Show simple item record

dc.contributor.advisorJacobs, I.F.
dc.contributor.advisorRoos, V.
dc.contributor.authorSmith, Tiana
dc.date.accessioned2013-10-03T07:55:58Z
dc.date.available2013-10-03T07:55:58Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10394/9203
dc.descriptionThesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
dc.description.abstractAttention-deficit-hyperactivity disorder (ADHD) describes children that show inappro-priate behaviour in two categories, i.e. 1) Inattention and 2) Hyperactivity-impulsivity and which are maladaptive and inconsistent with their developmental level. ADHD impacts the whole life of a child diagnosed with it. One of these areas that is impacted is the relationship between child and parent. As found in a thorough literature study, much research has been done on the relationship between parents and their children diagnosed with ADHD. No research has been done on parents’ experience of the dialogic relationship, according to the Gestalt theory, with their children that are diagnosed with ADHD. The dialogic relationship was research specifically in the context of the five principles of the dialogic relationship, i.e. inclusion, presence, confirmation, commitment to dialogue and non-exploitation. In this qualitative study nine parents’ experience of their dialogic relationship with their child in the middle childhood, diagnosed with ADHD was explored and described. A case study was used as research design to study how participants give meaning to the phenomenon that is being studied. Semi-structured interviews were conducted with seven mothers and two fathers after which data was thematically analysed. The trustworthiness of the study and ethical aspects applicable to the study were discussed and the limitations of the study were listed. It was found that parents apply inclusion and presence in their relationship with their child with ADHD. The application of confirmation and commitment to dialogue is a bigger challenge because the children’s behaviour results in parents reacting negatively rather than giving acknowledgement. Sometime it is difficult for parents to commit to the dialogue because the children withdraw from the interaction. The researcher made recommendations for parents of children with ADHD, for professionals who are working with children with ADHD and for further study in this field.en_US
dc.language.isoenen_US
dc.publisherNorth-West University
dc.subjectATHVen_US
dc.subjectMiddelkinderjareen_US
dc.subjectOuersen_US
dc.subjectDialogiese verhoudingen_US
dc.subjectADHDen_US
dc.subjectMiddle childhooden_US
dc.subjectParentsen_US
dc.subjectDialogic relationshipen_US
dc.titleDie dialogiese verhouding van ouers met hulle kind in die middelkinderjare met aandagtekort–hiperaktiwiteitsversteuringafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record