The past decade has witnessed students with disabilities attending university in everincreasing numbers. In particular, many countries, including Australia, now report that students with so-called 'invisible disabilities' comprise the vast majority of those seeking support from Student Disability Services at university. Despite this increase, relatively few researchers have investigated the processes involved in the university education of students with disabilities, particularly during their crucial first year, when the highest rate of student attrition occurs across the board. The substantial body of research which has investigated the 'first year experience' for university students in Australia and the United States of America has ignored the issues unique to students with disabilities during this critical period. At the same time, some researchers, predominantly in the United States of America and the United Kingdom, have studied the tertiary education of students with disabilities. However, the subject has received less attention in Australia. Also, certain categories of university students with disabilities have been overlooked. In particular, university students diagnosed with Attention Deficit/Hyperactivity Disorder (AD/HD) appear to be one of the groups that have attracted little attention worldwide, despite the vast body of research that exists on children and, increasingly, on adults with the diagnosis. These students constituted the focus of the study reported in this thesis. The aim of this study was to develop substantive theory about how university students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD) deal with their first year. The study is conceptualised within the social theory of symbolic interactionism. A central research question and a series of related guiding questions were used as the starting point for data collection. Data collection was conducted largely through in-depth, individual, face-to-face semistructured interviews, and participant observation consistent with the interpretivist qualitative research tradition. In addition, informal interviews, telephone interviews and documents provided supplementary data for the study. Data analysis, which occurred concurrently with data collection, employed the open coding method consistent with the grounded theory model and the development and testing of propositions. The central proposition of the substantive theory generated from this study is that students diagnosed with AD/HD experience a sense of developing empowerment as they progress through three stages in their first year at university. The first stage in the theory of developing empowerment is entitled the development of empowerment through realising a dream. The second stage is entitled the development of empowerment through becoming proactive. The final stage is entitled the development of empowerment through the feeling of belonging. The theory of developing empowerment provides a new perspective on how university students with a diagnosis of AD/HD deal with their first year of study. A number of implications for further theory development, policy and practice are drawn from it. There are also several recommendations for further research.

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)

Text in Afrikaans / In this study quantitative research is employed to determine if cognitive control therapy can successfully be utilized in a group situation to alleviate cognitive deficiency in learners with Attention-Deficit/Hyperactivity Disorder (ADHD). Learners with ADHD often do not gain from traditional play- and psychotherapy due to the fact that they do not possess the required cognitive structure necessary to support successful learning. Many of these learners do not receive sufficient assistance and support due to a shortage of government supported educational psychological aid. An empirical investigation of limited scope was performed to establish whether cognitive deficiencies can be alleviated by means of applying cognitive control therapy in a group situation. A one-group pretest-posttest design was utilized where the same group of subjects was studies before and after the experimental treatment. The results indicate that the cognitive control therapy program resulted in a considerable change. / Educational Studies / M. Ed. (Voorligting)

This graduation thesis deals with problems of motivation in children with ADHD (Attention Deficit Hyperactivity Disorder). The theoretical part contains the definition of ADHD, definition, typical symptoms, factors contributing to the emergence of sowing disorder (malfunction) and problems of children with ADHD. The next section describes the motivation, resources and ways to motivate students. The practical part is devoted to research, the technique used was a questionnaire and interview. The research group consisted twenty-five ADHD children from the second degree of primary schools. The research question was set up: Do motivation in children with ADHD from children without the disorder differ any way? The aim was to determine the level of motivation of students with ADHD on school work. This mentioned graduation work will be used to familiarize the public with ADHD problems, this work could serve as an outline of the targeted educational development of motivation of students with ADHD.

