Shapira Faians, Adi (2015) Social skills learning groups: a case study of young people identified with Attention Deficit Hyperactivity Disorder. Doctoral thesis (PhD), University of Sussex.

Preview

PDF - Published Version Download (3MB) | Preview

Abstract

The aim of the current case study was to examine the integration of a social skills learning programme for young people aged 13-18 identified with ADHD and learning difficulties within the framework of a junior and high school in Israel designed for young people identified with ADHD. At the start of this inquiry, the stance of the Israeli Ministry of Education mainly leaned on the medicalised model. During the process of conducting this study, the researcher developed a gradual shift from the medicalised to the social constructivist model as an alternative which considers young people from a holistic view.
The study explored three perspectives on the integration of the social skills learning groups within the school: those of the educational staff, the therapeutic staff who facilitated the social skills learning groups and those of the group participants. It also explored how each group perceived the intervention in terms of supporting social skills among young people identified with ADHD. Two groups of students took part. One group comprised seven students from the 7th grade who were in their first year of the intervention and another group comprised seven students from the 9th grade who were in their third year of the four-year programme.
The study was conducted using a qualitative methodology from an insider perspective, the researcher being a therapist and facilitator of one of the social skills learning groups. Data were collected by semi-structured interviews with staff members, the researcher’s reflective diary and a student questionnaire.
The study found that the educational staff's perspective on the social skills learning groups involved a gradual process from difficulty accepting the groups to believing that they played an important role in school provision. A parallel process took place among the therapeutic staff who questioned the groups' definition as a class or as group therapy, which required the therapists to examine their professional identity. This process of self-examination of staff members’ professional identity and examination of the other staff members' professional roles influenced the integration of the groups in the school.
Overall, the study suggested that interventions focusing on assisting the development of social skills can play an important role in school provision for young people identified with ADHD when they are included as part of the school curriculum. However, in order to successfully embed a therapeutic intervention within a school framework, the study suggested that teachers and therapists should cooperate both professionally and personally to build a new common language toward a common goal.

Item Type:	Thesis (Doctoral)
Schools and Departments:	School of Education and Social Work > Education
Subjects:	L Education > LC Special aspects of education > LC1390 Education of special classes of persons > LC4812 Other special classes L Education > LG Individual institutions (Asia. Africa. Oceania) > LG021 Asia > LG341 Israel. Palestine
Depositing User:	Library Cataloguing
Date Deposited:	21 Jul 2015 11:12
Last Modified:	21 Jul 2015 11:12
URI:	http://sro.sussex.ac.uk/id/eprint/54452

View download statistics for this item

📧 Request an update