To date, the most common pharmacological treatments for dementia are cholinesterase inhibitors and N-methyl-D-aspartate receptor antagonists (antidementia medications), which are associated with a delay in the progression of the cognitive and functional symptoms. Studies of the effects of antidementia medications on neuropsychological symptoms (NPS) show varying results. Presence of NPS can also affect the amount of time caregivers spend with persons with dementia, which can affect informal costs of the condition. This project used extant data from the longitudinal, population-based Cache County Study on Memory and Aging (CCSMA) and the Dementia Progression Study (DPS), which included permanent residents aged ≥ 65 of Cache County, Utah. Linear mixed models were used to assess the association between antidementia medications with informal costs and NPS. The first study examined whether antidementia medications were associated with a decrease in informal costs. Use of antidementia medications was not significantly associated with informal costs (expβ = .79, p = .090). When restricting the sample to only the participants who were of mild dementia severity at baseline, antidementia medications were associated with a 28% decrease in informal costs (expβ = .72, p = .039). The second study evaluated whether antidementia medications were associated with a decrease in NPS. Results indicated that use of antidementia medications was associated with a 28% increase in NPS (expβ = 1.28, p < .001). However, this association was no longer significant with the inclusion of covariates, in particular, the use of psychotropic medications. Use of any psychotropic medication was significantly associated with a 30% increase in Neuropsychiatric Inventory (NPI) score. Overall, the use of antidementia medications may not significantly reduce informal costs or NPS. The use of antidementia medications may reflect patterns of use that are prompted by severity of dementia and NPS.

Purpose: The aim of the study was to investigate the experiences of occupational therapists’ in supporting students with neuropsychiatric disabilities in elementary school. Method: During the data collection the authors used semi-structured interviews over the phone or video calls with five occupational therapists’ who had experience of supporting students with neuropsychiatric disabilities in elementary school. Results: From the results, the occupational therapists’ experiences was described in categories: The students difficulties and challenges in school, focus on the student in school, contextual conditions, collaboration with teachers, assessment of students functions and school environment, measures for increased participation and activity balance. Conclusion: The study showed that the occupational therapists’ fulfill an important role in elementary school to support students with neuropsychiatric disabilities, as they pay attention to the challenges that can arise for the students and what specific needs the students have on the basis of their difficulties. It enables the student to get conditions to complete school assignments. / Syfte: Studiens syfte var att undersöka arbetsterapeuters erfarenheter av att stödja elever med neuropsykiatriska funktionsnedsättningar i grundskolan. Metod: Vid datainsamlingen genomfördes semistrukturerade intervjuer via telefonsamtal eller videosamtal med fem arbetsterapeuter som hade erfarenhet av att stödja elever med neuropsykiatriska funktionsnedsättningar i grundskolan.  Resultat: Av resultatet framkom arbetsterapeuternas erfarenheter i form av kategorierna: Elevernas svårigheter och utmaningar i skolan, fokus på eleven i skolan, kontextuella förutsättningar, samverkan med pedagoger, bedömning av elevers funktioner och skolans miljö, åtgärder för ökad delaktighet och aktivitetsbalans. Slutsats: Studien visade att arbetsterapeuterna uppfyller en viktig roll i grundskolan för att stödja elever med neuropsykiatriska funktionsnedsättningar, då de uppmärksammar de utmaningar som kan uppstå för eleverna och vilka specifika behov elever har utifrån deras svårigheter. Det möjliggör för eleven att få förutsättningar för en fungerande skolgång.

