Use this URL to cite or link to this record in EThOS:
Title: Exploring young people's experiences following a diagnosis of ADHD
Author: Eccleston, Laura
ISNI:       0000 0004 6496 1214
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Thesis embargoed until 01 Jan 2023
Access from Institution:
Attention Deficit Hyperactivity Disorder (ADHD) is the most common childhood mental health diagnosis, with estimates of prevalence continually increasing. However very little research has explored young people's experiences of their diagnosis and treatment, despite adolescence being a critical period for development. This thesis synthesises and extends the existing qualitative research undertaken with adolescents diagnosed with ADHD regarding their life experiences following diagnosis. It particularly focuses upon the impact of 'being diagnosed with' and 'medicated for' ADHD. Two papers comprise this thesis: a systematic literature review and an original research paper, which are briefly described below. The systematic literature review was prepared for submission to Emotional and Behavioural Difficulties. It utilised systematic search strategies and conducted a thematic synthesis to identify and synthesise the existing qualitative literature on the experiences of adolescents diagnosed with ADHD. Eleven papers were eligible for inclusion in the review and each was appraised for methodological quality. Five analytical themes were identified: Differing perspectives of the problem; Societal pressures; Sense of self; Feelings about medication; and Maturational shift from passive to active. The findings are discussed in terms of culture and identity, and the need to highlight strengths and autonomy is emphasised. The empirical paper was prepared for submission to Clinical Child Psychology and Psychiatry. It used a grounded theory approach with eleven adolescent participants (aged 16-18 years old) who had been diagnosed when they were aged between 8 and 13 years old. This paper focused on young people's identity development and how this was impacted by their diagnosis and treatment. A comprehensive theoretical model of the findings was constructed, which visually depicted participants' transitions through seven distinct stages, which each had profound implications for their identity. These findings were discussed in relation to the factors involved in the development of a healthy identity, and the value of diagnosis and treatment was critically considered.
Supervisor: Williams, J. ; Soulsby, L. ; Knowles, S. Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral