Champ Rebecca E, Adamou Marios, Gillibrand Warren, Arrey Sally, Tolchard Barry
School of Human and Health Sciences, University of Huddersfield, West Yorkshire, Huddersfield HD1 3DH, UK.
Department of Nursing, School of Human and Health Sciences, University of Huddersfield, West Yorkshire, Huddersfield HD1 3DH, UK.
J Clin Med. 2024 Oct 7;13(19):5963. doi: 10.3390/jcm13195963.
The aim of this study was to determine why and how adults with attention deficit hyperactivity disorder (ADHD) experience variable impairment and identify the processes and strategies adults with ADHD use to develop positive self-regulation skills. A mixed cohort of 11 participants (6 female and 5 male) from a university, an adult ADHD clinic and an ADHD support group in the UK were interviewed online between September 2021 and February 2022. Data were collected and analysed simultaneously, inspired by a constructivist grounded theory methodology. Participants described a "polar awareness of difference" from others in terms of engagement and ADHD characteristics, and a "polar awareness of consciousness" experienced as the states of and , both of which impact core perceptions of self. Using an infinity paradigm, the results demonstrate unskilled attempts to self-regulate within and between these states using or strategies, including their inherent challenges and energetic cost. Our results further indicate that at the centre of this dynamic paradigm, strategies exist, which exemplify polarity awareness and the regulation of that awareness supported by an authentic inner compass (AIC). This paper presents the empirical foundation for the ADHD Creative Awareness Theory (CAT)-a new theory for understanding the experience of ADHD consciousness and environmental engagement. Practical implications are explored, and recommendations include use of the CAT as a framework for understanding and development of inherent self-regulation skills for adults with ADHD.
本研究的目的是确定患有注意力缺陷多动障碍（ADHD）的成年人为何以及如何经历不同程度的损害，并识别患有ADHD的成年人用于培养积极自我调节技能的过程和策略。2021年9月至2022年2月期间，对来自英国一所大学、一家成人ADHD诊所和一个ADHD支持小组的11名参与者（6名女性和5名男性）组成的混合队列进行了在线访谈。受建构主义扎根理论方法的启发，数据收集和分析同时进行。参与者描述了在参与度和ADHD特征方面与他人的“两极差异意识”，以及作为 和 状态所体验到的“两极意识”，这两者都会影响自我的核心认知。使用无限范式，结果表明在这些状态内和状态之间使用 或 策略进行自我调节的尝试并不熟练，包括其固有的挑战和精力消耗。我们的结果进一步表明，在这个动态范式的核心，存在 策略，这些策略体现了两极意识以及由真实内心指南针（AIC）支持对该意识的调节。本文为ADHD创造性意识理论（CAT）提供了实证基础——这是一种理解ADHD意识体验和环境参与的新理论。探讨了实际意义，建议包括将CAT用作理解和培养患有ADHD的成年人固有自我调节技能的框架。
