Parent-child interactive stress of children with ADHD

Abstract

Parents of children with ADHD often experience high levels of stress. They also experience great difficulties in caring for their children and in their daily interaction with them. However, stress resulting from parent-child interaction is under-explored in literature. The purposes of this study are to explore the current state of stress resulting from parent-child interaction and to make recommendations for future measures to tackle the problem of stress parents experience. The research questions are:

1. What are the characteristics and symptoms of Chinese children with ADHD?

2. What are the characteristics of Chinese parents with children with ADHD?

3. What are the environmental factors such as sociocultural conditions, social support, and children school environment affecting children with ADHD and their parents?

4. What is the current state of research involving stress resulting from parent-child interaction and future measures to tackle the problem of stress parents experience?

Eighteen parents of children formally diagnosed with ADHD in Mainland China were interviewed, and the data were analyzed using thematic analysis. The findings revealed four categories of causes of parental stress, namely individual, family, social-cultural, and school factors. The findings extend thinking around social and cultural constructions of parental stress, the power, control issues in the school environment, and give social workers new perspectives on how to support these families. It is argued in the discussion that parent-child stress of families of children with ADHD should be investigated in the current context of the social service system and socio-cultural context. This presentation is mainly focused on revealing and understanding stress resulting from parent-child interaction.