矛盾心理
心理学
责备
感觉
发展心理学
包裹体(矿物)
注意缺陷多动障碍
质量(理念)
定性研究
社会心理学
临床心理学
社会学
社会科学
哲学
认识论
作者
Ruth Gwernan‐Jones,Darren Moore,Ruth Garside,Michelle Richardson,Jo Thompson Coon,Morwenna Rogers,Paul Cooper,Ken Stein,Tamsin Ford
标识
DOI:10.1111/1467-8578.12087
摘要
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder ( ADHD ). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD .
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