Made available in DSpace on 2014-06-11T19:22:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-11Bitstream added on 2014-06-13T18:08:42Z : No. of bitstreams: 1 oliani_mm_me_rcla.pdf: 664352 bytes, checksum: 5ebb3038bffde98e214660ca819dfd41 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo teve como objetivo analisar se o perfil de atividade física desenvolvido por pacientes com demência apresenta benefício na redução dos distúrbios neuropsiquiátricos e no desgaste mental dos cuidadores. Também foram analisadas as associações entre o perfil de atividade física desenvolvido pelos cuidadores na redução dos sintomas de ansiedade e de depressão. Foram estudados 118 sujeitos (59 pacientes com demência de Alzheimer, demência vascular e demência mista, e os 59 respectivos cuidadores). Os participantes foram recrutados no Ambulatório de Psiquiatria Geriátrica, Hospital das Clínicas, UNICAMP. Para coleta dos dados, foram utilizados os seguintes instrumentos: a) paciente - Inventário Neuropsiquiátrico - NPI (CUMMINGS et al., 1994) e o Mini-Questionário do Sono - MQS (ZOMER et al., 1985); b) cuidadores - Inventário Neuropsiquiátrico - NPI (CUMMINGS et al., 1994), o Mini- Questionário do Sono (ZOMER et al., 1985) e a Escala de Ansiedade e Depressão (ZIGMOND & SNAITH 1983). Ambos os grupos foram inquiridos quanto à prática de exercícios físicos mensurada pelo Questionário Baecke Modificado para Idosos - QBMI (VOORRIPS et al., 1991). A análise dos dados consistiu do teste U-Mann Whitney e da análise de regressão linear, do tipo stepwise. Admitiu-se nível de significância de 5% (p<0.05). Todos os participantes foram classificados em dois perfis de atividade física (segundo o QBMI): a) participantes com um perfil de menor atividade física; b) participantes com um perfil de maior atividade física. Os resultados indicaram que os pacientes com demência de Alzheimer, com perfil de maior atividade física apresentavam menos distúrbios neuropsiquiátricos e causavam menor desgaste mental no seu cuidador. Os pacientes com demência vascular, cujos cuidadores realizavam atividades aeróbias tinham um sono melhor. Os cuidadores de pacientes com demência mista e que tinham um perfil de maior atividade. / This cross-sectional study aimed analyzing if the physical activity profile, developed by patients with dementia, would benefit the reduction of neuropsychiatric disorders and the mental burden of the carers. The associations between the physical activity profile developed by the carers in the reduction of mental burden and symptoms of anxiety and depression were analyzed. There were studied 118 subjects were studied (59 patients with Alzheimer dementia, vascular dementia and mixed dementia, and their 59 carers). The participants were recruited in the Clinic of Geriatric Psychiatry, Hospital das Clínicas, UNICAMP. To collect data, the following tools were used: a) patient – Neuropsychiatric Inventory – NPI (CUMMINGS et al., 1994) and the Mini-Sleep Questionnaire – MSQ (ZOMER et al., 1985); b) carers – Neuropsychiatric Inventory – NPI (CUMMINGS et al., 1994), the Mini-Sleep Questionnaire – MSQ (ZOMER et al., 1985) and the Anxiety and Depression Scale (ZIGMOND & SNAITH 1983). Both groups were asked about the practice of physical activities measured by the Modified Baecke Questionnaire for Older Adults – MBQOA (VOORRIPS et al., 1991). To analyze data, the test U-Mann Whitney was used as well as the linear regression stepwise. The meaning level 5% (p<0.05) was accepted. All the participants were classified in two physical activity profiles (according to MBQOA): a) participants who presented a low physical activity profile; b) participants with a high physical activity profile. The results showed that the patients with Alzheimer dementia, with a high physical activity profile, presented less neuropsychiatric disorders and caused less mental burden on their carers. The patients with vascular dementia, whose carers practiced aerobic activities, had a better sleep. Also, the carers of patients with mixed dementia and who had a high physical activity profile suffered less mental burden with their patients.

Yes / Current policy emphasises the importance of 'living well' with dementia, but there has been no comprehensive synthesis of the factors related to quality of life (QoL), subjective well-being or life satisfaction in people with dementia. We examined the available evidence in a systematic review and meta-analysis. We searched electronic databases until 7 January 2016 for observational studies investigating factors associated with QoL, well-being and life satisfaction in people with dementia. Articles had to provide quantitative data and include ⩾75% people with dementia of any type or severity. We included 198 QoL studies taken from 272 articles in the meta-analysis. The analysis focused on 43 factors with sufficient data, relating to 37639 people with dementia. Generally, these factors were significantly associated with QoL, but effect sizes were often small (0.1-0.29) or negligible (<0.09). Factors reflecting relationships, social engagement and functional ability were associated with better QoL. Factors indicative of poorer physical and mental health (including depression and other neuropsychiatric symptoms) and poorer carer well-being were associated with poorer QoL. Longitudinal evidence about predictors of QoL was limited. There was a considerable between-study heterogeneity. The pattern of numerous predominantly small associations with QoL suggests a need to reconsider approaches to understanding and assessing living well with dementia.

