Lived Social Experiences of Young Adults with Tourette Syndrome Comorbid with ADHD

The purpose of this qualitative phenomenological study was to explore the lived social experiences of young adults, aged 18 to 24, with Tourette Syndrome (TS) comorbid with ADHD. It was not known how these young adults perceived their social experiences in relation to their diagnoses based on their...

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Bibliographic Details
Main Author Lunde, Anna-Catherine
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2019
Subjects
Attention deficit hyperactivity disorder
Counseling Psychology
Families & family life
Medical diagnosis
Medical personnel
Mental health
Psychotherapy
Tourette syndrome
Young adults
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Summary:The purpose of this qualitative phenomenological study was to explore the lived social experiences of young adults, aged 18 to 24, with Tourette Syndrome (TS) comorbid with ADHD. It was not known how these young adults perceived their social experiences in relation to their diagnoses based on their lived experience. Jeffrey Arnett’s emerging adulthood theory served as the theoretical framework for this study. The research question for this study was, “how do young adults with Tourette Syndrome comorbid with ADHD perceive their social experiences based on their lived experience?” Using the Yale Global Tic Severity Scale as an online survey screener, six young adults were selected for this study. This screening ensured that participants had a diagnosis of Tourette Syndrome comorbid with ADHD, were willing to complete a 60-90-minute-long interview about their lived social experiences and were members of the Tourette Association of America – Texas Chapter. The raw data was obtained through semi-structured interviews, descriptive demographic information, researcher observations, and field notes, which were coded within MAXQDA software. Utilizing Braun and Clarke’s six-step thematic analysis, four themes emerged: “changes in social self over time,” “creating new social relationships,” “external social support,” and “impact of family.” Practical implications include psychotherapy and community resources can provide direct support to young adults and their families, psychoeducation for schools can reduce underachievement and peer rejection, and CEU’s for medical personnel can help with faster diagnosis and better management of TS and ADHD.
ISBN:1085612724
9781085612722