Abstract
M.Ed.
This study investigates parents' conception of their children who have been diagnosed with
Attention-Deficit/Hyperactivity Disorder (AD/HD). The view being to describe and explain
their conception and to lay down principles for the implementation of parental guidance.
The rationale for this study is derived from the researcher's experiences that parents'
emotions, experiences and points of view are seldom taken into account in the
multidisciplinary intervention process regarding children with AD/HD. Parents are the
primary educators of their children, therefore it is important to involve the parents in the
intervention process. For the involvement to be of optimal value, therapists need to have an
understanding of the conceptions of these parents regarding children with AD/HD.
Therapists who know where the parents are, and what their emotions and experiences are,
find themselves in a better position to provide relevant parental guidance in an empathetic
manner.
This study presents a framework of theory in which AD/HD is clearly explicated. The
experiences and needs of parents of children with AD/HD and the role of parental guidance is
discussed. The focus then shifts to therapy and parental guidance from a constructivistic
perspective. In the constructivistic view the therapist is the facilitator of change and this has
implications for the goal of therapy and the therapeutic relationship. Parental guidance from
a constructivistic perspective is recommended as an alternative way of involving parents
(with their emotions, experiences and conceptions) in the process of helping children with
AD/HD.
The framework of theory is followed by a chapter on the design of the research,
substantiating the choice of format and methods of data collection and analysis.
The data is reported in the final chapter. Examples of raw data from transcriptions and
sketches are presented. Finally, the consolidated data is interpreted.
The most significant findings of this study are that parents of children with AD/HD
experience their educational task as problematic, that these parents don't receive any form of
(structured) parental guidance and/or support and that they experience a great need for the
latter.
iv
This study proposes that a parental guidance program should be implemented in order to meet
the needs of the parents of children with AD/HD and to provide them with the necessary
support. Five implications for the implementation of such a program are discussed.
The study concludes with the thought that children with AD/HD who live in a happy and
supportive family unit, have a far better chance to reach their full potential and to be
successful in life than those who don't. It is therefore important to assist parents in the
provision of such an environment.