The Understandings and Experiences of Emerging Adults with ADHD: A New Lens

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dc.contributor.advisorMendaglio, Sal
dc.contributor.authorLisitza, Aryn
dc.contributor.committeememberDomene, José
dc.contributor.committeememberBohac Clarke, Veronika
dc.date2023-02
dc.date.accessioned2022-11-29T21:10:50Z
dc.date.available2022-11-29T21:10:50Z
dc.date.issued2022-11-21
dc.description.abstractWith ADHD on the rise, there is a plethora of research emerging on the lived experience of ADHD. The majority however, of this literature takes a third-person perspective or is cast from the dominant medical lens. Mayes and others offer critiques of the medicalization of ADHD and namely, of the arbitrary threshold by which abnormality is determined. Dabrowski offers a new perspective on pathology, deeming many of what is considered disordered symptomology to be signs of higher personal growth and development. This study aims to explore emerging adults’ perspective of their development and ADHD through the lens of Dabrowski’s Theory of Positive Disintegration. The study involved interpretive phenomenological analysis methodology to interview and analyze the lived experiences of five emerging adults who have reportedly been formally diagnosed with ADHD. This study is the first of its kind to explore the first-person, non-pathologized lived experience of emerging adults with ADHD through Dabrowski’s TPD. It could, in turn, help uncover unique perspectives on the development and diagnosis of ADHD, and inform appropriate supports in training, practice, and policy involving parents, teachers, and psychologists alike.en_US
dc.identifier.citationLisitza, A. (2022). The understandings and experiences of emerging adults with ADHD: a new lens (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115556
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40502
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectADHDen_US
dc.subjectlived experienceen_US
dc.subjectDabrowskien_US
dc.subjectTheory of Positive Disintegrationen_US
dc.subjectadvanced developmenten_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Social Sciencesen_US
dc.subject.classificationPsychology--Developmentalen_US
dc.subject.classificationPsychology--Personalityen_US
dc.titleThe Understandings and Experiences of Emerging Adults with ADHD: A New Lensen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Psychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrueen_US
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