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. |
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| 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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