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Föräldrars syn på stödinsatser och bemötande gällande barn med ADHD/ADD
University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology.
University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology.
2012 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna studie var att undersöka om föräldrar till barn med ADHD/ ADD upplevde att barnet fick det stöd som det behövde i skolan samt hur barnet blev bemött av skolpersonalen. Vidare undersökte vi hur föräldrarna upplevde att samspelet mellan skolan och eleven påverkade deras barn. I studien användes en kvalitativ metod där det insamlade materialet tolkades utifrån symbolisk interaktionism samt stämplingsteorin. Fyra föräldrar till barn med ADHD/ADD har intervjuats. Resultatet visade att föräldrarna upplevde att deras barn hade bristfälliga eller obefintliga stödinsatser där somliga av dessa barn bemöttes ofördelaktigt av skolpersonalen. Föräldrarna menade även att samspelet mellan skolan och barnet påverkade barnet i negativ riktning då de blev ofördelaktigt bemötta samt inte fick tillräckliga stödinsatser. Slutsatsen påvisade att föräldrarna upplevde att skolans stödinsatser samt skolpersonalens bemötande hade betydelse för hur barnet lyckades klara av skolan samt hur de utvecklade sin självbild.

Abstract [en]

The aim of this study was to examine whether parents of children with ADHD/ADD felt that their children received the support they needed in school and how the children were treated by the school staff. Furthermore, we examined how parents felt that the interaction between the school and the student affected their children. The study used a qualitative method in which the collected material was interpreted though symbolic interactionism and labeling theory. Four parents with children with ADHD/ADD have been interviewed. The results showed that parents felt that their children had inadequate or no assistance and some children were treated unfavorably by school staff. Parents also suggested that the interaction between school and child affected the child negatively because they were unfavorably treated and did not receive sufficient support. The conclusion of the study showed that the parents felt that school support activities and attitudes of the staff had a negative effect on their children’s ability to cope with school and their self-image.

Place, publisher, year, edition, pages
2012. , p. 44
Keywords [en]
ADHD, school, support, treatment, interaction
Keywords [sv]
ADHD, skola, stödinsatser, bemötande, samspel
National Category
Sociology
Identifiers
URN: urn:nbn:se:hig:diva-11422Archive number: SGSMKC-H11-32OAI: oai:DiVA.org:hig-11422DiVA, id: diva2:489516
Subject / course
Sociology
Educational program
Social work
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2012-02-07 Created: 2012-02-03 Last updated: 2012-02-07Bibliographically approved

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