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

拟议研究的目的是：1)发展对ADHD的更全面的理解，超越SMD的建构主义方法和当前实证主义的ADHD研究之间的相对认识论不一致；2)在高等教育中提供ADHD的经验知识，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，超越以前的立场，表达那些被诊断为ADHD的人的经验。我的研究问题将调查：在ADHD的背景下，‘损害’和‘残疾’是什么意思，ADHD者如何体验这两个概念之间的关系？ADHD者中常见的关系和配置是什么，采取哪些措施使经历多样化？ADHD诊断的具体性质与个人的教育经历之间有什么关系？ADHD在一个人在高等教育过程中自我认知的发展中扮演着什么角色？教育包容性政策对整个高等教育及其更广泛的生活史上的ADHD患者产生了什么影响？本博士学位将通过其将成年人排除在ADHD研究之外和讨论残疾的社会结构经验，为残疾研究的解放思想做出贡献。产生的社会学理解将在政策和实践中应用，以便由高等教育机构提供更好的支持措施，并促进将有其他隐藏残疾的个人包括在内。之所以决定采用CR方法，是因为它将现实理解为一个多层次的系统，与残疾的社会关系模式相兼容，弥合了医学和社会模式之间的差距。有关ADHD亚型的有关性别、学历和诊断年龄的文献表明，障碍类型与残疾障碍的微观经历直接相关。因此，除了对高等教育机构在产生和保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重新设置我们对ADHD神经现实的理解以及由此产生的与结构性障碍相关的损害影响的价值。这也将表明，CR有很多可以提供解放研究的东西。而不是从“健全的知情者”的角度承认客观性(Stone&Priestley，1996；Fontes等人，2014)，CRS对本体论实在论和认识论相对主义的承诺将压迫性教条转化为工具，将压迫性教条转化为工具，给予ADHD的专业知识和“活的主观性”以权重和“现实”。方法和分析：该项目将使用顺序、解释性、混合方法来更好地理解残疾的分层经验(即微观、中观和宏观经验)以及可能激活他们的各种因果力量。第一个数据收集阶段将包括一个初步的封闭式问卷，使用修改后的大学自我效能指数[CSEI]来评估参与者的学业自我效能。选择这一点是为了更广泛地考虑大学经历(例如，同时考虑社会和学术因素)。在第二阶段，将使用半结构化访谈[SSI]；追溯分析将对在最初的量化阶段观察到的关系进行鉴定并产生解释性洞察(Danermark等人，2019年)。SSIS将被使用，因为它们在生成对个人经验的可综合叙述以提供对外部现实的知识方面的有效性。由于学科性质，将制定一份访谈指南，并由与研究目标相关的更广泛的主题领域组成，以保持重点。

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.