Made available in DSpace on 2016-03-22T17:27:43Z (GMT). No. of bitstreams: 1 Ana Laura Sica Cruzeiro.pdf: 283123 bytes, checksum: 1ecd3f9c3dde448a9bc61dd6a698dd0e (MD5) Previous issue date: 2007-05-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study purposed to estimate the prevalence and the behavioral factors associated with the conduct disorder in adolescents aged between 11 and 15 years old. A cross-sectional study was carried out with 1145 adolescents. The informed consent was signed by the parents or the responsible for the adolescent before he/she answered a self-administered questionnaire. The conduct disorder was assessed through the M.I.N.I. Mini International Neuropsychiatric Interview, a compatible instrument with the criteria of the DSM-III-R/IV and the CID-10. It was assessed whether this pathology was associated with gender, age, socioeconomic status, adolescent schooling, failure at school, religion, use of tobacco, sedentarism, alcohol consumption, drug use, depression and bullying. The ordinal regression was used for the statistics analysis with a hierarchic model for the outcome. It is estimated that, among the interviewees, 29,2% has conduct disorder. After the adjustment made for the hierarchic model, the adolescents chances presented one point more in Conduct Disorder scale is 2,04 (IC95% 1,53-2,71) times higher in male sex. The pathology was also associated with age, socioeconomic status, alcoholic beverages consume, drug use and bullying. The results also shown that the factors associated with the conduct disorder point to a strong interrelation between health behaviors in adolescence / Este trabalho procurou estimar a prevalência e os fatores associados ao Transtorno da Conduta em adolescentes com idade entre 11 e 15 anos. Em 2006 realizou-se um estudo transversal com 1145 adolescentes na cidade de Pelotas, RS. Foram sorteados 79 setores censitários da zona urbana da cidade e em cada setor 86 domicílios foram visitados. Os adolescentes com idade entre 11 e 15 anos de idade responderam a um questionário auto-aplicado. O Transtorno da Conduta foi avaliado através do M.I.N.I. Mini International Neuropsychiatric Interview. Foi investigada a associação desta psicopatologia com sexo; idade; nível socioeconômico; escolaridade do adolescente; reprovação na escola; religião; sedentarismo; consumo de álcool; tabagismo; uso de drogas; depressão e Bullying. A regressão ordinal foi usada para a análise estatística. Estima-se que, entre os entrevistados, 29,2% tenham Transtorno da Conduta. Na análise multivariada, a chance de um adolescente apresentar um ponto a mais na escala que avalia Transtorno de Conduta foi 2,04 (IC95% 1,53-2,71) vezes maior no sexo masculino. O consumo de bebida alcoólica, o uso de drogas e Bullying estiveram associados com maior pontuação na escala de Transtornos de Conduta. Os resultados também mostraram que os fatores associados ao Transtorno da Conduta apontam para a forte inter-relação entre comportamentos de saúde na adolescência.

Syftet med denna studie har varit att undersöka hur grundskollärare uppfattar sin egen förmåga att ge stöd till elever med neuropsykiatriska funktionsnedsättningar. Det har genomförts sju stycken semistrukturerade intervjuer med sju stycken grundskollärare och materialet har haft en tematisk bearbetning. Det har analyserats utifrån kritisk teori samt Specialpedagogiska skolmyndighetens tillgänglighetsmodell. Studien pekar på att lärare uppfattar att deras förmåga att möta elevernas behov inte är problemet, utan att det har tid att göra. Studien pekar också på att lärare önskar att de hade mer förberedelse under utbildningstiden. Denna förberedelse förklaras både kan vara i teoretisk benämning i form av kunskap kring neuropsykiatriska funktionsnedsättningar, men framförallt i praktisk benämning i form av verksamhetsförlagt utbildning. / The purpose of this study has been to investigate how primary school teachers perceive their own ability to provide support to students with neuropsychiatric disabilities. Seven semi-structured interviews have been conducted with seven primary school teachers and the material has been thematically processed. It has been analyzed on the basis of critical theory and the Specialpedagogiska skolmyndighetens accessibility model (tillgänglighetsmodellen). The study indicates that teachers perceive that their ability to meet students' needs is not the problem, but that the lack of time does. The study also indicates that teachers wish they had more preparation during the educational period. This preparation is explained both to be in a theoretical designation in the form of knowledge about neuropsychiatric disabilities, but above all in a practical designation in the form of work-based education.