Syftet med denna kvalitativa studie var att undersöka upplevelser av gruppbaserat föräldrastöd hos mammor med Adhd som deltagit i en universell föräldragrupp på barnhälsovårdscentral (BVC) samt i en anpassad självhjälpsgrupp (Mammagruppen). Mammagruppen bestod av fem mammor med diagnosen Adhd, en hade även Asperger syndrom. Med ett bortfall deltog fyra av dem i studien. Tre av informanterna deltog även i föräldragrupp på BVC. Deras barn var 0-2 år gamla utan uttalade problem. Datainsamling skedde genom semistrukturerade intervjuer och en induktiv tematisk analys resulterade i två huvudteman; Samhörighet och Stöd. Resultatet visar att informanternas upplevelser av Mammagruppen blev övervägande positiva och upplevelser av föräldragruppen på BVC blev övervägande negativa. Några grundläggande faktorer som bidrog till detta var huruvida de har upplevt samhörighet i grupperna samt om de har fått utrymme till att samtala om sina egna behov och känslor. Detta bidrar med unik kunskap och belyser det upplevda behovet av ett anpassat stöd. Det behövs vidare forskning innan vi kan säga att det finns skillnader. / The aim of this qualitative study was to examine experiences of group based parental support among mothers with Adhd - who had participated in an universal parent group at the swedish child healthcare centre (CHC), and in a tailored selfhelpgroup (the Momgroup). The participants in the Momgroup was five mothers with Adhd, one also had Asperger syndrome. With a loss of one, four of them participated in this study. Three of the informants had also participated, in a parent group at CHC. Their children were 0-2 years old, without any explicit problems. The data were collected through semi-structured interviews and an inductive thematic analysis resulted in two main themes: Togetherness and Support. The result shows that the informants’ experiences of the Momgroup were mainly positive and the experiences of the parent goup at CHC were mainly negative. A few basic factors that contributed to this, were whether they have experienced togetherness in the groups, and if they were given the opportunity to talk about their own needs and feelings. This contributes with unique knowledge and illustrates the perceived need for tailored support. Further research is needed before we can say that there are any differences.

Attention deficit hyperactivity disorder (ADHD) är den mest förekommande beteendestörningen hos barn. Forskning visar att minst 5% av barn och ungdomar är drabbade världen över, men det finns troligtvis ett stort mörkertal hos såväl vuxna som barn. ADHD har blivit ifrågasatt för sin autenticitet och har varit föremål för diskussion de senaste årtiondena. De drabbade möts ofta av förutfattade meningar vilket skapar stigmatisering. Denna litteraturstudies syfte var att belysa individers egna upplevelser av att leva med ADHD. Resultatet visade att individer upplevde ett utanförskap i samhället oavsett ålder, genus och ursprung. Upplevelserna behandlade känslor av att vara i otakt med sin omgivning, att inte passa in i samhällets normer samt att bli stämplad som stökig och lat. Även upplevelser av att vara speciell med unika gåvor framkom i resultatet. Slutsatsen är att individer med ADHD lever i en verklighet med en alldeles särskild livsvärld. Att vilja förstå och kunna sätta sig in i denna livsvärld är av betydelse för alla i den drabbades närhet. Då vården i framtiden kommer att möta fler patienter med ADHD behövs mer kunskap inom området för att kunna främja hälsa hos dessa individer. / Attention deficit hyperactivity disorder (ADHD) is the most common behavioral disorder among children. Research has proved that at least 5% of children and adolescents are affected in a worldwide perspective. A large number of people are probably unrecorded with the diagnosis. The authenticity of ADHD as a real diagnosis has been questioned during the last decades, and ADHD and its symptoms is still a matter for discussions. People living with ADHD are facing preconceptions which can cause stigmatization. The purpose of this literature study was to illustrate lived experiences of ADHD. The result of the study showed feelings of alienation in the community regardless of age, gender and origin. Their experiences were about feelings of being out of time with their surroundings, to not fit in the norms of society as well as being labelled as disorderly and lazy. Despite this, feelings of being special and gifted were also reported. The conclusion is that people living with ADHD holds a unique lifeworld, which is important to understand. The future holds a surge in demand for caring of patients with ADHD. To support health and wellbeing this require more knowledge within the area of behavioral impairments.

