This thesis was designed to investigate differences in aggression between girls with and without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment methodology was used to investigate these differences, employing mothers' reports, teachers' reports, and a laboratory aggression analogue task (a computer game involving simulated girls in other rooms). The results indicated that mothers and teachers saw girls with ADHD as having much higher levels of all types of aggression assessed, including overt, relational, proactive, and reactive aggression, than girls in the control group. On the lab task, girls with ADHD used a strategy that involved more threatening and bragging comments, and social exclusions of their co-players. Expected differences on some of the lab task measures did not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with ADHD were significantly less prosocial than girls in the control group. Where significant group differences had been found, follow-up tests generally indicated that girls with ADHD and comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control group, with girls with ADHD but not ODD falling in between. In sum, these results indicate substantial cause for concern for the concurrent and future psychosocial well-being of girls with ADHD. / Arts, Faculty of / Psychology, Department of / Graduate

This study analyzed the expressive writing of college students. Twenty-two ADHD students and 22 controls were asked to write a story based on a picture story and a personal challenge. The texts were compared based on several qualitative and quantitative parameters. The results show that students in both groups presented similar text quality. Out of six qualitative parameters only one was statistically different between the two groups: ADHD students performed worse in adequacy, but only in the picture task. Students writings were also investigated using corpus based analysis. This analysis showed that ADHD students used less unusually frequent words in the picture story but more in the challenge task. Taken together the findings indicate no significant difference in expressive writing between ADHD and non ADHD college students. An explanation to this result is that college students with ADHD may have passed the filter of prior education.

No description available.

No description available.

The current study examines racial differences in the management of Attention Deficit Hyperactivity Disorder (ADHD) among Black adolescents. This study also examines Black adults' reflection upon adolescent symptoms of ADHD. Drawing on literature from racial/ethnic disparities in diagnosis and treatment of ADHD, health care service utilization, health behaviors, structural racism and medicalization, this study examines the health behavior and health care utilization practices of Black people, analyzing the avenues through which racism structures the management of symptoms. This study also explores the ways in which management of adolescent symptoms of ADHD shape Black adults' self-management of symptoms in adulthood. To investigate such ideas data from the National Comorbidity Survey- Adolescent Supplement (NCS-A) and the Parent Self-Administered Questionnaire (PSA-Q) were analyzed to offer a descriptive picture of differences in management and treatment of adolescent ADHD symptoms. Ten interviews were conducted with Black adults to offer depth to reported interpersonal causes of racial differences in management and treatment and assist in placing such causes within a framework of structural racism. Interview questions focused on participant's articulation of the socio-political landscape in which adolescent symptoms of ADHD were experienced. Additional questions targeted processes around parent's management of symptoms, the school systems management of symptoms, participant's relationships to medical care providers and avenues to treatment. Quantitative findings suggest there are racial differences present in the management of adolescent ADHD and qualitative findings offer that these differences are reflective of a structural system of power and privilege that shapes Black people's engagement with and access to care for symptoms of ADHD. This research contributes to existent knowledge about reported racial differences in management of symptoms of ADHD, and has implications for the ways in which literature approaches racial disparities in diagnosis and treatment of ADHD among Black adolescents. / Doctor of Philosophy / The current study examines racial differences in the management of Attention Deficit Hyperactivity Disorder (ADHD) among Black adolescents. This study also examines Black adults’ reflection upon adolescent symptoms of ADHD. Drawing on literature from racial and ethnic disparities in diagnosis and treatment of ADHD, health care service utilization, health behaviors, structural racism and medicalization, this study examines the health behavior and health care utilization practices of Black people. This study also explores the relationship between adolescent and adult management of ADHD symptoms. To investigate differences by race data from the National Comorbidity Survey- Adolescent Supplement (NCS-A) and the Parent Self-Administered Questionnaire (PSA-Q) were analyzed. In addition, interviews were conducted with Black adults to offer depth and give context to the ways in which race and racism shaped quantitative findings. Interview questions focused on participant’s adolescent management of symptoms by familial networks and school systems, as well as participant’s adult relationships to medical care providers and symptom management. Quantitative findings suggest racial differences are present in the management of adolescent ADHD and qualitative findings offer that these differences are reflective of the ways in which racism shapes Black people’s engagement with and access to care for symptoms of ADHD. This research contributes to existent knowledge about reported racial differences in management of symptoms of ADHD, and has implications for the ways in which literature approaches racial disparities in diagnosis and treatment of ADHD among Black adolescents.