The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer. The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market. In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.

Bakgrund: Individer med neuropsykiatriska funktionsnedsättningar är en relativt ny målgrupp, vilket gör det angeläget att undersöka hur de bäst får stöd. Gruppboende och boendestöd är två vanliga stödformer för denna målgrupp. I de lagstiftningar vilka stödformerna befinner sig, kan delaktighet skönjas som ett betydelsefullt begrepp. Att påbörja någon form av stöd kan innebära en stor förändring, det är därför viktigt att uppmärksamma hur detta kan göras på ett bra sätt. Syfte: Studiens syfte har varit att med utgångspunkt hos personal, undersöka och analysera hur insatsen planeras och genomförs i praktiken när en individ med neuropsykiatrisk funktionsnedsättning flyttar till gruppboende eller påbörjar boendestöd. Vidare att undersöka och analysera personals medvetenhet om att skapa förutsättningar för dessa individers delaktighet i insatsens inledande skede, samt vilka utmaningar som finns i det arbetet. Metod: Studien har haft en kvalitativ ansats. Datainsamlingen har skett genom fokusgruppsintervjuer, med tre personalgrupper som arbetar med boendestöd eller på gruppboende. Materialet har analyserats dels genom en empirikopplad analys. Dels genom en teorikopplad analys, där en teori om begreppet delaktighet har använts. Resultat: Resultatet visar att processen när målgruppen flyttar till gruppboende eller påbörjar boendestöd i de flesta fall utgår ifrån en planering. Där den relation som byggs upp mellan individen och personalen är avgörande för hur stödet ska bli. Resultatet visar också att begreppet delaktighet är en betydande del i personalgruppernas arbete med målgruppen. Delaktighet framträder genom analysen på flera olika sätt, men främst genom att individernas självbestämmande betonas. Det är av stor vikt att starten och planeringen av insatsen utgår ifrån vad individen själv vill. Vidare syns också att personalen genom sitt agerande kan ge olika förutsättningar för delaktighet. Utmaningar i det delaktighetsfrämjande arbetet i insatsernas inledande skede kan skönjas främst genom hinder omgivningen skapar för delaktighet men också genom hinder i organisationen.

Inkludering är ett begrepp vilket kan antyda individens gemenskap med andra människor, en gemenskap baserad på upplevd ömsesidighet och delaktighet. Inkluderad kan även antyda att någon eller något ingår i en kontext, exempelvis att eleven är en del av gruppen eller att momsen är inkluderad i priset. Beroende på i vilken kontext begreppet används blir betydelsen olika. Inom svensk skolverksamhet ska alla barn erbjudas bildning samt stimuleras till livslångt lärande. Pedagoger inom skolverksamheten ansvarar för barn samt ungas bildning och ytterst ansvarig är rektor för att så sker. Forskning visar att inkludering är komplext inom svensk skolverksamhet och komplexiteten är till viss del utifrån hur pedagoger upplever funktionsnedsättningar och dels utifrån hur prioriteringar görs av rektor. Prioriteringar om budget, utbildning och tid till diskussion mellan pedagoger påverkar utfallet av den inkluderande skolverksamheten. Syftet med denna studie var att öka förståelsen för en grupp pedagogers uppfattning om inkludering i syfte att skapa en djupare förståelse för en inkluderande skolverksamhet. För att uppnå syftet utformades forskningsfrågor om vilken betydelse en grupp pedagoger tillskriver begreppet inkludering och inkluderande verksamhet, hur pedagogerna förhåller sig till sitt uppdrag att arbeta inkluderande i sina olika roller samt vilken betydelse pedagogerna tillskriver de undervisningsstrategier de använder i den dagliga verksamheten. För att besvara studiens frågeställning genomfördes tre gruppintervjuer med pedagoger verksamma inom en inkluderande skolverksamhet. Vid två intervjutillfällen var respondenterna två till antalet och vid en var de tre. Intervjuerna genomfördes med frågor av en öppen karaktär. Resultatet har analyserats med hjälp av denna studies teoretiska ramverk med fokus på inkludering inom svensk skolverksamhet, vad som anses vara ett funktionshinder, en grupp pedagogers undervisningsstrategier i grupper med inkluderade elever samt en skolverksamhets lärande. Studiens resultat visar att rektor har en överhängande betydelse i hur skolverksamheten utformas och i hur en gemensam förståelse om en inkluderande skolverksamhet kan skapas. Dessutom visar resultatet att pedagogens och skolledningens uppfattning om mänskliga rättigheter samt förståelse för funktionsnedsättningar av varierande grad, kan påverka elevens lärande i en inkluderande skolverksamhet. Slutligen visar resultatet att skolledningen i sin tur påverkas av politiska beslut och statliga styrdokument i hur en inkluderande skolverksamhet kan utformas och utvecklas. / Inclusion is a term that