ADHD Medication and Social Self-Understanding: Social Practice Research with a First Grade in a Danish Primary School

Autor/inn/en	Kristensen, Karen-Lis; Mørck, Line Lerche
Titel	ADHD Medication and Social Self-Understanding: Social Practice Research with a First Grade in a Danish Primary School
Quelle	In: European Journal of Psychology of Education, 31 (2016) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-014-0226-5
Schlagwörter	Attention Deficit Hyperactivity Disorder; Drug Therapy; Metacognition; Clinical Diagnosis; Elementary School Students; Foreign Countries; Grade 1; Biographies; Qualitative Research; Educational Research; Interviews; Photography; Participant Observation; Educational Practices; Disadvantaged; Denmark + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Biography; Biografie; Biographie; Qualitative Forschung; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Fotografie; Teilnehmende Beobachtung; Bildungspraxis; Dänemark
Abstract	This paper addresses some of the contradictions, dilemmas, and struggles in a Danish primary school practice involved in medicating children diagnosed with ADHD. It draws on a social practice research study of a 7-year-old boy diagnosed with ADHD, who was medicated against his will. It focuses on his struggles when being medicated, and particularly on meaning making processes and changes in social self-understandings in the first grade class, 1B, generated among students, teachers, and parents. The paper is an analysis of moments and movements in Dennis' social self-understanding generated as part of a social practice research project combining a variety of methods, ranging from collective biography inspired group work and qualitative interviews with teachers and students, photo-based interviews, and participant observation in the school. The study has a double aim of generating theory regarding social self-understanding and ADHD medication, and analyzing concrete contradictions, dilemmas, and action possibilities in a primary school, enabling new "practice recognitions" that (at least partly) move beyond practices that generate marginalized social self-understandings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01