Session Information
09 SES 13 C, Ethical Issues in Assessments
Paper Session
Contribution
Middle childhood - an intense time of the child's personality formation. The child's individual differences determined by the nature and the social environment are revealed during this period. Children with attention-deficite/hyperactivity disorder (AD/HD) are one of these groups. Studies shows that globally about 8-10 % of children suffer from AD/HD. AD/HD negatively affects child’s cognitive sphere, psycho-motorist sphere, social behavior and social adaptation. Any outside irritant prevents to concentration, difficulties appear in acquiring and memorizing information, performing tasks that require deep thinking operations and problem solutions. Children with AD/HD are often impulsive; their accidental behavior provokes dangerous and embarrassing situations among themselves and their contemporaries, parents, teachers. Problems of social adaptation usually arise because children with this disorder have lower communication skills, weaker motivation; they are inclines to low self assessment and self confidence. These children are more aggressive, their social behavior is often improper, unfavorable psychological states - fear, anxiety, depression, etc. are characteristic of them (Barkley, 1998; Leskauskas, Kuzmickas et al, 2004, Junod et al. 2006; Piscalkiene, 2009; Antshel KM, Hargrave TM, et al., 2011).
This factor explains the exceptional interest of educational science in the analyzed disorder and elimination of consequences. This disorder may develop and continue in later age causing psychological, social, physical problems.
If the disorder is identified on time, children with AD/HD are included into a group of children with special needs, and a special educational environment is constructed for them. Early identification, evaluation of this disorder and urgent socio-educational help are very important.
Mixed methods research can be useful in sciences because of the complexity of the phenomena studied. Mixed methods research, where quantitative and qualitative methods are combined, is increasingly recognized as valuable, because it can potentially capitalize on the respective strengths of quantitative and qualitative approaches (Ostlund etc., 2011).
Drawing method in the children population can be used not only for education but also for diagnostic purposes. Analysis of children's drawings - one of the ways of understanding their inner and outer world (Brochmann, 2007; Nasvytiene, 2007; Vass, 2012).
The aim of this study – disclose interface of cognitive, personal, behavioral characteristics in children with and without AD/HD groups by using quantitative and qualitative approaches.
The theoretical background of this research:
- Theoretical knowledge of AD/HD from the point of view of educational science, psychology (Barkley, 1998; Cooper, Bilton, 2002, DuPaul, Stoner, 2003 Leskauskas, Kuzmickas et al, 2004, Junod et al. 2006; Piscalkiene, 2009; Antshel KM, Hargrave TM, et al., 2011).
- Scientific – theoretical discourse about the clinical paradigm and thesocial interaction empowerment paradigms by educating and integrating children with special needs (Vygotsky, 1978; Ruškus, Mazeikis, 2007).
- Knowledge of psychological interpretation of projective drawings and paintings methods (Seidel 2007; Brochmann, 2007; Nasvytiene, 2007; 2010; Vass, 2012).
Method
Expected Outcomes
References
1.Antshel KM, Hargrave TM, et al. Advances in understanding and treating ADHD. BMC Medicine. 2011, Jun 10, p. 9:72. 2.Barkley R. A. Atetntion deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press. 1998. 3.Brochmann I.The secret of Children's drawings. Vilnius, 2007. 4.Danenaite I., Seibokaite L. International Journal of Psychology: a Biopsychosocial Approach, 2009, 4, p. 47–71. 5.DuPaul G. J. , Lee Kern. Young Children With Adhd: Early Identification And Intervention. American Psychological Association, 2011. 6.Leskauskas D., Kuzmickas K., Baranauskienė B., Daškevičienė J. Research of primary school children with AD/HD and conterminous psychical disability in Kaunas city. Medicina, 2004, 6, p. 589–-597. 7.Merkys G. Kulturhistorische Schule und Methodologie der pädagogisch-psychologischen Forschung. Entwicklung und Lernen aus kulturhistorischer Sicht: Was sagt uns Wygotski heute/ Joachim Lompscher (Hrsg.). Marburg: BdWi-Verl., Internationale Studien zur Tätigkeitstheorie ; 1996, Bd. 4, p. 143–162. 8.Nasvytiene D. The analysis of psychometric properties of human figure drawings test. Psychology, 2007, p.61-72. 9.Piscalkiene V. Experimental training of children with attention deficit hyperactivity disorder. US-China Education Review, 2009, Volume 6 (8, serial number 57), p. 17-30. 10.Seidel C.Guidelines for the Interpretation of Children`s drawings. Practice-related Application in Diagnostics, Consultating, Support and Therapy. Journal Verlag A-Lienz, Austria, 2007. 11.Vass Z. A psychological interpretation of drawing and painting. Alexandra Publishing, 2012. 12.Vygotsky L.S. Mind in society. The Development of Higher Psychological Processes. Harvard University Press Cambridge, Massachusetts and London, 1978. 13.Ostlund U., Kidd L., Wengstro Y., Dewar D.R. Combining qualitative and quantitative research within mixed method research designs: A methodological review. International Journal of Nursing Studies, 2011, 48, p. 369–383. 14.Osterlind S. J. Modern measurement (2nd ed ), 2009.
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