ADHD Does not Define me: Parent-Child Reported Strengths in Children with ADHD
| dc.contributor.advisor | Climie, Emma | |
| dc.contributor.author | Miller, Courtney | |
| dc.contributor.committeemember | Andrews, Jac | |
| dc.contributor.committeemember | Burns, Amy | |
| dc.date | 2022-11 | |
| dc.date.accessioned | 2022-08-30T21:45:10Z | |
| dc.date.available | 2022-08-30T21:45:10Z | |
| dc.date.issued | 2022-08 | |
| dc.description.abstract | A strength-based approach to childhood attention-deficit/hyperactivity disorder (ADHD) research highlights children’s positive attributes that can support their areas of difficulty (Climie et al., 2015). However, research on perceptions of a child’s positive attributes is understudied. Specifically, there is little research that examines strength-based perceptions of children with ADHD, and only one known article addresses parent perceptions of their children with ADHD (Mastoras et al., 2018). As such, this study analyzed parent and child reported strengths in children with ADHD. Parent and child reported strengths were measured using the Behavioral and Emotional Rating Scale – 2nd edition, Parent Form and Child Form (BERS-2; Epstein, 2004). Results indicated that parents and children perceived strengths in the interpersonal, intrapersonal, and affective domains to be similar, falling in the Average range. However, children indicated their family involvement and school functioning fell within the Average range, whereas parents rated these domains in the Below Average range. Positive parental perspectives of their children may promote positive parent-child interactions and serve as an overall protective factor for children (Sabapathy et al., 2017) with ADHD. Additionally, parents and children categorized ADHD descriptions and attitudes towards ADHD, similarly. Domains which parents and children see as strengths should be utilized to support areas of weakness. Strength-based research for children with ADHD and positive interventions utilizing strengths, may benefit families with ADHD, as well as classroom teachers and school psychologists. | en_US |
| dc.identifier.citation | Miller, C. (2022). ADHD does not define me: parent-child reported strengths in children with ADHD (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/115137 | |
| dc.identifier.uri | https://dx.doi.org/10.11575/PRISM/40171 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University 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.subject | ADHD | en_US |
| dc.subject | Strengths | en_US |
| dc.subject | Self-Perception | en_US |
| dc.subject | Parent-Perception | en_US |
| dc.subject.classification | Education | en_US |
| dc.subject.classification | Education--Early Childhood | en_US |
| dc.subject.classification | Educational Psychology | en_US |
| dc.subject.classification | Education--Social Sciences | en_US |
| dc.subject.classification | Psychology | en_US |
| dc.subject.classification | Psychology--Developmental | en_US |
| dc.title | ADHD Does not Define me: Parent-Child Reported Strengths in Children with ADHD | en_US |
| dc.type | master thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Psychology | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Master of Science (MSc) | en_US |
| ucalgary.item.requestcopy | true | en_US |