Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 79-100). Available also in a digital version from Dissertation Abstracts.

published_or_final_version / Public Health / Master / Master of Public Health

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Current findings indicate that the symptom clusters of inattention and hyperactivity-impulsivity, the primary behavioral characteristics of AttentionDeficit/Hyperactivity Disorder (ADHD), serve as risk factors for reduced academic performance in postsecondary educational settings. The proposed investigation is designed to clarify the extent and mechanisms through which these associated symptoms clusters predict reduced academic performance in an undergraduate sample. This investigation tests four hypotheses: (a) ADHD symptoms predict inversely undergraduates' academic performance; (b) deficiencies in academic coping partially mediate the relationship between undergraduates' ADHD symptoms and academic performance; (c) deficiencies in undergraduates' executive functioning partially mediate the association between students' ADHD symptoms and their academic coping; and (d) the predictive association between students' ADHD symptoms and academic performance is more fully explained by their level of academic coping and executive functioning. To achieve these goals, 111 undergraduates from The University of Texas with variable levels of ADHD symptoms were recruited for participation in this study. Participants' academic performance (i.e., concurrent and cumulative semester grade point average, number of problem credit hours, and number of completed credit hours) will be compared to their level of self-reported ADHD symptoms (i.e., current and childhood ADHD symptoms). The hypothesized mediating effect of academic coping on this relationship was evaluated using two questionnaires of academic coping that separately assess students' general academic coping strategies and more specific academic coping behaviors. Further, the anticipated mediating effect of executive functioning on the relation between ADHD symptoms and academic coping was investigated using two neuropsychological tests of attentional control and planful problem solving. Results did not support the proposed model although several study hypotheses received partial support. A data-derived alternative explanatory model is presented and clinical implications are discussed.

This study aimed to explore the influence of adult attachment on relationship quality in parents of children with ADHD. A mixed methods design was used to address the research objectives. Study One (quantitative) explored the different pressures that having a child with ADHD places on parents with different attachment styles, and how the parents differ in their way of responding to such pressures based on their attachment styles. Two hundred and fifty four participants were employed: 101 parents of children with ADHD, and 153 parents of children without ADHD. Four established questionnaires were used: Connors Parental rating Scale (CPRS), Communication Pattern Questionnaire (CPQ), Experience in Close Relationship (ECR), and Dyadic Adjustment Scale (DAS). The results showed that parents of children with ADHD reported greater marital conflict and worse dyadic adjustment than parents of children without ADHD. Moreover, behavioural problems in children with ADHD correlated negatively with interpersonal relationship in the parental couple. Finally, attachment style moderated the impact of ADHD symptoms on interpersonal problems in the couple. On the other hand, Study Two (qualitative) explored parents’ experiences of how the disorganised behaviour of children with ADHD or the normal naughtiness of children without ADHD had an impact on the relationship. The differences between parents with children with and without ADHD with regard to their attachment styles were also studied. Forty eight participants extracted from the Study One were participated in this Study Two. The results through the thematic analyses indicated that parents of children with ADHD experienced the stress related to their children’s condition which was negatively affected their couple relationship. Not only that, the parents with different attachment styles experienced differently in both group. In considering both studies, the qualitative themes may explain how attachment insecurity moderates the impact of having a child with ADHD on relationship variables. The theme may be particularly important, as it may have a negative influence on the interpersonal communication of the parents with insecurity attachment. It is proposed that this research can make a contribution towards relevant intervention programs to facilitate support for parents of children with ADHD.

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published_or_final_version / Medicine / Master / Doctor of Medicine

Aim: To explore parents’ experiences when caring for a child with Attention Deficit/Hyperactivity Disorder (ADHD). The coping mechanisms employed by the parents in such a situation were also investigated. Objectives: To gain an understanding of the parents’ experiences when their child has ADHD. The factors affecting these experiences include dealing with their child’s behaviours, receiving an ADHD diagnosis, deciding on treatment and coping resources. Research Design: Through a qualitative, phenomenological approach, this study is characterized by an interpretative style with the aim of facilitating an in-depth exploration of the participants’ experiences. Subjects: A non-probability, purposive sample was used. The sample consisted of 12 parents. The only requirements for the sample were: 1. The participant must be the primary caretaker of a child who has been diagnosed with ADHD and is being treated for ADHD. 2. The participant’s child must be 18 years old or younger. Data Collection: Semi-structured, in-depth interviews were used as an instrument for collecting the required data and were devised in order to appropriately address the objectives of this study. Data Analysis: The transcripts were analyzed thematically using Interpretative Phenomenological Analysis (IPA) in order to identify relevant and common parental experiences. Lazarus and Folkman’s Transactional Theory of Stress (TTS) and Coping was utilized as a conceptual framework to help make sense of the emergent themes. Results: Participants in the present study displayed increased levels of stress and frustration when caring for a child with ADHD. The child’s difficult behaviours frequently induced a sense of incompetence in the parents and a desire to use physical punishment on the child. The participants employed various methods of coping in order to adapt to their child’s disorder. Such efforts included modifying daily routines and utilizing social support. Most of these coping efforts helped to diminish stress and anxiety and improved parent-child relationships. / Thesis (M.A.)-University of KwaZulu-Natal, Durban,2009.