This study utilised qualitative methods to explore the school related perceptions and experiences of mothers of children (aged 7-13 years) diagnosed with ADHD in Northern Ireland. Four semi-structured interviews were carried out and analysed using Thematic Analysis. Analysis of participant interview data indicated that home-school communication appeared to be a major challenge encountered by these mothers. Analysis suggested that the challenges associated with home-school communication could be understood in two ways. First, in relation to how key factors acted as barriers to, and facilitators of communication. Second, in terms of the type of communication that developed between home and school which could be characterised by conflict and withdrawal or collaborative interactions. The findings of the study highlight the importance of considering the meso-systemic influence of home-school communication when supporting children identified with ADHD. The study concludes with recommendations concerning how educational professionals can support home-school communication for mothers of children with ADHD.
| Date of Award | Dec 2019 |
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| Original language | English |
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| Awarding Institution | - Queen's University Belfast
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| Supervisor | Patricia Davison (Supervisor) |
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Home-school communication : an exploration of the school related perceptions and experiences of mothers of children with ADHD in Northern Ireland
Fleck, D. (Author). Dec 2019
Student thesis: Doctoral Thesis › Doctorate in Educational, Child and Adolescent Psychology