Posljednjih nekoliko desetljeća istraživanja kontinuirano potvrđuju da svakodnevni napori roditelja djece s deficitom pažnje/hiperaktivnim poremećajem (ADHD) koje ulažu u podršku djeci pri ...školovanju, značajno iscrpljuju njihove vremenske, psihološke i emocionalne resurse. Jednako tako, istraživanja kvalitativne metodologije redovito otvaraju ovu temu kao važno područje obiteljske dinamike te osobnog doživljaja opterećenosti djeteta i roditelja. Stoga je cilj ovog istraživanja opisati iskustvo svakodnevice u obiteljima dječaka s ADHD-om u kontekstu školovanja, iz roditeljske perspektive. U istraživanju je proveden polustrukturirani intervju s 14 majki dječaka osnovnoškolske dobi kojima je dijagnosticiran ADHD, a uključeni su u redovan sustav obrazovanja. Tematskom analizom izdvojeno je pet tema: 1. Jutarnji stampedo: Pripremanje za odlazak u školu; 2. Mi prodišemo kad škola završi: Iskustvo sa školovanjem djeteta s ADHD-om; 3. Cjelodnevna škola: Pisanje domaće zadaće; 4. Ja ne vjerujem u sustav, nego vjerujem u ljude: Podrška djetetu s ADHD-om u školi; 5. Znam da moje dijete nije savršeno. Ni ne treba biti: Roditeljsko zastupanje djeteta s ADHD-om u školi. Rezultati ukazuju na roditeljsko primjećivanje znatnih izazova koje dijete ima u organizaciji i izvršavanju svakodnevnih školskih obveza, teškoće u razumijevanju simptoma ADHD-a koji se odražavaju na školski rad, izrazit roditeljski angažman u podršci djetetu pri izvršavanju školskih obveza te posljedično iskustvo stresa, emocionalnu i fizičku iscrpljenost, zabrinutost za djetetovu budućnost, nužnost samoedukacije te osjećaj odgovornosti za zastupanje djeteta u školskom okružju.
Over the past few decades, number of studies have confirmed that the daily efforts invested by parents of children with attention deficit/hyperactivity disorder (ADHD) in order to support their children during schooling can significantly exhaust their time, as well as their psychological and emotional resources. Similarly, qualitative studies have consistently reported that this is an important area of family dynamics, emphasising the personal experiences of school burden among both children and their parents. Therefore, this study aimed to describe the everyday life experiences of the families of boys diagnosed with ADHD in the context of schooling. A semi-structured interview was conducted with 14 mothers of elementary school-aged boys who were diagnosed with ADHD and included in the regular education system. The thematic analysis identified five themes: 1. The Morning Stampede: Getting ready to leave for school; 2. We start breathing when the school is over: Experience with schooling a child with ADHD; 3. Full-day school: Doing homework; 4. I don’t believe in the system, but in people: Support for a child with ADHD in school; 5. I know my child is not perfect. Nor should it be: Parental advocacy for a child with ADHD at school. The results indicated significant challenges in the context of organising and completing the child’s everyday school and homework as a result of the symptoms of ADHD. Participants described the need for significant parental involvement in supporting the child and helping with the completion of school-related duties. Furthermore, they highlighted the stress, emotional, and physical exhaustion experienced, their concern for the child’s future, as well as the necessity for parental self-education and assumed responsibility for advocating for the child in the school environment.
