An ethnographic field study of the influence of social interactions during the school day for children diagnosed with ADHD

Kim Michelé Feder, Carsten Kronborg Bak, Kirsten Schultz Petersen, Henrik Vardinghus-Nielsen, Tine Mechlenborg Kristiansen

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old boys in the fourth and fifth grades were followed on an alternating basis. The field notes were analysed using a qualitative content analysis that incorporated Etienne Wenger’s concepts of social identity and participation. The results revealed that the effects of school-day social interactions are complex and situation dependent. Medication, friendships and relationships with teachers and other adults strongly influence how children diagnosed with ADHD participate in social interactions and, consequently, how they thrive. We argue that it is important to emphasise the mediation of these children’s participation in the classroom community throughout an entire school day to ensure their social inclusion and well-being.
OriginalsprogEngelsk
TidsskriftEuropean Journal of Special Needs Education
Vol/bind32
Udgave nummer3
Sider (fra-til)406-421
ISSN0885-6257
DOI
StatusUdgivet - 2017
Udgivet eksterntJa

Fingeraftryk

ADHD
field of study
interaction
well-being
inclusion
school
participation
participant observation
friendship
mediation
primary school
content analysis
medication
school grade
classroom
teacher
interview
community

Citer dette

Michelé Feder, Kim ; Kronborg Bak, Carsten ; Petersen, Kirsten Schultz ; Vardinghus-Nielsen, Henrik ; Kristiansen, Tine Mechlenborg. / An ethnographic field study of the influence of social interactions during the school day for children diagnosed with ADHD. I: European Journal of Special Needs Education. 2017 ; Bind 32, Nr. 3. s. 406-421.
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abstract = "The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old boys in the fourth and fifth grades were followed on an alternating basis. The field notes were analysed using a qualitative content analysis that incorporated Etienne Wenger’s concepts of social identity and participation. The results revealed that the effects of school-day social interactions are complex and situation dependent. Medication, friendships and relationships with teachers and other adults strongly influence how children diagnosed with ADHD participate in social interactions and, consequently, how they thrive. We argue that it is important to emphasise the mediation of these children’s participation in the classroom community throughout an entire school day to ensure their social inclusion and well-being.",
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An ethnographic field study of the influence of social interactions during the school day for children diagnosed with ADHD. / Michelé Feder, Kim; Kronborg Bak, Carsten; Petersen, Kirsten Schultz; Vardinghus-Nielsen, Henrik; Kristiansen, Tine Mechlenborg.

I: European Journal of Special Needs Education, Bind 32, Nr. 3, 2017, s. 406-421.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

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