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Managing ADHD at the Post-Secondary Transition: A Qualitative Study of Parent and Young Adult Perspectives
- Source :
-
School Mental Health . Dec 2018 10(4):352-371. - Publication Year :
- 2018
-
Abstract
- Students with ADHD struggle substantially at the post-secondary transition. Yet, no empirical work identifies school-based intervention targets that specifically prepare graduating students for adjustment to this new phase of life. This study is a preliminary investigation of factors that promote success for students with ADHD during the post-secondary transition. Using qualitative methods, 25 in-depth interviews were conducted with 13 young adults with ADHD (age 18-21) and 12 parents of young adults with ADHD. Informants offered their perspectives of "what" factors were critical to post-secondary success and "how" (i.e., by what mechanisms) these factors influence young adult functioning. Twenty macrothemes were identified under three a priori categories: motivational, skills, and environmental factors. Two macrothemes outside of these categories were identified post hoc. Motivation and self-control difficulties were identified as the most commonly impairing deficits. Factors that enhanced and undermined these deficits were identified by parents and young adults. Implications for intervention are discussed.
Details
- Language :
- English
- ISSN :
- 1866-2625
- Volume :
- 10
- Issue :
- 4
- Database :
- ERIC
- Journal :
- School Mental Health
- Publication Type :
- Academic Journal
- Accession number :
- EJ1229490
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s12310-018-9273-4