Self perception, impairment, and disability. The shift towards disablement as a social problem and away from impairment

自我认知、损伤和残疾。

• 批准号: 2887554
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2887554
• 关键词: Self; perception; impairment; disability.; shift

The aims of the proposed research are: 1) to develop a fuller understanding of ADHD which reaches beyond the relative epistemological incongruencies between the constructivist approaches of SMD and current positivist ADHD research and; 2) to provide experiential knowledge of ADHD within higher education to better understand the effect of educational-inclusion policies on ADHDers. This PhD will utilise a social relational model and Critical Realist approach to expand beyond previous positions to give voice to the experience of those diagnosed with ADHD.My research questions will investigate:What does 'impairment' and 'disability' mean within the context of ADHD, and how do ADHDers experience the relationship between both concepts?What relations and configurations are common among ADHDers, and which act to diversify experiences?What is the relationship between the specific nature of an ADHD diagnosis and an individual's educational experiences?What role does ADHD play in the development of self-perception as one progresses through HE?What impact has educational-inclusionary policy had upon ADHDers throughout HE and their wider life histories?This PhD will contribute to the emancipatory ideology of disability research through its address of the exclusion of adults from ADHD research and from discussions of socio-structural experiences of disability. The sociological understanding generated will have policy and practice applications for better support measures offered by HE institutions and facilitating the inclusion of individuals with otherwise hidden disabilities.The decision to adopt a CR approach has been made because its understanding of reality as a multi-layered system is compatible with social relational models of disability, bridging the gap between medical and social models. The literature on ADHD subtype concerning gender, academic attainment and age of diagnosis indicates impairment type relates directly to micro-experiences of disabling barriers. Thus, in addition to providing new insight into HE institutions' role in generating and perpetuating structural ableism, the research aims to demonstrate the value of recontextualising our understanding of the neurological reality of ADHD and the resultant impairment effects in relation to structural barriers. This will also show that CR has much to offer emancipatory research. Rather than conceding objectivity to the perspective of 'an able-bodied knower' (Stone & Priestley, 1996; Fontes et al., 2014), CRs commitment to ontological realism and epistemological relativism transforms oppressive dogma into tools that give weight and 'reality' to the expertise and 'lived subjectivities' of ADHDers.Method and analysis:This project will use a sequential, explanatory, mixed-method approach to develop a better understanding of stratified experiences of disablement (i.e. micro, meso and macro experiences) and the various causal forces that may activate them.The first data collection phase will consist of a preliminary closed questionnaire using a modified version of the College Self-Efficacy Index [CSEI] to assess participants' academic self-efficacy. This has been selected for broader consideration of college experiences (e.g. considering both social and academic factors). The quantitative data will be analysed using the social-relational model to generate proto-theories on identified patterns of experiences.In the second phase, semi-structured interviews [SSI] will be employed; retroductive analysis shall qualify and generate explanatory insight into the relationships observed in the initial quantitative phase (Danermark et al., 2019). SSIs will be used due to their efficacy in generating synthesisable narratives of individual experiences to give knowledge of an external reality. Due to the subject nature, an interview guide will be developed and composed of broader topic areas related to the research's aims to retain focus.

拟议的研究的目的是：1）发展一个更全面的理解ADHD超越SMD的建构主义方法和目前的实证ADHD研究之间的相对认识论的不一致性; 2）提供经验知识的ADHD在高等教育，以更好地了解教育包容政策对ADHD的影响。这个博士将利用社会关系模型和批判现实主义的方法，以扩大超越以前的立场，给那些诊断为ADHD的声音的经验。我的研究问题将调查：什么是“损害”和“残疾”在ADHD的背景下意味着什么，以及如何做ADHD的经验这两个概念之间的关系？注意缺陷多动障碍者之间有哪些共同的关系和结构，哪些行为使经验多样化？ADHD诊断的具体性质和个人的教育经历之间有什么关系？当一个人通过HE时，ADHD在自我感知的发展中扮演什么角色？教育包容性政策在整个高等教育和他们更广泛的生活史中对ADHD患者产生了什么影响？这个博士将有助于残疾研究的解放意识形态，通过其解决成年人从ADHD研究和残疾的社会结构经验的讨论中排除。所产生的社会学理解将有政策和实践应用，以更好地支持高等教育机构提供的措施，并促进个人的包容，否则隐藏disability.The决定采取CR方法，因为它的理解现实作为一个多层次的系统是兼容的残疾的社会关系模型，弥合医疗和社会模型之间的差距差距。关于ADHD亚型的文献涉及性别、学业成就和诊断年龄，表明损伤类型与失能障碍的微观体验直接相关。因此，除了为高等教育机构在产生和维持结构性能力方面的作用提供新的见解外，这项研究还旨在证明我们对ADHD的神经现实的理解的价值，以及由此产生的与结构性障碍有关的损害效应。这也将表明，CR有很多可以提供解放研究。而不是承认客观性的角度'健全的知识'（斯通和普里斯特利，1996年;丰特斯等人，2014），CR对本体论现实主义和认识论相对主义的承诺将压迫性教条转化为工具，赋予ADHD患者的专业知识和“生活主观性"以重量和”现实性“。方法和分析：这个专题将使用顺序的、解释性的、混合方法的方法来更好地理解残疾的分层经历（即微，第一阶段的数据收集将包括一个初步的封闭式问卷调查，使用修改后的大学自我-效能指数[CSEI]评估参与者的学业自我效能。这是为了更广泛地考虑大学经历而选择的（例如，考虑社会和学术因素）。将使用社会关系模型对定量数据进行分析，以生成关于已识别经验模式的原型理论。在第二阶段，将采用半结构化访谈[SSI];回溯分析将限定并生成对初始定量阶段观察到的关系的解释性见解（Danermark等人，2019年）。SSIs将被使用，因为它们在生成个人经历的综合叙述以提供外部现实知识方面的功效。由于主题的性质，将制定一份访谈指南，其中包括与研究目标相关的更广泛的主题领域，以保持重点。