Adolescent females with ADHD: an interpretive phenomenological analysis of school experience

Mansfield, Eleanor (2022). Adolescent females with ADHD: an interpretive phenomenological analysis of school experience. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This research aimed to explore how adolescent females (aged 11-25) perceive their lived school experiences and how these experiences and their diagnosis shapes their identity. The topic of female attention deficit hyperactivity disorder (ADHD) is a rapidly growing area of study. Past research suggests that the under-representation of females in ADHD research leads to barriers in individuals accessing appropriate support and that teachers who support pupils who have ADHD feel under-confident. This research is therefore informed by an idea from the disability rights movement: “nothing about us, without us” (Charlton, 2000) which proposes that the voice of people with disabilities should be at the forefront of research. Using an interpretivist approach, qualitative data was gathered through individual, face-to-face, unstructured interviews with each participant. This data was then analysed for each participant by applying the procedure set out within an interpretative phenomenological analysis (IPA) framework. Findings suggested that there were several common themes across individual experiences. Participants’ school experiences were shaped by implications of social construction of the ADHD label and internal cognitive impairment of skills relating to executive functioning (EF). It was found that participants’ experiences had implications for participants’ self-esteem and identity formation. To attempt to implement suggested changes from this research into school and local authority practice, implications for provision for adolescent females who have ADHD have been recommended.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):