The master thesis focuses on the support provided to parents of a child with ADHD in understanding their child's needs and strengthening the parent-child relationship through a physical activity program based on Kiphard's movement-behavior training. The theoretical framework is based on the definition of ADHD, Bronfenbrenner's systems theory and Thiersch concept of orientation to the life world.
The empirical part presented a case study of parental support, their perception of the support, and changes in their relationship with the child, their understanding of child's needs and the benefits of implementing the pshysical activity program. The study involved a family with a child with ADHD, who is treated at the Counselling Centre for Children, Adolescents and Parents (SCOMS) in Ljubljana. I conducted five semi-structured interviews with the parents and the SCOMS professional who treats the family. In addition to the interviews, I conducted three participant observations and an analysis of the daily evaluation forms for the implementation of the physical activity programe with the didactic tool. During the research, I provided support to the parents by preseneting the physical activity program and the didactic tool, as well as offering ongoing guidance. I was interested in the effectiveness of the physical activity program with the didactic tool, which I developed myself, based on the phases of Kiphard's program. The physical activity program with the didactic tool certainly contributed to a more positive self-image of J., to closer relationships and trust within the family and to a more appropriate responses to J.'s behaviour. Successfully coping with the symptoms of ADHD certainly requires the cooperation of everyone involved with J., including the entire family, professional institutions and educational establishments.
The case study analysis and the results of the research contribute to enlightening the area of support for parents of a children with ADHD. The physical activity program and the didactic tool directly engage with the family system, thereby reinforcing the concept of life-space orientation. Additionally, social pedagogy has gained a new, effective method to support parents of a children with ADHD.
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