EARLY DIAGNOSIS OF ATTENTION DEFICIT DISORDER: A STUDY FROM THE PERSPECTIVE OF FAMILIES

Abstract

Learning difficulties are the main reason for psychological counselling, especially in the field of school psychology. Over time, a number of techniques and theories have been developed that validate or question diagnoses, especially those that suggest the existence of difficulties in schooling processes, especially those that indicate Attention Deficit Disorder (ADHD). Various studies have pointed out that this type of diagnosis covers up and often fails to recognise the social, economic, political and historical aspects that permeate the constitution of individuals. In this way, this research analysed the meanings constructed by the families of children diagnosed with ADHD at an early age. Based on online interviews carried out with two mothers of children diagnosed with ADHD, we analysed the data using the guidelines of Discourse Textual Analysis and came up with three categories, entitled: "Early diagnosis: the pathologisation and medicalisation of children" and "Pre and post-diagnosis challenges: the impact on the lives of children and families". It is understood that an early diagnosis of ADHD can lead to various issues that affect the lives of children and their families, especially the constant worry that the child will not be able to learn and is therefore doomed to failure. We realise that the lack of information provided by families and the unpreparedness of some professionals in the psychoeducational field can lead to a lack of support for the child.