Perspectives from College Students with ADHD: A Qualitative Examination of Parental Support and the Parent-Child Relationship in the Transition to College

Objective: In the transition from high school to college, freshmen with Attention-Deficit/Hyperactivity Disorder (ADHD) are faced with greater difficulty adjusting to college due to impairments related to the disorder. Parents may be in a unique position to aid their college freshman in successfully...

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Bibliographic Details
Main Author:	Stevens, Anne E
Format:	Dissertation
Language:	English
Published:	ProQuest Dissertations & Theses 01-01-2020
Subjects:	Academic Achievement Adolescents Adults Attention Deficit Hyperactivity Disorder Clinical psychology College Students Data Analysis Educational Environment Health sciences Higher education Individual & family studies Longitudinal Studies Mental health Neurosciences Parent Child Relationship Parent Participation Secondary Education Social psychology Therapy
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Summary:	Objective: In the transition from high school to college, freshmen with Attention-Deficit/Hyperactivity Disorder (ADHD) are faced with greater difficulty adjusting to college due to impairments related to the disorder. Parents may be in a unique position to aid their college freshman in successfully adjusting to college by providing autonomy and support. Few studies have examined the nature of parental support for college freshmen with ADHD. Method: Due to the dearth of empirical studies on these topics, a qualitative study using Interpretative Phenomenological Analysis (IPA) was conducted. First- and second-year college students with ADHD participated in open-ended one-on-one interviews (N = 11). Results: The two broad themes included Parental Support (Daily/Short-Term Support and Cumulative/Long-Term Support) and the Renegotiation of the Parent-Child Relationship (Adaptive and Conflictual Renegotiation). Most participants described frequent daily support and a preference for a balance between autonomy-granting and support from parents. Conclusion: Parental autonomy support and a positive parent-child relationship may augment evidence-based treatment practices for college students with ADHD. Future research is needed to obtain parent perspectives and to determine beneficial levels of parental involvement for beginning college students with ADHD.
ISBN:	9798672191577