The main purpose of the master's thesis was to investigate the daily experience of parenting in a family with a child with attention deficit and hyperactivity (ADHD), the challenges that occur during parenting, and the experience of parent-teacher relationship. With the findings we wanted to improve and deepen the understanding and knowledge of various professionals working with a child with ADHD disorder and his family, which could help to create more integrated approaches and help these families. Through the Digital Library of the University of Ljubljana (DiKul), we sought articles published in the period 2000-2016 in which researchers reported on the experience and challenges of the parents of the child with ADHD in the context of parenting. 67 research articles were included in the literature review. Of these, there were 22 qualitative research, 43 quantitative research and 2 literature reviews that examined parental experiences and the perception of parenting for a child with ADHD disorder. In selected articles, many authors also rely on the findings of other research, which is why we have subsequently sought, studied and included them in their research in terms of their need and need. For the selected articles, we have published key data (author, year of publication, sample, method, key research findings) and classified them into semantically related categories and subcategories based on the findings of research and exposed constructs. The findings of the research, combined with the experience of parents, were combined into meaningful semantic assemblies and linked in the framework of Bronfenbrenner's bioecological theory of development with respect to individual microsystems and their main characteristics.
We have found that parents of children with ADHD disorder experience more stress in their everyday lives and that they report difficult relationships with both the disabled and the partner. An additional challenge for them is often the lack of understanding of social disorders, which are often the target of stigmatizing criticism and prejudice. These parents often suffer from a lack of social support. Particularly vulnerable are parents who have a disorder of ADHD, as this greatly affects their parental skills and experience. Also, cooperation between parents and the school is a disturbing source of stigma and a sense of guilt because teachers often do not understand and do not know enough about the nature of the pupil's disorder and its impact on the entire family system, which can lead to a deterioration of relationships at the parent-teacher level.
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