Page 1 |
Save page Remove page | Previous | 1 of 205 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
UNDERSTANDING THE PSYCHO-SOCIAL AND CULTURAL FACTORS THAT
INFLUENCE THE EXPERIENCE OF ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER (ADHD) IN CHINESE AMERICAN COLLEGE STUDENTS:
A SYSTEMS APPROACH
by
Edmund Wong Din-Mond Young
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Edmund Wong Din-Mond Young
Object Description
| Title | Understanding the psycho-social and cultural factors that influence the experience of attention-deficit/hyperactivity disorder (ADHD) in Chinese American college students: a systems approach |
| Author | Young, Edmund Wong Din-Mond |
| Author email | edmundyo@usc.edu;edmundwyoung@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-05-07 |
| Date submitted | 2012-05-07 |
| Date approved | 2012-05-08 |
| Restricted until | 2012-05-08 |
| Date published | 2012-05-08 |
| Advisor (committee chair) | Tobey, Patricia |
| Advisor (committee member) |
Garcia, Pedro Lang, Karen |
| Abstract | A review of the extant research literature reveals limited data on college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Even less information is known in regards to minority populations living with ADHD, specifically Asian American college student. This research project was focused on Chinese American college students with ADHD. A qualitative design using a life history approach allowed the individual case studies to provide a vivid detailed account into the experiences with ADHD. The project was centered on a systems theory approach to understanding the psycho-social and cultural factors that influence the experience of ADHD in Chinese American college students as well as the coping strategies used in order to be effective learners. This project allows the reader to understand how Chinese American college students make sense of their ADHD diagnosis, cope with their condition and what this may mean for these students as they embark on their ADHD journey. ❧ This project aimed to seek answers to these questions: 1) What are the different pathways to being a Chinese American college student with ADHD? 2) How do psycho-social, cultural and other factors shape the experiences that Chinese American college students have with ADHD? 3) How do Chinese American college students with ADHD navigate their academic environment in order to be successful learners? ❧ The project found that social supports in the form of family and friends help the Chinese American college student to cope with their ADHD diagnosis, symptoms and academic struggles. The use of professional services inclusive of psychotherapy, psychopharmacology and psychological testing helped students to cope and make sense of their condition. The Chinese American college students found their academic performance improved with the use of the disability services offered by the university. |
| Keyword | Chinese American; ADHD; attention-deficit/hyperactivity disorder; systems theory; college students; coping strategies; psycho-social; cultural; life history |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Young, Edmund Wong Din-Mond |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-YoungEdmun-814.pdf |
Description
| Title | Page 1 |
| Full text | UNDERSTANDING THE PSYCHO-SOCIAL AND CULTURAL FACTORS THAT INFLUENCE THE EXPERIENCE OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) IN CHINESE AMERICAN COLLEGE STUDENTS: A SYSTEMS APPROACH by Edmund Wong Din-Mond Young A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Edmund Wong Din-Mond Young |
Comments
Post a Comment for Page 1
