Thesis (M.A. (Clinical Psychology)) -- University of Limpopo, 2012 / Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental behavioural disorder among school-age children, which in most cases continues into adolescence and adulthood and is mainly characterized by inattentiveness, hyperactivity and impulsiveness. The aim of the study was to establish the relationship between ADHD symptoms (hyperactivity/impulsiveness and inattention) and child abuse (emotional abuse, neglect, physical abuse and sexual abuse). Method: A total of 191 participants (without a clinical diagnosis of ADHD) participated in the study. The participants were assessed on a battery consisting of the BSSA (Barkley‘s Symptoms Scale for Adolescents) and CMIS (Child Maltreatment Interview Schedule). The ADHD scores on BSSA have been correlated with scores on the CMIS. The results were analysed using the Pearson‘s product-moment correlation to show a relationship between ADHD symptoms and a history of child abuse. Results: A positive, but weak relationship between ADHD symptoms and all the measured forms of child abuse was indicated, with inattention symptoms showing a slightly higher relationship than the hyperactivity/impulsiveness symptoms. Conclusion: There is a significant although weak relationship, between ADHD symptoms and all forms of child abuse in non-impaired adolescents.

The purpose of this essay is to study seven different school counsellors’ way of working and collaborating with students with an ADHD diagnosis. The informants we met come from different high schools in southern Sweden. The study is based on a qualitative approach and the primary knowledge was established through semi-structured interviews. The secondary knowledge is accounted for the form of previous research and theories. The collected material has been analysed based on important concepts about interaction theory, as well as the concept of discretion based on Lipsky's theory of street-level bureaucracy. Our results show that there is not a consistent way to work with students who have ADHD. Furthermore, the results show that collaboration is desirable but difficult to achieve with these students. The counsellors’ working methods and use of discretion were taken into consideration in the analysis. Also shown are positive and negative aspects of collaboration, both in the school and also outside organizations.