Strengths and Usefulness of the Study
My engagement in the participants’ personal experiences was permissible by an IPA approach, which brought about an in-depth understanding of the participants’ insights. Comparisons were made between existing studies and mine (e.g., BORG, 2006; Gauci, 2006), which accredited my findings as valid, dependable, and credible. This study brings about cognizance of the available support services and parental experiences at a local level to all those facing ADHD. This study provides a guideline and motivation to new and inexperienced parents in as much as ADHD cases are concerned as it offers essential advice derived from participants’ years of experience.
Limitations of the Study
Being an example of a qualitative study, as obvious findings from a small sample cannot be generalized or represent all the Maltese parents with ADHD affected children. As a matter of fact, only mothers agreed to participate in the research. Probably a different set of results might come up if the study is replicated with fathers.
Probabilities are high that my efforts to maintain objectivity were not as sufficient. In that case, there might be a bias component in my analysis and development of my ultimate results. Also, the other limitation is that I assumed that the participants’ accounts were genuine. Participants might have decided to leave out issues that perhaps were uncomfortable for them to share or forgotten and could be of significance to the study. More so, parents, when sharing, might have been inaccurate due to their unconscious wish to be positively perceived by others (social desirability bias) (Maccoby &Maccoby, as cited in Fisher, 1993).
Additionally, the chosen theoretical framework also has its limitations. The Resiliency Model of Family Stress, Adjustment, and Adaptation (McCubbin & McCubbin, as cited in Friedman et al., 2003) contemplates a child’s ADHD as a stressor the family as a whole has to adapt and adjust. Before embarking on this research, I held a similar type of view. Hence, my own bias might have influenced the choice of this theoretical model.
The theoretical model also influenced aspects discussed in the literature review. There was an emergence of important themes such as the local educational support system, educator-child relationship impacts, parents’ wishes, and the most difficult stages, which I neglected. As a result, comparing these themes with the researches in existence to validate their integrity and reliability was not actionable.
Parents’ advice to others
There are no choices of surrendering options. Altogether participants urge parents to follow instructions offered by professionals and seek assistance from the community and family. Speaking about one’s issues and psychiatrists’ visits ought not to be alleged as shameful. If professionals recommend recommendations to use medication, nobody should resist or be frightened to use it. Uniting with the ADHD Family Support Group is perfect for emotional and informational support.
Being active and advocating for children’s rights is a parent’s must-do thing, and if need be, write to the relevant authorities complaint letters (Cosser, 2005). Using the rights approaches for control, managing the child, and being self-assured, are all upbringing essentials. A critical thing to do is educate oneself about ADHD through research (Cosser, 2005; Theron, 2008). Even at times when there is disapproval by outsiders, parents should make up for the child’s discrepancies and do the extreme for the child’s advantage. Leading by example, by enclosing one’s negative sentiments and keeping calm, is every parent’s necessity.
Recommendations for practice and implementation
For enriched practice, parents intensely requested specialized public education and training on ADHD for teachers, LSAs, and all educational settings. From a tender age on different conditions, needs should be provided by education to lessen the stigma and foster inclusion. A parent’s suggested system was that children with ADHD be included with others but occasionally be engaged in special programs such as summer camps for them to learn different methods, including practical activities.
As another recommendation, including the simplification of the curriculum from the primary years of school by, for instance, the introduction of calculators, also reduce the waiting list and speed up the provision of the LSA process by allocating more statementing boards in particular localities. We need to improve diagnostic processes to reduce waiting periods for the determination of an analysis.
A parent also suggested that those, in particular, coming from lower socio-economic backgrounds, be provided with free-of-charge home assistance services. For example, children with ADHD would be assisted in doing their homework by their parents with help from trained volunteers. Moreover, the development of programs to train children and adolescents with ADHD to equip them for independent adult lives should be put in place.
Implications for future research
This study should be replicated to fathers and be compared with the mothers’ experience to check for gender similarities and differences to add to their recommendations. Since there is a tendency of siblings to ADHD children being overlooked, their contributions yet being significant in the family, the research should be furthered to instrument the child’s ADHD symptoms. Similar research is instrumental to the development of intercessions and approaches designed to support the siblings, address their needs, concerns, and improve their relationship quality with the child with ADHD and the parents.
In this research module, there were two married parents, two single-mothers, and the others cohabitating. Suggestively, this shows that family compositions are moving away from the traditional types and that numbers of single-mothers are on an upward trend. Onwards, studies should explore exhaustively the experiences of parents who singularly raise children with ADHD and equate with married or cohabiting parents’ experiences. Narratively, a study on the familiarity of living with ADHD could also be done, emphasizing self and identity.
Later studies need to probe the academic know-how of youngsters with ADHD, together with the educators’ awareness of ADHD and their familiarity with dealing with a child with ADHD. Their versions could be compared with the parental opinions to determine more precisely the strengths of the present-day educational system and areas of improvement.
Conclusion: A learning experience
This study was my first psychological research work solely done. I gained an understanding and experience of applying theories and knowledge gathered from study units in my three-year course. The research provided opportunities for meeting new people who are extensively experienced in ADHD cases. I am now more sensitive to those in one way or another in touch with the condition due to this work.
My wish is that this research work brings local mentality change towards ADHD and the parenting experience. I hope that the proficient establishments will consider the suggestions presented in this study seriously and take due action to improve parents’ quality of livelihood and their ADHD affected children.
“My aspiration is that this interview be heard and taken serious, you know? That they [authorities] take action…”(Carla) “so that perhaps one of these days our say will be heard somewhere and things commence to change” (Valerie).