In this qualitative research study the focus is on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder. Three respondents specialising in sensory integration in the Durbanville area were involved. Individual semi-structured interviews were conducted with each of the respondents in order to gain knowledge on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder by a professional other than an occupational therapist. After permission had been obtained, the interviews were captured on video tape and transcribed for use in the empirical study. Seven themes were identified from the interviews and a literature control was done with each of the themes. The researcher did not attempt to generalise the results of the research, but tried to reflect on the information that the respondents provided. The researcher summarised the findings of the empirical study and made recommendations. / Social Work / M. Diac (Play Therapy)

Thesis (M.Tech.: Homeopathy)-Dept. of Homeopathy, Durban University of Technology, 2007 xxxii, 285 leaves / The epidemic proportion of ADD/ADHD diagnosis is gaining widespread attention from parents, educators, doctors and other health care providers. Parents are seeking alternatives, as they are concerned about the use and side effects of methylphenidate hydrochloride (e.g. Ritalin®, Adaphen®, Concerta®) and other conventional drugs used to treat the symptoms of ADD/ADHD (Badat, 2004 and Picton, 2004). The aim of this research was to document the current practices of registered homoeopathic practitioners, with regard to Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). In addition, their perceptions regarding aeitiology, treatment, management and success rate was investigated. This research took the form of a qualitative-quantitative survey (questionnaire) targeting homoeopaths practicing in the Johannesburg Metropolitan Area

Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Homoeopathy, Durban University of Technology, 2009. / INTRODUCTION The aim of this study was to evaluate the efficacy of homoeopathic simillimum in the treatment of attention-deficit/hyperactivity disorder (AD/HD) in schoolgoing children aged 6-11 years. AD/HD affects approximately 3-5% of children worldwide. It is thus a highly prevalent childhood disorder characterised by hyperactivity, impulsivity and restlessness. There are 3 subtypes of the condition, namely combined type, predominantly inattentive type and predominantly hyperactive-impulsive type (DSM-IV-TR, 2000 pg 90). OBJECTIVE The objective of the study was to determine the efficacy of homoeopathic simillimum in the treatment of this disorder, and thus promote homoeopathy as a safe alternative to conventional AD/HD treatments. METHODOLOGY The study was conducted as a double-blind placebo-controlled study. The sample group consisted of 30 participants. There was an experimental group of 16, which was compared to a placebo control group of 14. Participants were recruited from the greater Durban area. They had to satisfy clear inclusion and exclusion criteria. Participants and parents/guardians were required to attend 3 consultations with the researcher at The Homoeopathic Day Clinic over a 2-month period. The ADHD Rating Scale-IV Home and School Versions (Appendices B and C) had to be completed by the participant’s parent/guardian and teacher respectively. One was filled in at the initial consultation to serve as a baseline reading, and thereafter, every month. Remedies were dispensed at the first 2 consultations and these remedies were decided upon after thorough case-taking, use of Radar 9.0 Homoeopathic Software and discussion with 1 of 2 selected clinicians. Those on placebo were given free treatment at the end of the study. RESULTS Statistical analysis was conducted on the ADHD Rating Scales-IV Home and School Versions (Appendices B and C), completed by the parent/guardian and teacher respectively. Improvement was based on a decrease in the rating scale score. On analysis, the results (Table 4.8, 4.9 and 4.10) showed no statistically significant effect of treatment (i.e. no difference between treatment and placebo group), but across the whole trial and within each group (particularly the treatment group) subjects had significant reductions in symptoms (i.e. the reductions in symptoms were large enough that there was less than 5% chance that they were random fluctuations/effects). This was seen in both the treatment and placebo groups, as indicated by Table 4.11, 4.12 and 4.13, but more significant reductions were seen in the treatment group, indicated by Table 4.14. As discussed in Chapter 5, this by no means rules out the efficacy of homoeopathic simillimum for the treatment of AD/HD. CONCLUSIONS A large number of parents, teachers and doctors are seeking a safe, effective way to treat this highly prevalent disorder (Soreff & Chang, 2008) and, although the study did not satisfy the hypothesis that homoeopathic simillimum is an effective treatment for AD/HD in schoolgoing children, it did aid in creating awareness of the use of homoeopathy as a treatment option for this condition and highlighted the need for more extensive research to be undertaken for this treatment option. It is the researcher’s opinion that larger, longer duration studies, employing quantitative analysis, as well as qualitative analysis would yield more significant results.

Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Homoeopathy, Durban University of Technology, 2009. / INTRODUCTION The aim of this study was to evaluate the efficacy of homoeopathic simillimum in the treatment of attention-deficit/hyperactivity disorder (AD/HD) in schoolgoing children aged 6-11 years. AD/HD affects approximately 3-5% of children worldwide. It is thus a highly prevalent childhood disorder characterised by hyperactivity, impulsivity and restlessness. There are 3 subtypes of the condition, namely combined type, predominantly inattentive type and predominantly hyperactive-impulsive type (DSM-IV-TR, 2000 pg 90). OBJECTIVE The objective of the study was to determine the efficacy of homoeopathic simillimum in the treatment of this disorder, and thus promote homoeopathy as a safe alternative to conventional AD/HD treatments. METHODOLOGY The study was conducted as a double-blind placebo-controlled study. The sample group consisted of 30 participants. There was an experimental group of 16, which was compared to a placebo control group of 14. Participants were recruited from the greater Durban area. They had to satisfy clear inclusion and exclusion criteria. Participants and parents/guardians were required to attend 3 consultations with the researcher at The Homoeopathic Day Clinic over a 2-month period. The ADHD Rating Scale-IV Home and School Versions (Appendices B and C) had to be completed by the participant’s parent/guardian and teacher respectively. One was filled in at the initial consultation to serve as a baseline reading, and thereafter, every month. Remedies were dispensed at the first 2 consultations and these remedies were decided upon after thorough case-taking, use of Radar 9.0 Homoeopathic Software and discussion with 1 of 2 selected clinicians. Those on placebo were given free treatment at the end of the study. RESULTS Statistical analysis was conducted on the ADHD Rating Scales-IV Home and School Versions (Appendices B and C), completed by the parent/guardian and teacher respectively. Improvement was based on a decrease in the rating scale score. On analysis, the results (Table 4.8, 4.9 and 4.10) showed no statistically significant effect of treatment (i.e. no difference between treatment and placebo group), but across the whole trial and within each group (particularly the treatment group) subjects had significant reductions in symptoms (i.e. the reductions in symptoms were large enough that there was less than 5% chance that they were random fluctuations/effects). This was seen in both the treatment and placebo groups, as indicated by Table 4.11, 4.12 and 4.13, but more significant reductions were seen in the treatment group, indicated by Table 4.14. As discussed in Chapter 5, this by no means rules out the efficacy of homoeopathic simillimum for the treatment of AD/HD. CONCLUSIONS A large number of parents, teachers and doctors are seeking a safe, effective way to treat this highly prevalent disorder (Soreff & Chang, 2008) and, although the study did not satisfy the hypothesis that homoeopathic simillimum is an effective treatment for AD/HD in schoolgoing children, it did aid in creating awareness of the use of homoeopathy as a treatment option for this condition and highlighted the need for more extensive research to be undertaken for this treatment option. It is the researcher’s opinion that larger, longer duration studies, employing quantitative analysis, as well as qualitative analysis would yield more significant results. / M

The aim of this research was to investigate the way in which ADHD is understood and constructed within Romania and Scotland, comparing and contrasting the discourses that constitute ADHD within different cultural contexts.Overall, this study employed a mixed method design based on a concurrent nested approach which was undertaken in 2 phases. In phase 1, 50 parents, 72 primary school teachers and 48 support staff from Scotland, and 50 parents, 86 primary school teachers and 57 support staff from Romania, completed a self-report questionnaire that measured their knowledge and attitudes towards ADHD. The statistical results showed that, for the knowledge of ADHD test, both sample of parents, teachers and support staff scored the highest at symptoms/diagnosis subscale. Parents,teachers and support staff from the Romanian sample scored the lowest at the treatment subscale whereas the Scottish respondents had difficulties in answering questions about the nature, causes and prognosis of ADHD. In terms of their self-reported attitudes, both samples of Scottish and Romanian parents, teachers and support staff scored the highest on the affective attitude subscale. Scottish teachers and support staff scored the lowest on the behavioural attitude subscale whereas Romanian teachers and support staff scored the lowest on the cognitive attitude subscale. On the other hand, both samples of Scottish and Romanian parents scored the lowest on the behavioural attitude subscale. These patterns were further explored in phase 2 of the study, where 5 Scottish and Romanian mothers, 3 Scottish and Romanian primary-school teachers and 3 Scottish and Romanian support staff were selected to take part in a semi-structured interview. Parents, teachers and support staff from both countries responded within a medical model of disability employing themes such as ADHD as a medical condition, the medicalisation of behaviour, behaviour as out of control or the specialness of ADHD. However, participants also adopted a social conceptualisation of ADHD, referring to ADHD as a social phenomenon, resisting medicalisation and describing the educational and medical "wrongs". Reflecting the uncertainty in the field, participants’ conceptualisation of ADHD expanded, modified or even shifted from one perspective to another. The cross-cultural comparisons used the Appadurai's theoretical framework of "scapes" to explain the global nature of ADHD as well as the differences between Scottish and Romanian parents, teachers and support staff in relation to the three most important results of this study: treatment of ADHD, inclusion of children diagnosed with ADHD in mainstream education and parents’ and teachers’ willingness to get involved. The findings have been used to develop a multidisciplinary framework for support, empowering teachers and parents with knowledge of ADHD and improving cross-professional relationships. The fundamental idea of this framework is that it moves beyond the deficit paradigm, helping teachers, parents and stakeholders to be alert and responsive to the various conceptualisations of ADHD and to understand how these schemata have come into existence in specific periods of time and in different cultural contexts.