magistrsko delo
Tina Turinek (Author), Alenka Kobolt (Mentor), Bojana Caf (Co-mentor)

Abstract

Namen magistrskega dela je prikazati motnjo pozornosti s hiperaktivnostjo na podlagi osebnih izkušenj neposredno in posredno vpletenih posameznikov v obdobju mladostništva. Slednje prikazujem na podlagi izkušenj dveh mladostnikov z motnjo, njunih mater in dveh učiteljev. V teoretičnem delu predstavim do sedaj znana teoretična izhodišča motnje in njen razvoj skozi zgodovino. Pomemben del namenjam poimenovanju in razumevanju skozi različne diskurze, ki narekujejo nadaljnjo obravnavo. Posebej izpostavljam medicinski in socialno pedagoški diskurz, različne vrste obravnave, polemike ter kritična izhodišča. Socialno pedagoški diskurz narekuje, da namesto znanja o diagnozi potrebujemo takšnega, ki nam pomaga razumeti, kako oseba z diagnozo živi, kako ta vpliva na njeno življenje, kako nanjo vplivajo morebitna zdravila in ali imajo dovolj moči. V empiričnem delu, kjer sem na podlagi osebnih izkušenj sogovornikov raziskovala, kako mladostnika, ki imata diagnozo motnje pozornosti s hiperaktivnostjo, doživljata sebe in svojo diagnozo ter kako diagnozo in svojo vlogo doživljata materi in izbrana učitelja. Prav tako so me zanimale koristi in/ali bremena, ki jih diagnoza prinaša s seboj. S pomočjo delno usmerjenih pogovorov sem pridobila vpogled v njihove izkušnje, ki so zelo bogate in med seboj zelo različne. Ugotovila sem, da vsi sogovorniki prepoznavajo močna področja in pozitivne lastnosti sebe, oziroma mladostnikov, vendar je to odvisno od situacije do situacije. Vsi sogovorniki, predvsem mladostnika in njuni materi, povedo, da diagnoza s seboj prinaša določeno težo oziroma stigmo ter veliko dela na sebi in tudi z okoljem. Ugotavljam tudi, da se v praksi pojavlja problem pomanjkanja podpore in ustrezne pomoči strokovnih institucij mladostnikom; da je dober odnos učiteljev in drugih strokovnjakov do mladostnika ključen za uspešno obravnavo; da lahko šola predstavlja velik podporni oziroma ogrožajoč dejavnik za mladostnika ter da si starši želijo večje podpore zunanjega okolja.

Keywords

motnja pozornosti s hiperaktivnostjo;osebna izkušnja;posredno osebna izkušnja;diskurz;kritični pristop;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Turinek]
UDC: 616.89-008.47(043.3)
COBISS: 11761993 Link will open in a new window
Views: 785
Downloads: 195
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Other data

Secondary language: English
Secondary title: Experiences of young people, their parents and teachers with attention deficit hyperactivity disorder
Secondary abstract: The purpose of my work is to shed light on the Attention Deficit Hyperactivity Disorder (ADHD) by exploring personal experiences of directly and indirectly involved individuals in adolescence, based on experiences of two adolescents, diagnosed with the disorder, their mothers, and two teachers. In the theoretical part, I present different theories about the disorder and their development throughout history. The emphasis is on the naming and understanding of the disorder through different discourses, which dictate further treatment. I am highlighting the medical and social-pedagogical discourse, different types of treatment, controversies, and criticism. The social - pedagogical discourse emphasizes the importance of knowing and understanding how the individual with the diagnosis lives, how does it affect his/her life, and the effect of possible medications. The empirical part focuses on personal experiences of two adolescents with ADHD, their understanding of themselves and their diagnosis, and how their mothers and teachers understand the diagnosis and their role in adolescent's lives. I was also interested in benefits and/or burdens that come with the diagnosis. I used open-ended questions to gain insight into their experiences, which are rich and tremendously different. I found out that all participants know their strengths and positive features or recognize them in the adolescents, although this depends on the situation. Especially the two adolescents and their mothers feel the burden and the stigma of the diagnosis and have the need for working on oneself and with the environment. I also found out that there is a practical problem of not having enough support and help from professional institutions among adolescents; that a positive relationship with different teachers and other professionals is key to successful treatment; that the school can be an either supportive or threatening factor for the adolescent; and that the parents want more environmental support.
Secondary keywords: hyperactivity;hiperaktivnost;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages: 102 str.
ID: 10869196