Bakgrund: ADHD har tidigare varit sedd som en barndomsdiagnos som avtar med stigande ålder. Forskning visar dock att symtomen kvarstår för många även som vuxna men att symtombilden kan förändras. Flickor och kvinnor är idag underrepresenterade avseende diagnostisering av ADHD vilket kan innebära ett stort lidande och en oförståelse för sig själv och omgivningen. Syfte: Syftet med studien var att beskriva kvinnors erfarenheter av att leva med ADHD. Metod: En litteraturstudie användes som metod. Systematiska sökningar gjordes i databaserna CINAHL, PsycInfo och Academic Search Premier där 9 artiklar med både kvantitativ och kvalitativ ansats valdes ut. Ytterliga 2 artiklar valdes ut utifrån en osystematisk sökning. Dessa analyserades utifrån en trestegsmodell. Resultat: Under analysen framkom två huvudsakliga teman, ”bilden av mig själv” och ”påverkan på det dagliga livet”. De underteman som kopplades till dessa var ”Att känna sig annorlunda”, ”Förståelse och självacceptans”, ”Utmaningar i att hantera omgivningens krav” samt ”Påverkan på relationer”. Konklusion: Denna studie visar att det finns könsskillnader i hur ADHD kan ta sig uttryck. Många kvinnor med ADHD har känt sig annorlunda och upplevt ett stort utanförskap genom livet. Resultaten i denna studie kan vara användbara för de verksamheter som möter flickor och kvinnor i behov av stöd. Att medvetandegöra hur symtomen kan skilja sig åt gör att fler flickor kan få rätt stödinsatser tidigare i livet. / Background: ADHD has previously been seen as a childhood diagnosis that decreases with increasing age. However, research shows that for many the symptoms remain even as adults, but that the symptom features can change. Girls and women today are underrepresented in the diagnosis of ADHD, which can mean great suffering and a misunderstanding of themselves and the environment. Aim: The aim of the study was to describe women's experiences of living with ADHD. Method: A literature study was used as a method. Systematic searches were performed in the databases CINAHL, PsycInfo and Academic Search Premier, where 9 articles with both quantitative and qualitative approach were selected. Another 2 articles were selected based on an unsystematic search. These were analyzed based on a three-step model. Results: During the analysis, two main themes emerged, "the image of myself" and "impact on daily life". The sub-themes linked to these were "Feeling different", "Understanding and self-acceptance", "Challenges in dealing with the demands of the environment" and "Impact on relationships". Conclusion: This study shows that there are gender differences in how ADHD can manifest itself. These results can be useful for those functions that meet girls and women in need of support. Raising awareness of how the symptoms can differ means that more girls can receive the right support measures earlier in life.

Bakgrund: Attention deficit hyperactivity disorder (ADHD) symtom kan kvarstå genom hela livet och har en påverkan på hälsa, arbetsmöjlighet, utbildning och ekonomiska hälsa. Vuxnas upplevelser med ADHD är en kunskapslucka och studier presenteras ofta utan personens egna berättelser av sin upplevelse. Syfte: Syftet var att kartlägga relevant litteratur som beskriver upplevelser i produktiva aktiviteter hos vuxna personer med ADHD. Metod: En scoping review användes för att söka i databaser efter studier innehållande kvalitativa metoder. Resultaten från 10 artiklar beskrevs med riktad innehållsanalys ur arbetsterapeutiska teorin Model of Human occupations (MoHo) centrala begrepp. Resultat: MoHo var användbart till att beskriva upplevelser inom arbete och utbildning. Personerna med ADHD beskrev hur aktiviteter inom arbete och utbildning påverkades genom viljekraft ur vanor och rutiner samt hur miljön påverkades av personens viljekraft och självupplevda utförandekapacitet. Slutsats: Om intresse för en uppgift fanns eller glädje att utförandet av aktiviteten, så underlättade det möjligheten att vara produktiv. Social miljö har en stor påverkan på hur personer med ADHD uppfattar sig själva och hur uppgifter och aktiviteter blir gjorda inom arbete och utbildning. Strategier kunde förbättra utförande men även vara krävande och skapa utanförskapskänsla för personen. / Background: Attention deficit hyperactivity disorder (ADHD) symptoms can persist throughout life and have an impact on health, job opportunities, education, and financial health. Adults’ experiences with ADHD are a knowledge gap and studies are often presented without a person’s story of experience. Aim: The aim was to map relevant literature that describes experiences in productive activities in adults with ADHD. Method: A scoping review was used, and search was done in four research databases. Results from ten articles were described with a directed content analysis, and Model of Human occupation (MoHo) theory. Results: The adults with ADHD described how activities in work and education were affected by volition from habits and routines, how the environment has an impact on the person’s volition and performance capacity. Conclusion: If there was interest in a task or that joy comes from performing the activity, then it facilitates the opportunity to be productive for that person. The social environment has an impact on how people with ADHD perceive themselves and how tasks and activities are done. Strategies could improve execution but also be demanding and create a sense of exclusion for the person.

