ADHD 아동·청소년의 통합적 이해와 개입- 포커스 그룹 인터뷰를 활용하여 -
Integrated understanding and intervention of ADHD children and adolescents - Using focus group interviews -
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In this paper, we propose how to arbitrate child and youth with ADHD (Attention Deficit HyperactiveDisorder) in order to provide integrated understanding on them. We conducted literal and case study of them. Moreover, we observed two middle school students who tend to be ADHD as a case study so as to figure outhow they are intervened at school in terms of practical way. By doing this, we found out that there needs to bemore integrated understanding and paradigm conversion on ADHD. In addition, the educational interventionbased on elementary and middle schools because ADHD is applicable to childhood and teenagers. We proposethree ways for the educational intervention. The first is that we need diagnosis and intervention that areappropriate for the individual rather than the dichotomous classification. The second is to develop thecounselling programs and apply them to teachers and parents for change of their recognition on child andyouth with ADHD. The last one is that it is required to build network for case management associated withhome and local community as well as improvement of the early identification of ADHD at schools. It is essentialto comprehensively intervene them to address problems of ADHD. For this, schools, local community, andcountry need to join in the intervention as well as the individual and family.
Abstract
In this paper, we propose how to arbitrate child and youth with ADHD (Attention Deficit HyperactiveDisorder) in order to provide integrated understanding on them. We conducted literal and case study of them. Moreover, we observed two middle school students who tend to be ADHD as a case study so as to figure outhow they are intervened at school in terms of practical way. By doing this, we found out that there needs to bemore integrated understanding and paradigm conversion on ADHD. In addition, the educational interventionbased on elementary and middle schools because ADHD is applicable to childhood and teenagers. We proposethree ways for the educational intervention. The first is that we need diagnosis and intervention that areappropriate for the individual rather than the dichotomous classification. The second is to develop thecounselling programs and apply them to teachers and parents for change of their recognition on child andyouth with ADHD. The last one is that it is required to build network for case management associated withhome and local community as well as improvement of the early identification of ADHD at schools. It is essentialto comprehensively intervene them to address problems of ADHD. For this, schools, local community, andcountry need to join in the intervention as well as the individual and family.
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