NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090986
Record Type: Journal
Publication Date: 2016-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0256-2928
ADHD Medication and Social Self-Understanding: Social Practice Research with a First Grade in a Danish Primary School
Kristensen, Karen-Lis; Mørck, Line Lerche
European Journal of Psychology of Education, v31 n1 p43-59 Jan 2016
This paper addresses some of the contradictions, dilemmas, and struggles in a Danish primary school practice involved in medicating children diagnosed with ADHD. It draws on a social practice research study of a 7-year-old boy diagnosed with ADHD, who was medicated against his will. It focuses on his struggles when being medicated, and particularly on meaning making processes and changes in social self-understandings in the first grade class, 1B, generated among students, teachers, and parents. The paper is an analysis of moments and movements in Dennis' social self-understanding generated as part of a social practice research project combining a variety of methods, ranging from collective biography inspired group work and qualitative interviews with teachers and students, photo-based interviews, and participant observation in the school. The study has a double aim of generating theory regarding social self-understanding and ADHD medication, and analyzing concrete contradictions, dilemmas, and action possibilities in a primary school, enabling new "practice recognitions" that (at least partly) move beyond practices that generate marginalized social self-understandings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A