Posljednjih nekoliko desetljeca istrazivanja kontinuirano potvrduju da svakodnevni napori roditelja djece s deficitom paznje/hiperaktivnim poremecajem (ADHD) koje ulazu u podrsku djeci pri ...skolovanju, znacajno iscrpljuju njihove vremenske, psiholoske i emocionalne resurse. Jednako tako, istrazivanja kvalitativne metodologije redovito otvaraju ovu temu kao vazno podrucje obiteljske dinamike te osobnog dozivljaja opterecenosti djeteta i roditelja. Stoga je cilj ovog istrazivanja opisati iskustvo svakodnevice u obiteljima djecaka s ADHD-om u kontekstu skolovanja, iz roditeljske perspektive. U istrazivanju je proveden polustrukturirani intervju s 14 majki djecaka osnovnoskolske dobi kojima je dijagnosticiran ADHD, a ukljuceni su u redovan sustav obrazovanja. Tematskom analizom izdvojeno je pet tema: 1. Jutarnji stampedo: Pripremanje za odlazak u skolu; 2. Mi prodisemo kad skola zavrsi: Iskustvo sa skolovanjem djeteta s ADHD-om; 3. Cjelodnevna skola: Pisanje domace zadace; 4. Ja ne vjerujem u sustav, nego vjerujem u ljude: Podrska djetetu s ADHD-om u skoli; 5. Znam da moje dijete nije savrseno. Ni ne treba biti: Roditeljsko zastupanje djeteta s ADHD-om u skoli. Rezultati ukazuju na roditeljsko primjecivanje znatnih izazova koje dijete ima u organizaciji i izvrsavanju svakodnevnih skolskih obveza, teskoce u razumijevanju simptoma ADHD-a koji se odrazavaju na skolski rad, izrazit roditeljski angazman u podrsci djetetu pri izvrsavanju skolskih obveza te posljedicno iskustvo stresa, emocionalnu i fizicku iscrpljenost, zabrinutost za djetetovu buducnost, nuznost samoedukacije te osjecaj odgovornosti za zastupanje djeteta u skolskom okruzju. Kljucne rijeci: ADHD, roditeljstvo, izvrsne funkcije, neurorazlicitost, zastupanje Over the past few decades, number of studies have confirmed that the daily efforts invested by parents of children with attention deficit/hyperactivity disorder (ADHD) in order to support their children during schooling can significantly exhaust their time, as well as their psychological and emotional resources. Similarly, qualitative studies have consistently reported that this is an important area of family dynamics, emphasising the personal experiences of school burden among both children and their parents. Therefore, this study aimed to describe the everyday life experiences of the families of boys diagnosed with ADHD in the context of schooling. A semi-structured interview was conducted with 14 mothers of elementary school-aged boys who were diagnosed with ADHD and included in the regular education system. The thematic analysis identified five themes: 1. The Morning Stampede: Getting ready to leave for school; 2. We start breathing when the school is over: Experience with schooling a child with ADHD; 3. Full-day school: Doing homework; 4. I don't believe in the system, but in people: Supportfora child with ADHD in school; 5.1 know my child is not perfect. Nor should it be: Parental advocacy for a child with ADHD at school. The results indicated significant challenges in the context of organising and completing the child's everyday school and homework as a result of the symptoms of ADHD. Participants described the need for significant parental involvement in supporting the child and helping with the completion of school-related duties. Furthermore, they highlighted the stress, emotional, and physical exhaustion experienced, their concern for the child's future, as well as the necessity for parental self-education and assumed responsibility for advocating for the child in the school environment. Keywords: ADHD, parenting, executive functions, neurodiversity, advocacy
Iako je deficit panje/hiperaktivni poremecaj (ADHD) najceci neurorazvojni poremecaj u djecjoj dobi, istraivanja ADHD-a u Republici Hrvatskoj iznimno su rijetka, a posebice se to odnosi na ...istraivanja u kojima su sudionici sama djeca s ADHD-om. Stoga je opci cilj ovog rada opisati osobno, doivljeno iskustvo svakodnevnog ivota vezanog uz kolovanje osnovnokolskih djecaka s ADHDom. U istraivanje je ukljucen namjeran uzorak sudionika, 14 djecaka s ADHD-om kronoloke dobi od 8 do 11 godina, koji su ukljuceni u redovan sustav obrazovanja. Sa svakim su djecakom provedena tri polustrukturirana fenomenoloka intervjua. Posebna panja u ovom istraivanju posvecena je metodolokom pristupu usmjerenom na dijete, prilagodenom djetetovim razvojnim osobinama te sigurnom za dijete. Podaci su obradeni metodom interpretativne fenomenoloke analize (IPA), a iskustvo kolovanja djecaka s ADHD-om prikazano je kroz dvije teme: (1) Izazovi kolovanja s ADHD-om te (2) Podrka u koli: vanost uvaavanja, senzibiliziranosti i odnosa. Istraivanje je pokazalo da djecaci s ADHD-om prepoznaju svoje izazove vezane uz kolovanje, a njihove tekoce najvie dolaze do izraaja u obrazovnim aktivnostima koje od njih zahtijevaju usmjeravanje i odravanje pozornosti, organiziranost, ustrajnost, feksibilnu panju i radno pamcenje. Posljedicno se suocavaju s iskustvom kolskog neuspjeha, frustracije te snienog samopouzdanja kad su posrijedi njihove sposobnosti. Djecaci prepoznaju podrku koju u koli dobivaju od uciteljice i pomocnice u nastavi, ali i ogranicenja koja doivljavaju radi nerazumijevanja, manjka senzibiliziranosti za njihovu neurorazlicitost te neprimjenjivanja IOOP-a. Djecaci vrlo jasno opisuju koje prilagodbe bi im olakale iskustvo kolovanja. Rezultati ovog istraivanja upozoravaju da su djeca s ADHD-om u posebnom psihosocijalnom riziku, dok je u smislu participativnih prava djece, njihova iskustva potrebno uvaiti kao ravnopravnih dionika obrazovnih politika. Kljucne rijeci: neurorazlicitost, intervju s djecom, interpretativna fenomenoloka analiza Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and fnd it very difcult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specifc psycho-social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders. Keywords: neurodiversity, child interview, interpretative phenomenological analysis
Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, ...are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and find it very difficult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specific psycho-social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders.
