The purpose of this exploratory and descriptive study was to determine the association (if any) between the self-concept awareness and emotion- focused coping of children with ADHD. Theories informing this study were Barkley’s conceptualisation of ADHD, Bandura’s social cognitive theory as a means of understanding self-concept awareness and Gonzales and Seller’s theory of emotion- focused coping. The study was conducted by means of an intervention research design. I purposively selected two children with ADHD and their respective parents, educators and therapists to participate in the study. Ebersöhn’s intrapersonal regulation intervention was implemented with the child participants at different intervals. Both child participant’s self-concept awareness and emotion- focused coping strategies were assessed pre- and post intervention, through the use of formal interviews and observations. The data was analysed and interpreted through thematic analysis. The following themes emerged; self-concept awareness, adaptive emotion-focused- coping strategies and maladaptive emotion- focused coping strategies. Findings of the study confirmed that prior to the intervention, the two child participants were predisposed towards emotion- focused coping, especially maladaptive emotion- focused coping strategies. Post- intervention findings suggested that increased self-concept awareness resulted in the use of two adaptive emotion- focused coping strategies (namely relaxation methods and re-appraisal) with maladaptive emotion- focused coping (namely direct- active physical aggression and direct-passive aggression) remaining. Thus, an association exists between self-concept awareness and emotion- focused coping in children with ADHD. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted