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

M.Ed. / This study investigates parents' conception of their children who have been diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD). The view being to describe and explain their conception and to lay down principles for the implementation of parental guidance. The rationale for this study is derived from the researcher's experiences that parents' emotions, experiences and points of view are seldom taken into account in the multidisciplinary intervention process regarding children with AD/HD. Parents are the primary educators of their children, therefore it is important to involve the parents in the intervention process. For the involvement to be of optimal value, therapists need to have an understanding of the conceptions of these parents regarding children with AD/HD. Therapists who know where the parents are, and what their emotions and experiences are, find themselves in a better position to provide relevant parental guidance in an empathetic manner. This study presents a framework of theory in which AD/HD is clearly explicated. The experiences and needs of parents of children with AD/HD and the role of parental guidance is discussed. The focus then shifts to therapy and parental guidance from a constructivistic perspective. In the constructivistic view the therapist is the facilitator of change and this has implications for the goal of therapy and the therapeutic relationship. Parental guidance from a constructivistic perspective is recommended as an alternative way of involving parents (with their emotions, experiences and conceptions) in the process of helping children with AD/HD. The framework of theory is followed by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the final chapter. Examples of raw data from transcriptions and sketches are presented. Finally, the consolidated data is interpreted. The most significant findings of this study are that parents of children with AD/HD experience their educational task as problematic, that these parents don't receive any form of (structured) parental guidance and/or support and that they experience a great need for the latter. iv This study proposes that a parental guidance program should be implemented in order to meet the needs of the parents of children with AD/HD and to provide them with the necessary support. Five implications for the implementation of such a program are discussed. The study concludes with the thought that children with AD/HD who live in a happy and supportive family unit, have a far better chance to reach their full potential and to be successful in life than those who don't. It is therefore important to assist parents in the provision of such an environment.

M.Ed. / Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.

Magister Educationis - MEd / Inclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing it

Attention deficit hyperactivity disorder (ADHD) är en varaktig neuropsykiatrisk funktionsnedsättning med symtom som hyperaktivitet, impulsivitet och uppmärksamhetsstörning, eller en kombination av dessa. Bland barn och ungdomar är det en av de vanligaste neuropsykiatriska funktionsnedsättningarna och kan leda till svårigheter med självkontroll, tålamod och sociala interaktioner. Syftet med studien var att undersöka vilka interventioner med inriktning mot sociala interaktioner som prövats och dess effekter för barn med ADHD. En litteraturstudie genomfördes med kvantitativa artiklar från databaserna AMED, ERIC, CINAHL, MEDLINE, PsycINFO och PubMed. Nio artiklar, publicerade mellan 2014–2019 valdes ut för analys och presenterades under tre kategorier. Resultatet visade att interventioner inriktade på barns lek, utförda av barnet tillsammans med föräldrar och terapeuter tyder på goda resultat på med sociala interaktioner. Resultatet visade vidare på att fysisk aktivitet kan ha viss positiv effekt men vidare forskning inom området behövs. Leken är en naturlig aktivitet i barns vardag och för att främja social interaktionsförmåga hos barn med ADHD, kan arbetsterapeuten integrera leken som en betydande del i behandlingen. Interventioner mot sociala interaktionssvårigheter bör vara klientcentrerade och ta hänsyn till barnets styrkor och svårigheter, kontexten de befinner sig i och aktiviteten de ska utföra.

This dissertation aimed to investigate the utility of the ex-Gaussian approach to estimating intraindividual variability (IIV) of response times (RT) in diagnosing attention deficit/hyperactivity disorder (ADHD) in children ages 6 to 13 years old. Higher IIV is consistently noted in children with ADHD, but also with other disorders commonly associated with impairments in attention. Firstly, the relationship between IIV and attention abilities was investigated both in relation to parent ratings and participants’ objective performance. Secondly, IIVs utility as an objective measure for supplementing behavioural ratings in the diagnosis of ADHD, a diagnosis which is currently primarily assigned based on informant interviews and ratings of attention, was assessed. Participants included 46 children with ADHD and 58 children without ADHD. Children completed computerized tasks to estimate IIV and assess inattention and hyperactivity/impulsivity. Parents completed questionnaires aimed at assessing attention and hyperactive/impulsive behaviours of participants. Analyses revealed that IIV was predictive of parent ratings of inattention and hyperactivity/impulsivity as well as the number of omission errors made by participants. Regarding diagnostic utility, IIV significantly predicted group membership (ADHD vs Control). However, IIV did not improve diagnostic accuracy when parent ratings were used, such that parent ratings were superior at determining diagnosis. Overall, current results support the use of IIV, based on the ex-Gaussian approach, as an objective measure of attention problems such that it appears to be superior to omission errors on sustained attention CPT-type tasks. Additionally, while parent ratings of attention impairment remain the best predictor of ADHD diagnostic status, IIV may be helpful in determining when further assessment is required in the absence of those ratings. / Graduate / 2021-06-17

