Due to copyright issues, an electronic copy of the thesis must be ordered from the faculty. For the faculty to have time to process the order, the order must be received by the faculty at the latest 2 days before the public defence. Orders received later than 2 days before the defence will not be processed. After the public defence, please address any inquiries regarding the thesis to the candidate.
Trial Lecture – time and place
See Trial Lecture.
Adjudication committee
- First opponent: Professor Pernille Tanggaard Andersen, Syddansk Universitet,
- Second opponent: Associate professor Bård Bertelsen, University of Agder,
- Third member and chair of the evaluation committee: Associate professor Ingrid Amalia Havnes, University of Oslo
Chair of the Defence
Professor Kari Nyheim Solbrække, University of Oslo
Principal Supervisor
Professor, Head of Sustainable Health Unit, Eivind Engebretsen, University of Oslo
Summary
The ADHD diagnosis refers to challenges that can create difficulties in both academic settings and social interactions with family and friends.
The aims of this dissertation were to gain insight into subject positions related narratives and storylines that are perceived as available and subsequently acted upon. Additionally, to understand factors that maintained, and had the potential to alter positions. Ten individual interviews were conducted with young adults diagnosed with ADHD. Discourse, position, and narrative theory were used across three articles that collectively explore a timeline of experiences that span from the time before receiving the initial diagnosis to the present situation.
The findings highlighted six positions that stood out as "negative" for self-understanding. Experience of stigma and bullying particularly contributed to the persistence of “negative” positions. However, positions can undergo transformation into positions that appear more suitable for mental wellbeing. Such transitions were closely associated with the environment's capacity to recognize the individuals' potential strengths and positive qualities and to make those stories accessible for the child. A recurring finding in all three studies was how the experienced subject positions appeared intricately woven together with social structures and resources in the child's cultural environment. This in ways that make it impossible to separate societal structures and behaviour.
The findings suggest that identifying subject positions can provide significant insight into life situations and needs. They consistently pointed to the need for approaches that goes beyond medication. Not least, findings highlighted a need for social structures and an educational system that provides more space for creativity and practical subjects, so more children and young people can have the opportunity to feel valuable and accepted for who they are.
Additional information
Contact the research support staff.