can suggest the individual's community with other people, a community based on perceived reciprocity and participation. Included may also indicate that someone or something is included in a context, for example, that the student is included in the group or the VAT is included in the price. Depending on the context used, the meaning becomes different. In Swedish schools all children should be offered education and stimulated to lifelong learning. Educators and the school principal in schools are responsible for children as well as young people's education. Research shows that inclusion is a complex issue in Swedish school arenas, and the complexity is partly based on how educators experience disabilities and partly by how priorities are made by the principal. Priorities on budget, education and time for discussion between educators affect the outcome of the inclusive school activities. The purpose of this study was to increase understanding of a group of educators' perception of inclusion with a view to creating a deeper understanding of inclusive school activities. In order to achieve this purpose, research questions were formulated about the importance that a group of educators attributed to the concept of inclusion and inclusive activities, how educators relate to the commitment to work with inclusion in their different roles and the importance of that educators attribute to the teaching strategies they use in their daily activities. To answer the study's questiona, three group interviews were conducted with educators working in an inclusive school. At two of the interviews, with open questions, the respondents were two in number and at the third they were three. The data has been analysed using the theoretical framework of this study focusing on inclusion in Swedish school. The data deal with issues of what is considered a disability, the pedagogues´ teaching strategies in groups with students with disabilities as well as in terms of a school's organisational learning. The results of the study show that the principal has a crucial role in the design of the school activities in the creation of a common understanding of inclusive school activities. In addition, the result shows that the educator's and the school leadership's perception of human rights and of disabilities can affect to varying degrees student learning in inclusive school activities. Finally, the result shows that the school leadership in turn is influenced by political decisions and policy documents in how an inclusive school activity can be designed and implemented.

Syftet med denna studie är att beskriva och analysera diskurser om ADHD så som de framträder i Sveriges största dagstidning Dagens Nyheter under perioden 2002-2011 och i utvalda dokument utfärdade av statliga myndigheter, samt att undersöka hur dessa diskurser korresponderar med varandra. Detta görs utifrån ett intresse av mediers påverkanskraft på samhälleliga diskurser i allmänhet och dagens patogenisering av människors psykiska tillvaro i synnerhet. Studien söker svar på frågan om vilka ADHD-diskurser som har konstruerats i Dagens Nyheter och i de utvalda statliga dokumenten samt vilken som har varit den hegemoniska ADHD-diskursen. Frågor om vad som har förmedlats om ADHD, av vem och på vilket sätt har ställts, dels i syftet att söka svar på vilken ADHD-identitet som har konstruerats och vilka aktörer som haft definitionsmakten, men också i syftet att urskilja olika typer av maktmekanismer.   Studien har diskursanalys som teoretisk ram där socialkonstruktivism, identitet och makt ingår som grundläggande begrepp. Analysen följer modellen för Kritisk diskursanalys som har skapats av sociologen Norman Fairclough. Samtliga av modellens tre dimensioner, `den diskursiva praktiken`, `textanalys` och `den sociala praktiken` ingår i studien, även om störst fokus ligger på den dimension som behandlar textanalys.  Datamaterial för dimensionerna `den diskursiva praktiken` och `textanalys` utgörs av 125 tidningsartiklar från Dagens Nyheter från perioden 2002-2011. Datamaterialet för den tredje dimensionen `den sociala praktiken` utgörs av tre dokument från statliga myndigheter, två från Socialstyrelsen och ett från Statens beredning för medicinsk utvärdering (SBU).  