2019 ; Iudici et al, 2014 ). Dauman et al ( 2019 ) and Iudici et al ( 2014 ) suggested that ADHD label can remove the excessive guilt from students with ADHD, their parents and teachers, which may pave the way for building better relationships.…”

Section: Discussionsupporting

confidence: 86%

“…Thus, the participants considered this distinction to be important because it determines the degree of closeness and conflict in the teacher-ADHD student relationship.. Our finding of a conflict between two opposing views of the causes of behaviour in ADHD students is consistent with recent labelling theory (Dauman et al, 2019 ; Iudici et al, 2014 ). Dauman et al ( 2019 ) and Iudici et al ( 2014 ) suggested that ADHD label can remove the excessive guilt from students with ADHD, their parents and teachers, which may pave the way for building better relationships. However, excessive perception of causes of disruptive students’ behaviour in neurodevelopmental determinants of ADHD can lead to giving up the effort to manage that behaviour.…”

Section: Discussionsupporting

confidence: 86%

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Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

Krtek

Maliňáková

Krtkova

et al. 2022

International Journal of Qualitative Studies on Health and Well

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A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers’ perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher’s beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher’s approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers’ well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers’ ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 86%

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

Krtek

Maliňáková

Krtkova

et al. 2022

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…Teachers are often the first to suggest a diagnosis of ADHD (Iudici et al, 2014). Danforth and Navarro (2001) note that 'medical discourse … is so dominant that language users have little choice but to contend with it in some fashion, whether they appropriate the discourse with reflexive acceptance, mild modification, or dramatic resistance' (p.173).…”

Section: Stages 6: Subjectivitymentioning

confidence: 99%

“…Even when a medical diagnosis has been made, its accuracy, causation and medical treatments might still be resisted by parents. For these parents, ADHD is not a sufficiently well-defined medical entity but rather a set of dysfunctional signs (Iudici et al 2014).…”

Section: Stages 6: Subjectivitymentioning

confidence: 99%

ADHD is like a bat – it is neither a bird nor an animal Saudi Parents’ Discourses About Attention Deficit Hyperactivity Disorder

Alharbi

2020

Int J Re Edu Sci

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ADHD is the most commonly diagnosed neurobehavioral disorder among children. While ADHD in Western countries has long been recognized and increasingly diagnosed in recent years, there is a growing recognition of this disorder as a significant cross-cultural phenomenon. Saudi studies to date vary in their estimation of prevalence of ADHD, with overall prevalence estimated to be between 3.5% and 6.5%, while the worldwide prevalence of ADHD is 5.29%. This study uncovers the lived experience of parents with a child who has had an ADHD diagnosis in Saudi Arabia, and examines how their experiences can be recognized in relation to the multiple and competing discourses of ADHD that frame their daily lives. Which discourses do parents draw uponand reinforceas they describe their experiences of ADHD, and which discourses do they resist? This study carried out in-depth interviews with seven Saudi parents who have at least one child diagnosed with ADHD, or any of its subtypes, between the ages of two and 11. Foucauldian discourse analysis (FDA) is applied in analyzing parental ADHD discourses, uncovering how these parents made sense of ADHD pre-and post-diagnosis. Four main discourses emerged in the process: normal behavior (pre-diagnosis), supernatural/religious, medical, and social environment (post-diagnosis). This paper also emphasises that the causes of ADHD must be considered in the wider context of misconceptions and uncertainty among Saudi parents. All the participants in this research were influenced by a combination of discourses in their attempts to make sense of their children's symptoms.

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“…About 5% of school children suffer from ADHD, of whom 20% to 40% have learning inability and 44% suffer from at least one co-morbidity such as anxiety, depression, defiant conduct, and regression disorders (Steinberg & Drabick 2015). Iudici and colleges found out that ADHD had a certain effect on children's performance (Steinberg & Drabick, 2015;Iudici, Faccio, Belloni, & Costa, 2014).…”

Section: Introductionmentioning

confidence: 99%

Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

Pordanjani

Bonab

Afrooz

et al. 2016

PCP

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Objective: Attention deficit hyperactivity disorder (ADHD) in preschoolers usually decreases their academic performance and disrupts parent-child interactions. The present study aimed at evaluating the effect of localized play therapy on preschoolers with ADHD. Methods:The research method was quasi-experimental with a pretest-posttest design and control group. Using a multi-stage random sampling method, and considering the inclusion criteria, a total of 24 mothers of preschoolers with ADHD were selected and randomly divided into experimental and control groups. The experimental group participated in 10 sessions of localized play therapy (LPT) while the control group received no training. The instruments for data collection were Vanderbilt ADHD diagnosis parents rating scale (VADPRS) and clinical interviews. Data analysis was conducted using ANCOVA (analysis of covariance). Results:The results showed that there was a statistically significant difference between the performance of the experimental and control groups at posttest, and upon the follow-up (P<0.05). Conclusion:LPT has positive effects on clinical symptoms of ADHD in preschool children. Hence, this method can be used to improve the mental health of children with ADHD and their parents.

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The Use of the ADHD Diagnostic Label: What Implications Exist for Children and their Families?

Cited by 16 publications

References 15 publications

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

ADHD is like a bat – it is neither a bird nor an animal Saudi Parents’ Discourses About Attention Deficit Hyperactivity Disorder

Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

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