When ADHD knocks on the door - discourse theory as a frame to explore subject positions and mental wellbeing before diagnosis

• Published in: International journal of qualitative studies on health and well-being Vol. 18; no. 1; p. 2209964
• Main Authors: Grønneberg, Siv Vea, Engebretsen, Eivind, Torp Løkkeberg, Stine
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 01.12.2023; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: ADHD; Adolescent; Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - psychology; Attention deficit hyperactivity disorder; Child; Child, Preschool; Childhood; Discourse; discourse analysis; Early childhood education; emotional needs; Empirical Studies; Helping professionals; Humans; Interviews; Medical diagnosis; Mental Health; Norway; Policy making; Qualitative research; Social interaction; societal norms; subject positions; Teachers; Well being; wellbeing; Young Adult; Young adults; Norway; ADHD; emotional needs; discourse analysis; wellbeing; societal norms; subject positions
• DOI: 10.1080/17482631.2023.2209964
• ISSN: 1748-2631; 1748-2623

Attention deficit hyperactivity disorder (ADHD) is currently the most prevalent childhood psychiatric diagnosis. This article reports how 10 young adults in Norway positioned themselves before they were diagnosed with ADHD either during early childhood or adolescence. A central theme is how these subject-positions relate to societal norms and mental well-being. Individual interviews were conducted, and the transcriptions of the interviews were analysed according to discourse theory. Six central subject positions were identified which in turn related to two major positions: 1) failure with schoolwork and 2) struggle in social interaction. The findings indicated specific emotional and environmental needs and that individuals were confronted with societal norms related to the criteria for ADHD prior to and regardless of whether one had received a formal diagnosis. We argue that analysing subject positions provides important knowledge regarding ADHD that is useful for individuals, parents, teachers, practitioners, policymakers, and helping professionals in the field of mental health and education when it comes to interventions that support children who possess different temperaments.