An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies

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dc.contributor.advisorAddinall, Ronalden_ZA
dc.contributor.authorHasewinkel, Sian Elizabethen_ZA
dc.date.accessioned2015-08-10T06:34:08Z
dc.date.available2015-08-10T06:34:08Z
dc.date.issued2015en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis phenomenological study seeks to understand challenges and resilient adaptations of parents of children with ADHD at a Primary School in Cape Town, and to examine the role of the school and the school social worker in supporting parents not only in developing parental resilience, but also developing resiliency in their relationships with the school as an adjunct to forging effective parent- school partnerships. The macro systemic background to this study is the Department of Basic Education’s policy on Inclusive Education, which calls for parent-school partnerships in educating vulnerable children. Two theoretical frameworks guide this study: resiliency theory, given the increasing calls for resiliency research in resource- poor contexts; and Bronfenbrenner’s bio-ecological framework, as ADHD is a complex phenomenon in which parents and school, both micro- and meso-systemically, buffer the impact of ADHD. The research methodology is an exploratory qualitative cross-sectional single case design with multiple respondents. Eighteen parents were the unit of study, selected according to a purposive and discriminant sampling design. Data was collected using a semi-structured interview schedule, and recorded during an in-depth interview. This study confirmed chronic and overwhelming personal and parenting challenges, but also challenges around medication, and parent-school interaction. Participants struggled more than they felt they succeeded, as adaptations shadowed and were overshadowed by, challenges. Participants increasingly used the services of the school social worker, and preferred to access personal help via their children’s mental health provider, underlining the importance of the school as an intervention site. Participants indicated that school social work services should provide counselling, a support group for parents, advocacy and mediation between parent and teacher/school, and develop opportunities for parent-school partnerships. School social work services were valued because they were based on knowledge and experience. Relationships with the school were tempered by ambivalence and frustration; participants wanted proactive teachers providing in-depth and accessible contact and trained in ADHD classroom management. Implications of this study for the school, the social work profession and the Department of Basic Education are discussed.en_ZA
dc.identifier.apacitationHasewinkel, S. E. (2015). <i>An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Social Development. Retrieved from http://hdl.handle.net/11427/13667en_ZA
dc.identifier.chicagocitationHasewinkel, Sian Elizabeth. <i>"An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Social Development, 2015. http://hdl.handle.net/11427/13667en_ZA
dc.identifier.citationHasewinkel, S. 2015. An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hasewinkel, Sian Elizabeth AB - This phenomenological study seeks to understand challenges and resilient adaptations of parents of children with ADHD at a Primary School in Cape Town, and to examine the role of the school and the school social worker in supporting parents not only in developing parental resilience, but also developing resiliency in their relationships with the school as an adjunct to forging effective parent- school partnerships. The macro systemic background to this study is the Department of Basic Education’s policy on Inclusive Education, which calls for parent-school partnerships in educating vulnerable children. Two theoretical frameworks guide this study: resiliency theory, given the increasing calls for resiliency research in resource- poor contexts; and Bronfenbrenner’s bio-ecological framework, as ADHD is a complex phenomenon in which parents and school, both micro- and meso-systemically, buffer the impact of ADHD. The research methodology is an exploratory qualitative cross-sectional single case design with multiple respondents. Eighteen parents were the unit of study, selected according to a purposive and discriminant sampling design. Data was collected using a semi-structured interview schedule, and recorded during an in-depth interview. This study confirmed chronic and overwhelming personal and parenting challenges, but also challenges around medication, and parent-school interaction. Participants struggled more than they felt they succeeded, as adaptations shadowed and were overshadowed by, challenges. Participants increasingly used the services of the school social worker, and preferred to access personal help via their children’s mental health provider, underlining the importance of the school as an intervention site. Participants indicated that school social work services should provide counselling, a support group for parents, advocacy and mediation between parent and teacher/school, and develop opportunities for parent-school partnerships. School social work services were valued because they were based on knowledge and experience. Relationships with the school were tempered by ambivalence and frustration; participants wanted proactive teachers providing in-depth and accessible contact and trained in ADHD classroom management. Implications of this study for the school, the social work profession and the Department of Basic Education are discussed. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies TI - An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies UR - http://hdl.handle.net/11427/13667 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13667
dc.identifier.vancouvercitationHasewinkel SE. An exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategies. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Social Development, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13667en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Social Developmenten_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherClinical Social Worken_ZA
dc.titleAn exploratory case study at Timour Hall Primary School of the perception of parents of children with ADHD concerning their parental challenges and coping strategiesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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