Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Steven Landau (chair), Jeffrey Kahn, Becky Ladd, Vicky Morgan, David Barone. Includes bibliographical references (leaves 87-93) and abstract. Also available in print.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought. The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed. / AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning. Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.

The aim of this study was to explore the influence of yoga on learners with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the practice of yoga. Particular aspects such as concentration, anxiety, self-esteem and aggression were highlighted. Semi-structured interviews with parents, teachers, learners and one yoga instructor were used to conduct the empirical study. Valuable data was also collected from the learners using projection tests and self-esteem questionnaires. Assessments were conducted at two points: during the situation analysis and at the outcome of the yoga intervention. Based on the data collected and analysed, findings were made and conclusions were drawn regarding the influence of yoga on learners with ADHD focusing on the aspects of concentration, anxiety, self-esteem and aggression. Recommendations for future research were then proposed. / Psychology of Education / M. Ed. (Guidance and Counselling)

Research has shown that Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest neurodevelopmental disorders which has a negative impact on a child. However, to date limited research has been conducted on learners, and specifically those learners with ADHD, within a National Education stream. Furthermore, running concurrently with this are new developments in education in South Africa. An inclusive educational policy favours the incorporation of all children into a mainstream scholastic setting, regardless of their diverse needs. In addition to educational changes for children with ADHD, many parents are presently unable to afford the medication commonly used to treat the disorder, resulting in both parents and teachers having to manage these children with limited professional support. It is widely accepted that early assessment and intervention are necessary in order to maximise a child’s potential. For this reason, the primary aim of this study was to explore and describe the developmental profile of children with ADHD on the Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Further aims were to compare the performance of the clinical sample to a normal South African sample. In order to achieve these aims, a quantitative, exploratory-descriptive research design was employed. The sample (N = 38) of ADHD were selected by means of a non-probability, purposive sampling procedure, from various pre-school and primary schools in the Nelson Mandela Metropole. The normal sample (N = 38) was drawn from an existing database created during the revision of the Scales. Information was collated using the Conners 39 Item Teacher Rating Scale, biographical data, as well as the results of an assessment from the GMDS-ER. In this study the general performance of the ADHD sample on the GMDS-ER was found to be above average. Furthermore the performance of these children on the six Subscales of the GMDS-ER ranged from average to superior, with the poorest performance being on the Eye and Hand Co-ordination Subscale, and the best performance being on the Performance Subscale. Significant differences between the ADHD and normal sample were found on the General Quotient (GQ) as well as three of the six Subscales, namely, the Hearing and Speech, Eye and Hand Co-ordination and Performance Subscales. Generally, the results of the study suggest that a specific developmental profile for children with ADHD exists. Additionally, the study highlighted the success with which the GMDS-ER can be utilised on a specific clinical population.

Voice over IP (VoIP) is a key enabling technology for the migration of circuit-switched PSTN architectures to packet-based IP networks. However, this migration is successful only if the present problems in IP networks are addressed before deploying VoIP infrastructure on a large scale. One of the important issues that the present VoIP networks face is the problem of unwanted calls commonly referred to as SPIT (spam over Internet telephony). Mostly, these SPIT calls are from unknown callers who broadcast unwanted calls. There may be unwanted calls from legitimate and known people too. In this case, the unwantedness depends on social proximity of the communicating parties. For detecting these unwanted calls, I propose a framework that analyzes incoming calls for unwanted behavior. The framework includes a VoIP spam detector (VSD) that analyzes incoming VoIP calls for spam behavior using trust and reputation techniques. The framework also includes a nuisance detector (ND) that proactively infers the nuisance (or reluctance of the end user) to receive incoming calls. This inference is based on past mutual behavior between the calling and the called party (i.e., caller and callee), the callee's presence (mood or state of mind) and tolerance in receiving voice calls from the caller, and the social closeness between the caller and the callee. The VSD and ND learn the behavior of callers over time and estimate the possibility of the call to be unwanted based on predetermined thresholds configured by the callee (or the filter administrators). These threshold values have to be automatically updated for integrating dynamic behavioral changes of the communicating parties. For updating these threshold values, I propose an automatic calibration mechanism using receiver operating characteristics curves (ROC). The VSD and ND use this mechanism for dynamically updating thresholds for optimizing their accuracy of detection. In addition to unwanted calls to the callees in a VoIP network, there can be unwanted traffic coming into a VoIP network that attempts to compromise VoIP network devices. Intelligent hackers can create malicious VoIP traffic for disrupting network activities. Hence, there is a need to frequently monitor the risk levels of critical network infrastructure. Towards realizing this objective, I describe a network level risk management mechanism that prioritizes resources in a VoIP network. The prioritization scheme involves an adaptive re-computation model of risk levels using attack graphs and Bayesian inference techniques. All the above techniques collectively account for a domain-level VoIP security solution.

No description available.

An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children's Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders.

No description available.