Sažetak: Iako je deficit pažnje/hiperaktivni poremećaj (ADHD) najčešći neurorazvojni poremećaj u dječjoj dobi, istraživanja ADHD-a u Republici Hrvatskoj iznimno su rijetka, a posebice se to odnosi na ...istraživanja u kojima su sudionici sama djeca s ADHD-om. Stoga je opći cilj ovog rada opisati osobno, doživljeno iskustvo svakodnevnog života vezanog uz školovanje osnovnoškolskih dječaka s ADHDom. U istraživanje je uključen namjeran uzorak sudionika, 14 dječaka s ADHD-om kronološke dobi od 8 do 11 godina, koji su uključeni u redovan sustav obrazovanja. Sa svakim su dječakom provedena tri polustrukturirana fenomenološka intervjua. Posebna pažnja u ovom istraživanju posvećena je metodološkom pristupu usmjerenom na dijete, prilagod strok signenom djetetovim razvojnim osobinama te sigurnom za dijete. Podaci su obrad strok signeni metodom interpretativne fenomenološke analize (IPA), a iskustvo školovanja dječaka s ADHD-om prikazano je kroz dvije teme: (1) Izazovi školovanja s ADHD-om te (2) Podrška u školi: važnost uvažavanja, senzibiliziranosti i odnosa. Istraživanje je pokazalo da dječaci s ADHD-om prepoznaju svoje izazove vezane uz školovanje, a njihove teškoće najviše dolaze do izražaja u obrazovnim aktivnostima koje od njih zahtijevaju usmjeravanje i održavanje pozornosti, organiziranost, ustrajnost, fleksibilnu pažnju i radno pamćenje. Posljedično se suočavaju s iskustvom školskog neuspjeha, frustracije te sniženog samopouzdanja kad su posrijedi njihove sposobnosti. Dječaci prepoznaju podršku koju u školi dobivaju od učiteljice i pomoćnice u nastavi, ali i ograničenja koja doživljavaju radi nerazumijevanja, manjka senzibiliziranosti za njihovu neurorazličitost te neprimjenjivanja IOOP-a. Dječaci vrlo jasno opisuju koje prilagodbe bi im olakšale iskustvo školovanja. Rezultati ovog istraživanja upozoravaju da su djeca s ADHD-om u posebnom psihosocijalnom riziku, dok je u smislu participativnih prava djece, njihova iskustva potrebno uvažiti kao ravnopravnih dionika obrazovnih politika.
