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Storylines and Positions Theory As a Tool to Identify How Young People Conceptualise Their Positions of Living with ADHD.

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Title: Storylines and Positions Theory As a Tool to Identify How Young People Conceptualise Their Positions of Living with ADHD.
Authors: Grønneberg, Siv Vea (AUTHOR), Engebretsen, Eivind (AUTHOR), Torp Løkkeberg, Stine (AUTHOR)
Source: International Journal of Disability, Development & Education. Nov2025, Vol. 72 Issue 7, p1406-1422. 17p.
Subjects: Attention-deficit hyperactivity disorder, Research funding, Qualitative research, Interviewing, Psychological well-being, Judgment sampling, Experience, Discourse analysis, Storytelling, Research, Statistical reliability, Social skills, Research methodology, Transitional programs (Education), Social support, Data analysis software, Adults
Geographic Terms: Norway
Abstract: The present study explores the dominant storylines of 10 young adults' descriptions of growing up with attention-deficit hyperactivity disorder (ADHD). The aim of this study was to gain a deeper understanding of the processes that generate, maintain and transform certain positions and conditions. The findings suggested that limited positions, particularly those arising from experiences of positions such as 'not as expected' and 'not good enough', are uniquely formed and upheld, with schools standing out as a key environment where these positions are notably evident. However, findings argues that these positions do not inherently possess stability. By gaining insights, employing improved strategies, and becoming more familiar with alternative perspectives – some of which may be hidden from the individual – these positions can undergo transformation into positions that appear more suitable for mental wellbeing. We argue that exploring individuals' storylines might give insight into the forces that can support practice to increase the possibility of joint efforts around the individual and equip itself to engage with the complex movements in the salient transition from childhood into young adulthood. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Storylines and Positions Theory As a Tool to Identify How Young People Conceptualise Their Positions of Living with ADHD.
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  Data: <searchLink fieldCode="AR" term="%22Grønneberg%2C+Siv+Vea%22">Grønneberg, Siv Vea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Engebretsen%2C+Eivind%22">Engebretsen, Eivind</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Torp+Løkkeberg%2C+Stine%22">Torp Løkkeberg, Stine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Disability%2C+Development+%26+Education%22">International Journal of Disability, Development & Education</searchLink>. Nov2025, Vol. 72 Issue 7, p1406-1422. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+programs+%28Education%29%22">Transitional programs (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink>
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  Data: The present study explores the dominant storylines of 10 young adults' descriptions of growing up with attention-deficit hyperactivity disorder (ADHD). The aim of this study was to gain a deeper understanding of the processes that generate, maintain and transform certain positions and conditions. The findings suggested that limited positions, particularly those arising from experiences of positions such as 'not as expected' and 'not good enough', are uniquely formed and upheld, with schools standing out as a key environment where these positions are notably evident. However, findings argues that these positions do not inherently possess stability. By gaining insights, employing improved strategies, and becoming more familiar with alternative perspectives – some of which may be hidden from the individual – these positions can undergo transformation into positions that appear more suitable for mental wellbeing. We argue that exploring individuals' storylines might give insight into the forces that can support practice to increase the possibility of joint efforts around the individual and equip itself to engage with the complex movements in the salient transition from childhood into young adulthood. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188762598
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/1034912X.2024.2361272
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1406
    Subjects:
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Discourse analysis
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Statistical reliability
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Transitional programs (Education)
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Storylines and Positions Theory As a Tool to Identify How Young People Conceptualise Their Positions of Living with ADHD.
        Type: main
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            NameFull: Grønneberg, Siv Vea
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            NameFull: Engebretsen, Eivind
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            NameFull: Torp Løkkeberg, Stine
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          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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            – TitleFull: International Journal of Disability, Development & Education
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