The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual framework utilised for this study incorporated systems theory, collaborations and inclusive education in South Africa. In this study, I followed an interpretivist paradigm using a phenomenological approach. A qualitative case study design was selected, with five purposefully and conveniently selected mothers whose children had been previously diagnosed with ADHD by an educational psychologist. The participants took part in either a focus group or a one-onone interview. Two main themes emerged following the thematic content analysis of the interviews, namely: How mothers experience their children with ADHD and How mothers experience support of their children with ADHD. The findings of this study suggest that mothers of children with ADHD expect a deeper level of support from an educational psychologist. The findings also indicate that mothers experience parenting children with ADHD stressful and that they need reassurance and emotional support from the educational psychologist. The results show the need for a more inclusive school environment and it highlights the importance of the role of the educational psychologist sharing knowledge and working collaboratively with educators, the Institutional Level and District Based Support Teams and the various health care practitioners to provide support to the child and family. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

Attention Deficit Hyperactivity Disorder (ADHD), the current diagnostic label for children and adults presenting with significant problems with attention, impulsivity and excessive activity is one of the most prevalent childhood psychiatric disorders (Barkley, 2014:3). This qualitative research study, situated at a school for children with ADHD, explores how involvement in Group Creative Music Therapy can promote social skills in six and seven year old children diagnosed with Attention Deficit Hyperactivity Disorder. Four weekly music therapy sessions were conducted with one class consisting of 10 students in the second grade. The class teacher was interviewed prior to and after the music therapy process and attended all music therapy sessions. An interesting component of this research was that the teacher was a music teacher who already had a wealth of experience of using music in her own life and with her classroom. The research data included interviews as well as video excerpts showing interaction between the children during music therapy sessions. The findings from the qualitative analysis of interview transcripts and video excerpts indicate firstly the value of music itself as a tool for promoting social skills. There were also many similarities between how the teacher and music therapist used music to benefit children socially, such as exposing the children to music from different cultures or using turn-taking or movement activities to encourage the children to work together. Secondly, this study also highlights the differences between the work of music therapists and music educators. The main differences include the distinctive aims, particularly in this study where the music therapist’s aim was the development of social skills and the teacher’s aim was music education - with social influences as an added benefit to the educational process. Based on their aims, music therapists and music teachers use alternate methods and ways of managing and drawing children in. The findings show how music therapy can influence the development of social skills in children with ADHD - as the music therapist uses specific clinical skills to help children engage freely and spontaneously with others, while also offering them new experiences of themselves and one another. Therefore, the findings also show helpful complementary relationships between music therapists and teachers, as music therapists can help teachers use tools and techniques from music therapy in their classes and teachers can also suggest certain music for therapists to utilise in therapy sessions. This study strongly advocates for both music education and music therapy, as the findings indicate that both fields are beneficial for this client group. / Mini Dissertation (MMus)--University of Pretoria, 2016. / Music / MMus / Unrestricted

Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges. / Mini Dissertation (MSW)--University of Pretoria, 2017. / Social Work and Criminology / MSW / Unrestricted

ADHD syns inte utanpå men känns desto mer inuti, och idag är det allt fler vuxna som diagnostiseras. Samtidigt har det främst bedrivits forskning om ADHD inom den medicinska forskningen, och det saknas samhällsvetenskaplig forskning om diagnosen. Mycket av den forskning som finns idag kring ADHD belyser olika behandlingsformer och vad som händer rent kroppsligt, men det saknas forskning som belyser upplevelsen att få en ADHD-diagnos. Syftet med vår studie är därför att få en djupare förståelse för hur det är att diagnostiseras med ADHD i vuxen ålder, hur det är att leva med diagnosen samt vilket stöd individen upplever sig ha fått i samband med diagnostisering. För att besvara syfte och frågeställningar på ett optimalt sätt valde vi att använda oss av en kvalitativ metod, med fenomenologisk induktiv ansats. Som datainsamlingsmetod valde vi att intervjua fyra individer som samtliga har fått en ADHD-diagnos i vuxen ålder. Vi använde oss av semistrukturerade intervjuer och utgick från en utformad intervjuguide. Kvalitativ konventionell innehållsanalys valdes som metod för att analysera det insamlade materialet på ett förutsättningslöst sätt.  Resultatet visade att samtliga respondenter upplevde både positiva och negativa känslor i samband med att de fick sin diagnos. Resultatet visade även att samtliga respondenter blev erbjudna diverse hjälp- och stödinsatser i samband med diagnostisering, men att de även har fått erfara brister i vården som exempelvis väntetid och dåligt bemötande. Vidare visade resultatet att respondenterna upplever att ADHD-diagnosen hindrar deras funktionsförmågor på olika sätt, men att vardagen har förbättrats med hjälp av medicin och diverse strategier som de använder sig av. Slutligen visade även resultatet att samtliga respondenter upplever att det finns en stor okunskap kring ADHD i samhället samt att allmänheten har en synnerligen stereotyp och ensidig bild av hur en individ med ADHD är. Här ser vi ett behov av framtida forskning och föreslår studier kring arbetssätt och bemötande gentemot individer som har en ADHD-diagnos, vilket är av yttersta relevans för socialt arbete.