| Contemporary research on Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) has predominately focused on its biological concomitants. The current investigation evaluates an additional component of ADD/ADHD: the meanings of children, their teachers, parents, and physicians in the diagnosis and prescription of medication therapy.; The selected methodology is a qualitative hermeneutic analysis of four separate clusters of interview transcripts involving children and their respective cohort. Separate interviews were conducted in one-hour segments with each member of the clusters. These interviews were recorded using audio-tape recording devices. Interviews were then transcribed and qualitatively analyzed. In this analysis, special attention was given to how individuals phenomenally experienced the diagnosis and prescription of medication for ADD/ADHD.; The findings suggest that the experience of the diagnosis and prescription of medication for ADD/ADHD begins with an arduous decision-making process on the part of parents. This decision-making process involves a revision of interpretations of the children's behaviors that leads parents to believe that a diagnosis and medication prescription is necessary. Subsequent to the parents' decision to have their children diagnosed and prescribed medication for ADD/ADHD, those individuals involved in the diagnosis and prescription of medication for ADD/ADHD experience it in a deterministic and atomistic fashion. That is, those involved often experience these behaviors as being determined by biological mechanisms over which the child has no control. Hence, the child is also seen as having no responsibility in these behaviors. Furthermore, these biological mechanisms are understood as rooted in the individual child with little or no influence from the child's various relationships and are thus seen as atomistic in nature. In turn, this understanding is often manifested as a sense of deficiency in the child as compared to other children or a difference in the child from other children.; The implications and practical value of such meanings for future diagnosis and prescription of ADD/ADHD medication are addressed. Specifically, the discussion of implications is focused on what these results mean in terms of interpersonal responsibility and relationships. Alternatively, the practical value of such meanings are examined with reference to how these results can help inform practice in the diagnosis and prescription of medication for ADD/ADHD for all of those involved. Finally, alternative conceptualizations of ADD/ADHD are offered that permit recognition of such components of ADD/ADHD both in practice and in research. |
