多动症的家长解释模型：性别与文化差异
Parental explanatory models of ADHD: gender and cultural variations.
作者信息
Bussing Regina, Gary Faye A, Mills Terry L, Garvan Cynthia Wilson
机构信息
Division of Child & Adolescent Psychiatry, Dept. of Psychiatry, University of Florida, Box 100234 UFHC, Gainesville, FL 32610-0234, USA.
出版信息
Soc Psychiatry Psychiatr Epidemiol. 2003 Oct;38(10):563-75. doi: 10.1007/s00127-003-0674-8.
BACKGROUND
This study describes parents' explanatory models of Attention Deficit Hyperactivity Disorder (ADHD) and examines model variation by child characteristics.
METHOD
Children with ADHD (N = 182) were identified from a school district population of elementary school students. A reliable coding system was developed for parental responses obtained in ethnographic interviews in order to convert qualitative into numerical data for quantitative analysis.
RESULTS
African-American parents were less likely to connect the school system to ADHD problem identification, expressed fewer worries about ADHD-related school problems, and voiced fewer preferences for school interventions than Caucasian parents, pointing to a potential disconnect with the school system.
CONCLUSIONS
More African-American than Caucasian parents were unsure about potential causes of and treatments for ADHD, indicating a need for culturally appropriate parent education approaches.
背景
本研究描述了父母对注意力缺陷多动障碍（ADHD）的解释模型，并探讨了因儿童特征而产生的模型差异。
方法
从一个学区的小学生群体中识别出患有ADHD的儿童（N = 182）。为民族志访谈中获得的父母回应开发了一个可靠的编码系统，以便将定性数据转换为定量数据进行定量分析。
结果
与白人父母相比，非裔美国父母不太可能将学校系统与ADHD问题的识别联系起来，对与ADHD相关的学校问题表达的担忧较少，对学校干预措施的偏好也较少，这表明与学校系统可能存在脱节。
结论
不确定ADHD潜在病因和治疗方法的非裔美国父母比白人父母更多，这表明需要采用适合文化背景的家长教育方法。
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