{"id":{"repo_id":"soton","oai_identifier":"oai:eprints.soton.ac.uk:153323"},"canonical_url":"https://search.dev.ndltd.org/etd/soton/oai:eprints.soton.ac.uk:153323","repository":{"repo_id":"soton","name":"University of Southampton","base_url":"https://eprints.soton.ac.uk/cgi/oai2"},"display":{"title":"Children and teacher's perceptions of ADHD and medication","abstract":"A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition,<br/>differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families.<br/><br/>This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms.<br/><br/>Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC<br/>model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to<br/>exploration of the process of internalisation of the ADHD label.","abstract_html":"A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition,&lt;br/&gt;differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families.&lt;br/&gt;&lt;br/&gt;This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms.&lt;br/&gt;&lt;br/&gt;Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC&lt;br/&gt;model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to&lt;br/&gt;exploration of the process of internalisation of the ADHD label.","abstract_has_math":false,"creators":["Bradley, Jess"],"institution":"University of Southampton","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Söderlund, Göran","Hadwin, Julie","Bishop, Felicity"],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05","date_published":"2009-05","updated_at":"2026-07-24T04:36:14Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Söderlund, Göran","Hadwin, Julie","Bishop, Felicity"]},{"key":"dc:creator","label":"Author","values":["Bradley, Jess"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2009-05"]},{"key":"dc:date.issued","label":"Date","values":["2009-05"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Psychology (pre 2011 reorg)"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Southampton"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://eprints.soton.ac.uk/153323/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Ph.D."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://eprints.soton.ac.uk/153323/1/Thesis_-_Jess_Bradley.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition,<br/>differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families.<br/><br/>This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms.<br/><br/>Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC<br/>model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to<br/>exploration of the process of internalisation of the ADHD label."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Children and teacher's perceptions of ADHD and medication"]}]}],"canonical_facts":{"dc:contributor.advisor":["Söderlund, Göran","Hadwin, Julie","Bishop, Felicity"],"dc:creator":["Bradley, Jess"],"dc:date":["2009-05"],"dc:date.issued":["2009-05"],"dc:description.abstract":["A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition,<br/>differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families.<br/><br/>This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms.<br/><br/>Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC<br/>model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to<br/>exploration of the process of internalisation of the ADHD label."],"dc:format":["text"],"dc:identifier.uri":["https://eprints.soton.ac.uk/153323/1/Thesis_-_Jess_Bradley.pdf"],"dc:publisher.department":["Psychology (pre 2011 reorg)"],"dc:publisher.institution":["University of Southampton"],"dc:relation.isreferencedby":["https://eprints.soton.ac.uk/153323/"],"dc:title":["Children and teacher's perceptions of ADHD and medication"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["Ph.D."]},"updated_at":"2026-07-24T04:36:14Z"}