Resultatet av studien visar att två diskurser har konstruerats i Dagens Nyheter, en medicinsk och en psykosocial, vilket anslutar till tidigare forskning om ADHD-diskurser i media. I likhet med resultatet av analysen av de statliga dokumenten har det i Dagens Nyheter varit den medicinska diskursen som har varit den dominerande, vilket har resulterat i slutsatsen om Dagens Nyheter som återskapare av det senaste decenniets hegemoniska ADHD-diskurs. Den ADHD-identitet som har konstruerats i Dagens Nyheter är avvikande och exkluderande. Det avvikande består av mentala såväl som fysiska och sociala brister. Personer med ADHD likställs främst med andra avvikande samhällsgrupper så som kriminella, missbrukare samt personer med andra neuropsykiatriska diagnoser samtidigt som de framställs som en belastning för samhället. Det exkluderande består främst av utestängning från gemenskaper i nära relationer, mobbing och utestängning från arbetsmarknaden. En bild av både barn och vuxna i beroendeställning med behov av stöd, hjälp och behandling ingår i diskurserna. Företrädet att i Dagens Nyheter beskriva problembilden gällande ADHD har förbehålls den medicinska vetenskapen och de medicinska professionerna, något som samstämmer med resultatet av analysen av de statliga dokumenten. Studien drar därmed slutsatsen att det under det senaste decenniet har varit de medicinska professionerna som haft definitionsmakten om ADHD och att Dagens Nyheter har bidragit till en reproduktion av samhällets maktstrukturer. Det är företrädelsevis den vetenskapliga makten som har identifierats i diskurserna om ADHD, även om mekanismer som kan kopplas till pastoralmakt och social kontroll också har påvisats. / The purpose with this study is to describe and analyze discourses on ADHD regarding how the syndrome is presented in the largest Swedish daily newspaper, Dagens Nyheter, during the years 2002 to 2011. The study also relates the discourses on the ADHD-syndrome to the existing overall context in society. Another issue is to view the influence from media on discourses in society in general and the trend to repudiate normality towards pathology regarding people’s psychological status.                                                                                                                                                                     This study is looking for discourses regarding ADHD that has been designed in Dagens Nyheter, and to find out which of them who has reached hegemony, and to see how it relates to the manifestation of the overall context in society. Questions have been asked on what is conveyed about ADHD, by whom and in what way. The purpose is to find answers about what identity on ADHD that has been designed in Dagens Nyheter, and who the actors are with the power to define the discourse. There is also a purpose to discriminate different types of mechanism of authority. The discourse analyze is a theoretical frame were social constructivism, identity and authority are included as essential concepts. The model used is the critical analyze of discourses that has been created by Norman Fairclough. His model has three dimensions, `discoursive practice`, `texts` and `the social practice`. All three are included in the study, but there is a main focus on the dimension regarding “text analyze”. The text material for the dimensions “the discourse in practice” and “text analyze” includes 125 articles from “Dagens Nyheter” during 2002 to 2011. The included material for the dimension “The social practice” is three documents who describes ADHD from a over viewing context of society, two from “Socialstyrelsen”  and one from “Statens beredning för medicinsk utvärdering” The result points out those two discourses have been designed by Dagens Nyheter, one medical based and one with a psychosocial focus. That confirms previous research on discourses regarding ADHD in media coverage.                                                                                                                                                      In similar with results from the analyze of the periods over viewing context in society, it has been the medical discourse that has been dominating. That confirms the conclusion that Dagens Nyheter has contributed to the last decays hegemony in the discourse regarding ADHD. The identity about ADHD designed by Dagens Nyheter is divergent and excluding. The divergent part includes mental, physical and social shortcomings. Individuals with ADHD are placed on level with other groups in society as criminals, drug addicts and people with other neuropsychiatric diagnoses, and they describes as a burden for society. The excluding part is exclusion from close relations and working life and also a high risk for bullying in school. A picture of both children and adults in a state of dependence with great needs of support, help and treatment is prominent in the discourses. The medical science and profession have had the precedence to describe the ADHD syndrome in “Dagens Nyheter”. That is consensual with the results from the over viewing context of society for the actual period. The study concludes hereby that during the last decay the medical profession has gained permission to define ADHD and that Dagens Nyheter have contributed to a reproduction of the society’s structure of power. It is primary the field of medical science that has been identified in the discourses on ADHD, even if mechanism connected to pastoral and social control also have been visible.