Deficit pažnje / hiperaktivni poremećaj (ADHD) neurorazvojno je stanje karakterizirano značajnim teškoćama u kognitivnoj, emocionalnoj i bihevioralnoj samoregulaciji. Rjeđe je dijagnosticiran ...djevojčicama negoli dječacima. Zbog manjka istraživanja koja bi bila posvećena specifičnoj simptomatologiji koja se javlja u djevojčica te iskustvu njihove svakodnevice, proveden je polustrukturirani intervju sa šest majki djevojčica s ADHD-om. Tematskom analizom transkripta određeno je pet tema: 1. „Nevidljive“ djevojčice s ADHD-om, simptomatologija i kasna dijagnostika: „To što ona ne visi s lustera i ne trči po razredu ne znači da nema ADHD“; 2. Organizacija obiteljske svakodnevice: „Jedan dan je prekratak za nas, nama vrijeme prebrzo prolazi“; 3. Iskustvo školovanja djevojčice s ADHD-om: „Cijela obiteljska dinamika se vrti oko škole“; 4. Odnos socijalne okoline, stručnjaka i sustava: „Nažalost, ne postoji podrška za djevojčice s ADHD-om“; 5. Osobno iskustvo majčinstva: „Osjetim na sebi koliko sam se u određenim situacijama tog našeg životnog puta potrošila“. Rezultati ukazuju na znatno kasnije dijagnosticiranje djevojčica, iako su simptomi prisutni i uvelike utječu na njihovu svakodnevicu. Kao i kod dječaka, simptomi najviše dolaze do izražaja u aktivnostima vezanim za školu te u svakodnevnim okupacijama koje zahtijevaju izvršne funkcije. Uočava se manjak sustavne i socijalne podrške djevojčicama s ADHD-om i njihovim majkama, koje ističu potrebu za senzibiliziranijim stručnjacima i javnosti, kako bi razumjeli da se ADHD ne javlja samo kod dječaka te ga ne definira samo simptom hiperaktivnosti.
Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition characterised by difficulties in cognitive, emotional, and behavioural self-regulation. Boys are more frequently diagnosed with ADHD than girls. Due to the lack of research on the specific symptomatology that occurs in girls with ADHD and their everyday experiences, a semi-structured interview was conducted with six mothers of girls with ADHD. The thematic analysis of the transcript generated five main themes: 1. “Invisible” girls with ADHD, symptomatology, and late diagnosis: “The fact that she does not hang from the chandelier and does not run around the class does not mean that she does not have ADHD”; 2. Organisation of everyday family life: “One day is too short for us, time flies too quickly”; 3. Experience of schooling a girl with ADHD: “The whole family dynamic revolves around school”; 4. Attitudes of society, professionals, and systems: “Unfortunately, there is no support for girls with ADHD”; 5. Personal experiences of motherhood: “I sense how much I wore myself out in certain situations of that life path of ours”. The results of our analysis indicate that girls are diagnosed with ADHD much later, even though characteristics symptoms are present and significantly affect their everyday life. Similar to boys with ADHD, the symptoms observed in girls are most pronounced in school-related activities and daily occupations that involve executive functions. There is a lack of systematic and social support for girls with ADHD and their mothers. The mothers who participated in the interviews emphasised the need for more sensitivity and understanding among professionals and the society regarding the fact that ADHD does not occur only in boys and that it is not defined only by hyperactivity.
EXPERIENCE OF TRANSITION INTO MOTHERHOOD AND A CHANGE OF OCCUPATIONAL LIFESTYLE OF YOUNG MOTHERS SUMMARY Motherhood represents a turning point in life, and it brings new responsibilities and changes ...in the lifestyle of first-time mothers. Participants in this study were four mothers aged 19-22 who were interviewed about their first experience of motherhood after an unwanted pregnancy. In order to gain insight into the changes that young mothers experience in their process of transition to motherhood and how their occupational structure of the day changes, this research applied a qualitative research design using a method of semi-structured in-depth interview. The results were organized using thematic analysis which resulted in five main themes and ten subthemes. The main themes include: (1) The beginning of the transition to motherhood, (2) Taking on the role of a mother, (3) New lifestyle, (4) Social attitudes towards young mothers and (5) Restricting and facilitating factors during and after pregnancy. Taking on the role of a mother was an individual process for each participant that was accompanied by a number of emotional changes, as well as role conflicts. The most prominent recognized emotion is fear (for the well-being of the child, for own future) and shame (due to the condemnation of others). Most significant role changes are seen in the transition from the role of a young person and student to the role of a mother. Changes in the daily occupational structure are visible through the sudden takeover of completely new occupations of childcare and co-occupations with the child. A special challenge in the transition process was the lack of family support and the prejudice of the wider social environment, especially in the times of pregnancy. Key words: pregnancy; young mothers; matrescence; occupational roles
