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Understanding the psycho-social and ...

Young, Edmund Wong Din-Mond.

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Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: A systems approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: A systems approach./
Author:	Young, Edmund Wong Din-Mond.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	205 p.
Notes:	Source: Dissertations Abstracts International, Volume: 74-01, Section: A.
Contained By:	Dissertations Abstracts International74-01A.
Subject:	Asian American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3513866
ISBN:	9781267444943

Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: A systems approach.
Young, Edmund Wong Din-Mond.

Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: A systems approach. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 205 p.

Source: Dissertations Abstracts International, Volume: 74-01, Section: A.

Thesis (Ed.D.)--University of Southern California, 2012.

A review of the extant research literature reveals limited data on college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Even less information is known in regards to minority populations living with ADHD, specifically Asian American college student. This research project was focused on Chinese American college students with ADHD. A qualitative design using a life history approach allowed the individual case studies to provide a vivid detailed account into the experiences with ADHD. The project was centered on a systems theory approach to understanding the psycho-social and cultural factors that influence the experience of ADHD in Chinese American college students as well as the coping strategies used in order to be effective learners. This project allows the reader to understand how Chinese American college students make sense of their ADHD diagnosis, cope with their condition and what this may mean for these students as they embark on their ADHD journey. This project aimed to seek answers to these questions: (1) What are the different pathways to being a Chinese American college student with ADHD? (2) How do psycho-social, cultural and other factors shape the experiences that Chinese American college students have with ADHD? (3) How do Chinese American college students with ADHD navigate their academic environment in order to be successful learners? The project found that social supports in the form of family and friends help the Chinese American college student to cope with their ADHD diagnosis, symptoms and academic struggles. The use of professional services inclusive of psychotherapy, psychopharmacology and psychological testing helped students to cope and make sense of their condition. The Chinese American college students found their academic performance improved with the use of the disability services offered by the university.

ISBN: 9781267444943Subjects--Topical Terms:

1669629
Asian American Studies.
Subjects--Index Terms:

ADHD

Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: A systems approach.
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