How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support

Abstract

The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual framework utilised for this study incorporated systems theory, collaborations and inclusive education in South Africa. In this study, I followed an interpretivist paradigm using a phenomenological approach. A qualitative case study design was selected, with five purposefully and conveniently selected mothers whose children had been previously diagnosed with ADHD by an educational psychologist. The participants took part in either a focus group or a one-onone interview. Two main themes emerged following the thematic content analysis of the interviews, namely: How mothers experience their children with ADHD and How mothers experience support of their children with ADHD. The findings of this study suggest that mothers of children with ADHD expect a deeper level of support from an educational psychologist. The findings also indicate that mothers experience parenting children with ADHD stressful and that they need reassurance and emotional support from the educational psychologist. The results show the need for a more inclusive school environment and it highlights the importance of the role of the educational psychologist sharing knowledge and working collaboratively with educators, the Institutional Level and District Based Support Teams and the various health care practitioners to provide support to the child and family.