Emotional regulation and living with attention-deficit hyperactivity disorder: interpretative phenomenological analyses of adolescent and parental experiences
| dc.contributor.advisor | Nel, C. | en_ZA |
| dc.contributor.author | Mamontov, Antonina | en_ZA |
| dc.date.accessioned | 2024-11-06T06:36:48Z | |
| dc.date.available | 2024-11-06T06:36:48Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Soc.Sc.(Psychology))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | ๐๐ป๐๐ฟ๐ผ๐ฑ๐๐ฐ๐๐ถ๐ผ๐ป ๐ฎ๐ป๐ฑ ๐ข๐๐ฒ๐ฟ๐๐ถ๐ฒ๐ ๐ผ๐ณ ๐ฆ๐ฒ๐ฐ๐๐ถ๐ผ๐ป ๐ข๐ป๐ฒ The first section of the dissertation presents an integrated background and overview of the research. This section comprises existing literature and theoretical concepts that apply to the second and third sections of the study. The aim and methodology sections will be presented that outline the methodological procedures utilised in both articles, which will be presented in the third and second sections of the study, respectively. ๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ Attention-deficit hyperactivity disorder (ADHD) is an example of a neurodevelopmental disorder which is typically diagnosed at a school-going age (American Psychiatric Association [APA], 2022; DโSouza & Karminiloff-Smith, 2016). Other examples of neurodevelopmental disorders include autism spectrum disorder (ASD), communication disorders, and intellectual disability. The aetiology of ADHD is an intersection between polygenetic and environmental factors (APA, 2022; Jendreizik et al., 2023). Three presentations of ADHD have been acknowledged (APA, 2022), including a primarily inattentive presentation (associated with distractibility, difficulty sustaining tasks and difficulty concentrating), a primarily hyperactive and impulsive presentation (associated with increased movement, fidgeting, restlessness, interrupting, and finding it difficult to wait turns), as well as a combined presentation in which both hyperactive and inattentive features are present (APA, 2022; Felt et al., 2014). All the presentation types have underlying deficits in executive functioning tasks such as planning, organising and time management (APA, 2022; Sudre et al., 2021). In neurodevelopmental disorders such as ADHD and ASD, difficulties with executive functioning can limit psychological flexibility and effective emotional regulation (Cai et al., 2018; Shaffer et al., 2023). To be diagnosed with ADHD, the associated symptoms must impair general functioning in multiple domains, such as occupational, academic, social, and familial domains and must be considered developmentally inappropriate (APA, 2022; Faraone et al., 2019). ADHD has also specifically been associated with emotional difficulties, such as deficits in regulating emotions, emotional impulsivity, and inadequate social cognition (APA, 2022; Faraone et al., 2019; Tarle et al., 2021). The severity of an adolescentโs ADHD can influence the extent to which certain symptoms or impairments present (Woods et al., 2021). Emotional regulation is the ability to alter or sustain the type, trajectory, intensity, and appropriateness of oneโs emotions (Ford & Gross, 2019). This may require specific executive functioning tasks related to emotional evaluation, which can be impaired in individuals with ADHD (Christiansen et al., 2019). Young adolescents diagnosed with ADHD might have specific difficulties with impulsivity and sensitivity to criticism (Christiansen et al., 2019) and are at risk of experiencing social impairment and high-risk behaviours resulting from emotional dysregulation (Bunford et al., 2015). Despite emotional regulation difficulties being evident in both comorbid and non-comorbid cases and findings in support of an emotional subtype of ADHD in adults, emotional regulation difficulty is not included as a formal diagnostic criterion of ADHD (Faraone et al., 2019). Further research is still required to understand the adolescentโs experience of emotional impulsivity and emotional dysregulation in the specific context of ADHD. Their direct accounts in the form of a narrative description of their lived experiences of the impact of ADHD on their emotional regulation could deepen such an understanding. Additionally, ADHD diagnosis impacts the entire familial social microsystem (Bhide et al., 2019). Parental behaviours and parental involvement may be influenced by the childโs emotional difficulties (Martin et al., 2019). Therefore, a direct account of the adolescentโs parental caregivers (either biological and/or legal) could be important in understanding the emotional regulation challenges experienced by adolescents with the diagnosis. Moreover, South African data on the lived experiences of those with ADHD, and all the more those of their caregivers, is sorely lacking in the current body of ADHD research. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12800 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | Emotional regulation and living with attention-deficit hyperactivity disorder: interpretative phenomenological analyses of adolescent and parental experiences | en_ZA |
| dc.type | Dissertation |