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Att känna sig förstådd – eller inte: Tonåringars erfarenheter av insatser som getts efter ADHD-utredning
Ersta Sköndal Bräcke University College.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
To feel understood – or not : Teenagers experiences of activities given after ADHD-assessment (English)
Abstract [sv]

Inledning: Studier visar att antalet ADHD-diagnosticerade barn och ungdomar successivt har ökat. Det finns i dagsläget få studier om hur barn/ungdomar upplever sin utredning, behandling och samlade vård. Detsamma gäller underlag för att bedöma delaktighetens eventuella effekter på behandlingen, samt vad som kan främja delaktigheten. Det behövs således ökad kunskap om hur barn och tonåringar med ADHD upplever vård och stöd, samt sina möjligheter till att vara delaktiga däri.

Frågeställningar:

*Hur upplever tonåringar de insatser som givits till dem och deras familjer efter genomgången ADHD-utredning?

*Vilken betydelse har insatserna haft för den enskilda tonåringens självbild och dennes del i olika system, samt tankar om sin framtid?

*Har den unge känt sig delaktig i de insatser som erbjudits och har hen upplevt att det gått att påverka insatserna?

Metod: Kvalitativ undersökningsmetod med tematisk analys av sex semistrukturerade intervjuer.

Resultat: Det är viktigt för ungdomarna att känna sig förstådda och delaktiga, vilket även påverkar självbild och upplevelsen av insatser. Skolsituationen och det stöd som skolan ger har betydelse för tonåringens förutsättningar. Respondenterna har inte upplevt svårigheter med att berätta om sin diagnos för andra.

Diskussion: Delaktighet, egen motivation och upplevelsen att bli förstådda och respekterade utifrån sina styrkor och behov framstår som viktiga för respondenterna.

Abstract [en]

Introduction: Studies show that the number of ADHD-diagnosed children and adolescents has gradually increased. Currently there are few studies on how children/adolescents experience their assessment, treatment and overall care. The same applies for assessing the possible effects of the participation in treatment as well as factors that can promote the participation. Thus, there is a need for increased knowledge of how children and adolescents with ADHD experience care and support, as well as their opportunities to participate in it.

Research questions:

* How do teenagers experience the intervention given to them and their families after the review of the ADHD-assessment?

* What significance do the intervention have on the individual's self-image and its part in different systems, as well as thoughts about the future?

* Has the young person felt involved in the interventions and felt that it is possible to influence the interventions?

Method: Qualitative survey methodology with thematic analysis of six semistructured interviews.

Results: It is important for young people to be understood and involved, which also affects self-esteem and experience of interventions. The school situation and the support given by the school are important for the teenager's condition. Respondents have not experienced difficulties telling others about their diagnosis.

Discussion: Participation, own motivation and experience to be understood and respected on the basis of their strengths and needs appear to be important for the respondents.

Place, publisher, year, edition, pages
2018. , p. 30
Keywords [en]
ADHD, Teenagers' experiences, Participation, Children's perspective, Children perspective, Mental health of young people, Youth perspective, Neuropsychiatric investigations/assessments
Keywords [sv]
ADHD, Tonåringars erfarenheter/upplevelser, Delaktighet, Barns perspektiv, Barnperspektiv, Ungdomars psykiska hälsa, Ungdomars perspektiv, Neuropsykiatriska utredningar
National Category
Applied Psychology
Identifiers
URN: urn:nbn:se:esh:diva-7168OAI: oai:DiVA.org:esh-7168DiVA, id: diva2:1269169
Educational program
Psykoterapeutprogrammet
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2018-12-10 Created: 2018-12-09 Last updated: 2018-12-10Bibliographically approved

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