Recognizing and understanding different causes and manifestations of children's behaviour carries importance for all professionals who work with children, regardless of whether their field of work is ...within the welfare system, health or education. It is especially so if the development of social competences of a child goes beyond the social expectations and norms. This paper focusses on social aspects of children's self-control developmental difficulties and difficulties in social functioning called attention deficit / hyperactivity disorder (ADHD), which have been investigated based on recent literature and research. The challenges faced by those children and their parents were described taking into consideration two aspects of the issue: developmental difficulties in a child's self-regulation and adaptation causing social dysfunction, and facing the lack of social understanding. The paper gives a brief overview of studies that describe the attitudes of the social environment of a child with ADHD, as well as the stigma attributed to children and indirectly to their parents (the so-called courtesy stigma). Moreover, the paper describes the experience of parenting and challenges in upbringing in terms of coping with parenting stress, as well as several risks of social functioning of children and adolescents with ADHD found prominently in the literature. Finally, potentials of those children and possible factors of success in everyday life are highlighted, as well as a critical review of research methodology. The paper is aimed at professionals, who in their professional lives meet with children and young people who have difficulties with social adjustment, in order to understand the difficulties faced by these children and their parents better. In addition, a review of the international literature offers a framework for planning research which will be contextually appropriate for domestic researchers. Adapted from the source document.
This study aimed to explore the everyday experience of social and occupational participation among persons with physical disabilities living in Croatia. We applied a qualitative research methodology ...using six semi-structured interviews and two focus groups with five participants each. Of the 15 adult participants, seven had cerebral palsy, three had a spinal cord injury and five had muscular dystrophy. Analysis of the data was conducted using a constant comparative approach through which three main themes emerged: (1) Occupational and social participation: Means for inclusion; (2) Exclusion as a consequence of occupational deprivation and social marginalization; (3) Enablers and barriers to meaningful participation. The findings shed new light on the nature of participation among this often marginalized group. Based on these findings, a tentative model was constructed to illustrate the interwoven nature of a number of components: (1) Participation as a continuum along dimensions of inclusion and exclusion; (2) Occupational participation and deprivation; (3) Social participation and marginalization; and (4) Enablers and barriers to participation. While the model represents only emerging ideas that require further confirmation, we propose it as a potentially useful starting point for ongoing discussion and investigation into occupational and social participation among persons with disabilities.
Istraživanja mentalnog zdravlja zdravstvenih radnika prije pandemije bolesti COVID-19 ukazivala su na visoku razinu profesionalnog stresa koji je posljedično dovodio do narušavanja mentalnog i ...tjelesnog zdravlja te smanjenja zadovoljstva poslom. Pandemija je dodatno otežala navedenu situaciju, povećavajući udio i izraženost simptoma narušenog mentalnog zdravlja, posebice anksioznosti i depresije. Istraživanja ukazuju na poteškoće mentalnog zdravlja, stres, iscrpljenost i izgaranje na poslu kao vodeće uzroke razmišljanja zdravstvenih radnika o napuštanju svoje profesije diljem svijeta. Stoga je ključno identificiranje i ublažavanje ovih čimbenika rizika te pružanje prihvatljivih, jednostavnih, dostupnih i ekonomičnih opcija u prevenciji i intervenciji. U ovom radu nudi se pregled randomiziranih kliničkih istraživanja (RCT), sustavnih pregleda literature te metaanaliza kojima se sažimlje velik broj radova na temu povezanosti mindfulnessa s prevencijom narušavanja mentalnog zdravlja i unaprjeđenjem osobne dobrobiti. Sažetak rezultata ukazuje da su intervencije temeljene na mindfulnessu učinkovite u ublažavanju simptoma tjeskobe, depresije i profesionalnog stresa te povećanju osjećaja subjektivne dobrobiti. Učinkovitima su se pokazale kratke i duže intervencije uživo u grupama, putem virtualnih platformi te aplikacija na mobilnim telefonima. Iako autori metaanaliza ukazuju da je potrebno više istraživanja s rigoroznijom metodologijom, možemo zaključiti da dosadašnja baza dokaza potvrđuje kako u opsegu postojećih intervencija metode MBI svakako imaju svoje mjesto. Na kraju rada daje se kratak kritički osvrt na rezultate i ograničenja istraživanja.
PDF
