How was it for me? A grounded theory exploration of growing up with attention deficit hyperactivity disorder

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) has been one of the most comprehensively studied of all childhood psychiatric conditions. However, most research has focussed on aetiology, diagnostic criteria, or treatment efficacy, and in such research the voices of adult professionals dominate, while the voices of the children remain silent. There has been little research into the everyday lived experiences of children diagnosed with ADHD. The present research is a grounded theory study, of the experiences of nine young adults (aged 14 - 18 yrs. ) previously diagnosed and treated for ADHD. The aims of the study were to explore the experiences of adolescents diagnosed with ADHD, and to understand how personal meaning-making within the context of receiving diagnosis and treatment influenced beliefs about themselves and the world. Analysis of the adolescent's narratives revealed three themes. Firstly `Exclusion', which occurred in relation to friendships and teacher relationships. Secondly `Identity Conflict, ' which described the conflict experienced between three possible perceptions of self as either `normal', `ill' or `weird'. The third theme `Overcoming' details the strategies adopted by adolescents for resolving exclusion and supporting their desired perception of a `normal' self. The study concludes that regardless of aetiology, the felt experience of growing up with ADHD is not one of managing a medical condition, but of striving to overcome social difficulties and engage in normative adolescent developmental tasks.