Improvements in diagnostic measures over the years have resulted in more accurate diagnosis of ADHD. Whilst many studies have focused on ADHD as a disorder, few studies have looked at the experience of raising a child with ADHD. The aim of this study was to explore the experience of Black parents raising children with ADHD. The sample consisted of five Black parents who live the experience of raising children, between the ages of six and twelve years, with ADHD. An interview schedule with semi-structured open-ended questions was used. The study followed a qualitative research design with descriptive phenomenology as the worldview. The themes that emerged from the data were around the experience of their child, the experience of ADHD and the experience of self. Black parents experienced their children’s behaviour as hyperactive and uncontrollable. They also believed their children were socially withdrawn and isolated. Problems with inattention, not listening and being unable to concentrate were highlighted as experienced at school and at home. Black parents also stated that their children were clever and popular at school and at home, but had problems with speech. However, most were hopeful for their children’s future. Black parents raising children with ADHD had a reasonable understanding of ADHD as a disorder, even though the results of the study suggest that ADHD is still misunderstood in the Black population. Black parents experienced others as insensitive and blaming. The support from professionals was experienced as not satisfactory and there were concerns about the medication. Black parents experienced their style of parenting as harsh but accommodating. They experienced guilt and shame, blaming themselves for their children’s condition. They also felt trapped, frustrated, alone, lonely, helpless, in despair and even depressed at times. However they viewed themselves as generally coping well. Core values such as respect for others, discipline and boundaries have remained in how they parent. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

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M.Ed. / The influence of the HIV/AIDS pandemic as well as the significant impact it has left on children and adolescent who are left without parental guidance and support has huge implications for communities. As the epidemic spreads, adolescent-headed families are becoming more and more frequent in society, posing great challenges to extended families that have to care for additional children, causing a collapse on parental functions. This leads to the emergence of a new family structure where great strain is placed on children who are often left to fend for themselves. The absence of parental care and support often not only affect their social emotional development, but also their scholastic performance. This inquiry attempted to understand how these adolescents cope with difficulties related to living without caregivers, and as to how some can overcome the odds and still successfully progress with expectations placed by the school context. The inquiry utilized a phenomenological research design that is exploratory in nature. The data collection methods included semi-structured interviews with four participants, two boys and two girls. Each of the four participants also wrote narratives of their life stories. Two focus group interviews were also conducted, one with the four participant's educators and the other with another group of adolescents from adolescent-headed families. Data obtained was analysed using content analysis to determine the common themes and subthemes that emerged.

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