Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed disorder in childhood with worldwide prevalence estimated around 5% (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007). Those that are given a diagnosis of ADHD often present with emotional and social difficulties, including poor emotional regulation and a greater excessive emotional expression, especially for anger and aggression (Wehmeier, Schacht, & Barkley, 2010). Such difficulties impact on self-esteem and self-concept, although this impact has rarely been addressed in research (Ryan & McDougall, 2009; Wehmeier et al., 2010). Instead, research has focused on assessment, diagnosis, and treatment (Barkley, 2006), or behaviour management for parents or carers to reduce and manage undesirable behaviour (Gavita & Joyce, 2008).
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Recommended reading
• Mehan, H. (1979). ‘What time is it, Denise?’: Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294.
• Sacks, H. (1984). Again, no ‘a’? On doing ‘being ordinary’. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action (pp. 413–429). Cambridge: Cambridge University Press.
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© 2015 Louise Bradley and Carly W. Butler
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Bradley, L., Butler, C.W. (2015). Managing and Normalising Emotions and Behaviour: A Conversation Analytic Study of ADHD Coaching. In: O’Reilly, M., Lester, J.N. (eds) The Palgrave Handbook of Child Mental Health. Palgrave Macmillan, London. https://doi.org/10.1057/9781137428318_26
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DOI: https://doi.org/10.1057/9781137428318_26
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