Bakgrund: Attention Deficit Hyperactivity Disorder (ADHD) tillhör gruppen neuropsykiatriska funktionsnedsättningar. Kärnsymtomen hos vuxna med ADHD innebär svårigheter med uppmärksamhet med eller utan samtidig impulsivitet och överaktivitet. Uttrycken och konsekvenserna av ADHD präglas av, vilka krav och förväntningar man har på sig och hur den aktuella livssituationen ser ut. ADHD är en funktionsnedsättning som kan ge många bekymmer och utmaningar i vardagslivet på olika sätt och orsaka såväl fysiska, psykiska och sociala problem. Sjuksköterskan ska i mötet med denna patientgrupp utföra en individanpassad vård med ett holistiskt synsätt för att tillmötesgå dessa patienters behov. Syfte:Syftet med denna litteraturstudie var att belysa hur personer med ADHD upplever den neuropsykiatriska funktionsnedsättningens inverkan i vuxen ålder. Metod: Enlitteraturstudie med kvalitativ ansats. Artiklarna är inhämtade via databaserna Cinahl och Psycinfo. Artiklarna är granskade enligt SBU:s granskningsmall förstudier med kvalitativ metodik och dataanalysen är genomförd enligt Popenoes rekommendationer. Resultat: Resultatet bygger på analys av 12 kvalitativa artiklar. Det resulterade i tre huvudkategorier Känna sig annorlunda, Stöd och support, Livskvalitet och sex underkategorier. Slutsats: Resultatet visade att leva med ADHD i vuxen ålder kan vara både positivt och negativ. Dessa personer har ofta en ökad samsjuklighet med upplevelser av utanförskap och kämpar med dålig självkänsla. Vården och allmänhetens kunskap om dessa personers upplevelser bör ökas för att kunna tillhandahålla en personcentrerad vård och därmed undvika onödigt lidande. / Background: Attention deficit hyperactivity disorder (ADHD) belongs to the group of neuropsychiatric disorders. The core symptoms of adults with ADHD involve difficulties with attention with or without concomitant impulsivity and overactivity. The expressions and consequences of ADHD are characterized by what demands and expectations you have on yourself and what the current life situation looks like. ADHD can cause many worries and challenges in everyday life in different ways and cause physical, mental and social problems. In the meeting with this patient group, the nurse should perform individualized care with a holistic approach to meet the needs of these patients. Aim: The purpose of this literature study was to highlight how people with ADHD experience the impact of the neuropsychiatric impairment in adulthood. Method: A literature review with a qualitative approach. The articles are retrieved via the databases Cinahl and Psycinfo. The articles have been reviewed according to SBU: s review template for studies with qualitative methodology and the data analysis has been carried out according to Popenoe's recommendations. Result: The result is based on analysis of 12 qualitative articles. The analysis resulted in three main categories Feeling different, Comfort and support, Quality of life and six subcategories. Conclusion:The results showed that living with ADHD in adulthood can be both positive and negative. These people often have an increased comorbidity with experiences of exclusion and struggle with low self-esteem. Care and public knowledge of these people's experiences should be increased in order to provide person-centered care and thus avoid unnecessary suffering.

Inledning och Bakgrund: Flertalet elever med Autism spectrum disorder (ASD) uppnår inte kunskapsmålen i skolan. Eleverna kan ha svårigheter att förbereda och färdigställa uppgifter. Svårigheterna för eleverna med Attention deficit hyperactivity disorder (ADHD) gäller vanligtvis instruktioner och förståelse för uppgifter. Syfte: Syftet med studien var att identifiera vilka arbetsterapeutiska interventioner som används i skolan för elever med diagnoserna ASD och/eller ADHD. Metod: Studien genomfördes i form av en scoping review. Resultat: Totalt inkluderades 13 artiklar. Resultatet visade på fyra teman av interventioner: Aktiviteter för förbättring av kognitiva strategier, Kognitiva hjälpmedel för ökad delaktighet, Stabilitets-/terapibollar och tyngdvästar för större fokus på skoluppgifter samt Strategier för att förbättra utförande av aktiviteter i skolan. Slutsats: Det finns en variation av arbetsterapeutiska interventioner i skolan för elever med ASD och/eller ADHD. Interventionerna ledde till ökad delaktighet, förbättrade kognitiva strategier, större fokus på skoluppgifter, medvetenhet av känslor, ökad självständighet, samt förbättring av koncentrationen för eleverna i skolan. / Introduction and Background: Most students with Autism Spectrum Disorder (ASD) do not achieve the knowledge goals in school. Students might have difficulties preparing and completing assignments. The difficulties for students with attention deficit hyperactivity disorder (ADHD) usually relate to instructions and understanding tasks. Aim: The aim of the study was to identify which occupational therapy interventions are used in school for students aged 9–13 years with diagnoses ASD and/or ADHD. Method: The study was conducted in form of a scoping review. Results: In total, 13 articles were included. The results showed four themes of interventions: Activities for improving cognitive strategies, Cognitive aids for increased participation, Stability/therapy balls and weighted vests for greater focus on school tasks and Strategies for improving the performance of activities at school. Conclusion: There is a variety of occupational therapy interventions in school for students with ASD and/or ADHD. The interventions led to increased participation, improved cognitive strategies, greater focus on school tasks, awareness of emotions, increased independence, and improved concentration for students in school.