The experiences of primary caregivers raising school-aged children with attention-deficit hyperactivity disorder.
OBJECTIVE
To understand the experiences of primary caregivers who are bringing up school-aged children with attention-deficit hyperactivity disorder. The research findings will help address the problems related to caring for school-aged children with attention-deficit hyperactivity disorder.


BACKGROUND
In Taiwan, the rate of school-aged children diagnosed with attention-deficit hyperactivity disorder ranges from 7.9-11.7%. This study is the first, which tries to understand the experiences of primary caregivers who are bringing up school-aged children with attention-deficit hyperactivity disorder in Taiwan.


METHODS
The study used a qualitative phenomenological approach to explore the experiences of caregivers raising school-aged children with attention-deficit hyperactivity disorder.


METHODS
Purposive sampling and in-depth, face-to-face interviews were used to collect data. The unstructured interview guide allowed the major caregivers to express their experiences of raising school-aged children with attention-deficit hyperactivity disorder. When data saturation was reached, the sample size comprised 12 major caregivers. Narratives were analysed according to Colaizzi's seven-step method.


RESULTS
Three themes and seven sub-themes emerged from this study: the burdens of caring (parenting burdens, emotional burdens and family conflicts), the lack of adequate support systems (lack of support from professionals, spouses and other family members) and the mechanisms of coping (cognitive coping strategies and social coping strategies). Furthermore, several other factors that affected the caregivers of children with attention-deficit hyperactivity disorder are also revealed in the study.


CONCLUSIONS
The findings of the study demonstrate the importance of understanding the experiences of primary caregivers, bringing up school-aged children with attention-deficit hyperactivity disorder. Improving professional services in family care should be a major concern for all healthcare professionals.


CONCLUSIONS
The recommendations that have been made based on the findings of this research can be used as a guide to improve the delivery of caring by people who have school-aged children with attention-deficit hyperactivity disorder and by the wider family.
Lin
Mei-Jue
MJ
Nursing Department, Tsaotun Psychiatric Center Department of Health, Nantou, Taiwan, ROC.
Huang
Xuan-Y
XY
Hung
Bai-Jin
BJ
D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D000367:Age Factors; D001289:Attention Deficit Disorder with Hyperactivity / Q000451:nursing*; D017028:Caregivers / Q000706:statistics & numerical data*; D002648:Child; D003469:Culture; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D016487:Parenting; D011594:Psychometrics; D036301:Qualitative Research; D012574:Schools / Q000706:statistics & numerical data*; D013315:Stress, Psychological; D013334:Students / Q000706:statistics & numerical data*; D013624:Taiwan; D055815:Young Adult