Bakgrund: ADHD är en neuropsykiatrisk störning där symtomen kännetecknas av ouppmärksamhet, impulsivitet och hyperaktivitet. ADHD är en av de vanligaste diagnoserna bland barn och många barn som diagnostiseras har problem med utbildning och fungera socialt. Barnets symtom påverkar familjelivet och familjer med ett barn med ADHD visade sig ha mer utmaningar än andra familjer Syfte: Syftet med denna litteraturstudie var att beskriva föräldrars erfarenheter av att leva med ett barn som har diagnosen ADHD Metod: En beskrivande litteraturstudie. Totalt 10 kvalitativa vetenskapliga artiklar inkluderades. Artiklarna söktes i databaserna Cinahl och Medline via PubMed. Huvudresultat: I resultatet framkom att föräldrar som levde med ett barn med ADHD upplevde utmaningar som väckte många olika känslor i dem. Föräldrar fick inte alltid ihop livspusslet samtidigt som de skulle hantera barnets symtom, vilket resulterade i höga nivåer av stress. Föräldrar upplevde stigmatiserande attityder och ett missnöje mot vården och samhället. Föräldrar var överens om att det fanns en oförståelse kring ADHD och uppfattade vägen till en diagnos som en svår, ensam och lång process. Slutsats: Att vara förälder till ett barn med ADHD visade sig vara tufft och utmanande. Resultatet visade att det behövs mer resurser, utbildning och forskning för att kunna ge familjer hjälpen de behöver. Okunskap kan leda till skador, både för familjerna i hemmet, inom vården och framförallt barnen som lider av denna funktionsnedsättning. Med rätt professionell hjälp kan familjerna få en fungerande vardag. För att sjuksköterskor ska kunna ge den bästa möjliga omvårdnad krävs rätt förutsättningar och verktyg som sedan kan föras vidare till familjerna. / Background: ADHD is a neuropsychiatric disorder in which the symptoms are characterized by inattention, impulsivity and hyperactivity. ADHD is one of the most common diagnoses among children and many children who diagnosed have problems with education and function socially. The child's symptoms affect family life and families with a child with ADHD were found to have more challenges than other families. Aim: The aim of this literature study was to describe parents' experiences of living with a child diagnosed with ADHD. Method: A descriptive literature study. A total of 10 qualitative scientific articles were included. The articles were searched in the Cinahl and Medline databases via PubMed. Main findings: The results showed that parents who lived with a child with ADHD experienced challenges that aroused many different emotions in them. Parents did not always get the puzzle of life together while dealing with the child's symptoms, which resulted in high levels of stress. Parents experienced stigmatizing attitudes and dissatisfaction with care and society. Parents agreed that there was a misunderstanding about ADHD and perceived the path to a diagnosis as a difficult, lonely and long process. Conclusion: Being the parent of a child with ADHD proved to be tough and challenging. The results showed that more resources, education and research are needed to be able to give families the help they need. Ignorance can lead to injuries, both for the families at home, in care and especially the children who suffer from this disability. With the right professional help, families can have a functioning everyday life. In order for nurses to be able to provide the best possible care, the right conditions and tools are required, which can then be passed on to the families.

Syftet med studien var att undersöka hur personer med ADHD upplever sin psykosociala arbetsmiljö. Förhoppningen var att få ökad kunskap och ökad förståelse för hur dessa upplevelser såg ut. Den tidigare forskningen visade att personer med ADHD i större utsträckning hade fler byten av jobb, mer ofta arbetade deltid, samt hade fler sjukskrivningsdagar. Den tidigare forskningen visade även att kontexten hade stor betydelse för hur de upplevde sina symptom. Rätt sammanhang innebar att personer med ADHD kunde omvandla sina brister till styrkor. Studien genomfördes med kvalitativ metod och semistrukturerade intervjuer. Studiens resultat bygger på intervjuer med nio personer, som bearbetades med hjälp av tematisk analys. Baserat på analysen framkom fem huvudkategorier, vilket var de faktorer som bäst beskrev de medverkandes upplevelse av den psykosociala arbetsmiljön. Dessa var: arbetsuppgifternas utformning, krav, arbetets betydelse, socialt klimat och egenbestämmande. Studiens resultat visade på både likheter och skillnader kopplat till den tidigare forskningen, vilket indikerade att det krävs individanpassade åtgärder för att kunna hjälpa och stötta personer med ADHD i arbetslivet. / The purpose of this study was to find out how people with ADHD experienced their psychosocial work environment. The hope was to gain increased knowledge and understanding of these experiences. Previous research showed that people with ADHD to a greater extent had more job changes, more often worked part-time and had more sick leave days. Previous research also showed that the context was of great importance for how they experienced their symptoms. The suitable contextmeant that people with ADHD could turn their shortcomings into strengths. The study was conducted using a qualitative method and semi-structured interviews. The results of the study are based on interviews with nine people, which were processed using thematic analysis. Based on the analysis, five main categories emerged, which were the factors that best described the participants’ experience of the psychosocial work environment. These were: the design of the tasks, requirements, importance of the work, social climate and self-determination. The results of the study showed both similarities and differences linked to the previous research, which indicated that individualized measures are required to be able to help and support people with ADHD in working life.