| dc.description.abstract | Attention Deficit Hyperactivity Disorder (ADHD) is predicted to affect 5% of young people (APA, 2013) with increasing rates of diagnosis across the western world (Safer, 2018). Young Minds (2018) also report that one in four young people are experiencing mental ill health. High comorbidity rates have been identified between ADHD and negative mental health outcomes, which has sparked a wealth of research into this relationship (Roy, Oldenhinkel, Velhurst, Oreml & Hartman, 2013; Booster, DuPaul, Eiraldi and Power, 2012; & Becker, Luebbe & Langberg, 2012). With this in mind, the aims of this research were to explore the understanding, perceptions and experiences of young people with ADHD. Although this research employed a mixed methods design, utilising both qualitative and quantitative methods, it aligns with an interpretivist perspective, seeking the views and experiences of young people and those around them. There were two phases to the research; the first used an online questionnaire and semi-structured interviews to seek the views of Special Educational Needs Coordinators (SENCos) about young people’s experiences of ADHD. The second phase employed a case study design exploring the experiences of two young people with ADHD. Phase Two also sought to explore the use of tools derived from Personal Construct Psychology (Kelly, 1955) as a means to support young people with ADHD. The findings of this study are consistent with previous literature around the experiences of young people, their schools and their parents in that there may be a discrepancy between young people’s awareness of their needs and their understanding of their ADHD diagnosis. The findings also suggest that parents are not being adequately supported following their child’s diagnosis. Consistent with the literature, this thesis concluded that the ways in which young people perceive and understand their diagnosis is likely to affect their wellbeing. | en_GB |
