Is Knowledge Power? The Influence of Parental ADHD Knowledge on their Child’s ADHD Symptom Severity and Bullying Experiences
| dc.contributor.advisor | Climie, Emma | |
| dc.contributor.author | Yue, Melissa | |
| dc.contributor.committeemember | Brandon, Jim | |
| dc.contributor.committeemember | Andrews, Jac | |
| dc.date | 2018-02-16 | |
| dc.date.accessioned | 2018-01-08T19:05:34Z | |
| dc.date.available | 2018-01-08T19:05:34Z | |
| dc.date.issued | 2017-12-19 | |
| dc.description.abstract | The current study aims to explore contributing factors related to the increased risk of reporting bullying experiences, either as a victim or a bully on the Reynolds Bullying Victimization Scale (BVS), for children with Attention-Deficit/Hyperactivity Disorder (ADHD) aged 8 – 13 years old. The two factors considered in this study are ADHD symptom severity (i.e., t-scores from the Conners 3-P Rating Scale) and parental ADHD knowledge (i.e., scores from the Knowledge of Attention Deficit Disorders Scale or KADDS). More specifically, it was hypothesized that ADHD symptom severity and reported bullying experiences would be the primary relationship that is moderated or influenced by parental ADHD knowledge. Results indicated a statistically significant relationship between severity for both inattentive and hyperactive/impulsive symptoms and bullying among a sample of children with and without ADHD (ADHD, n =23; Controls, n =20). However, among the ADHD participants, there was no significant relationship or moderating effect of parental ADHD knowledge for symptom severity or bullying experiences. These results suggest that further research investigating other factors that influence the relationship between all three variables is necessary in order to provide those working with the ADHD population (i.e., teachers, school administrators and other professionals) with a comprehensive understanding of how to reduce ADHD-related bullying behaviours through knowledge. Keywords: Attention-Deficit/Hyperactivity Disorder, bullying, peer victimization, ADHD parental knowledge | en_US |
| dc.identifier.citation | Yue, M.W. (2017). Is knowledge power? The influence of parental ADHD knowledge on their child’s ADHD symptom severity and bullying experiences (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5242 | |
| dc.identifier.uri | http://hdl.handle.net/1880/106244 | |
| dc.language.iso | en | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Attention-Deficit/Hyperactivity Disorder | en_US |
| dc.subject | ADHD | en_US |
| dc.subject | bullying | en_US |
| dc.subject | peer victimization | en_US |
| dc.subject | parental knowledge | en_US |
| dc.subject.classification | Educational Psychology | en_US |
| dc.subject.classification | Psychology | en_US |
| dc.title | Is Knowledge Power? The Influence of Parental ADHD Knowledge on their Child’s ADHD Symptom Severity and Bullying Experiences | en_US |
| dc.type | master thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Psychology | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Master of Science (MSc) | en_US |
| ucalgary.item.requestcopy | true | |
| ucalgary.thesis.checklist | I confirm that I have submitted all of the required forms to Faculty of Graduate Studies. (See <a href="http://grad.ucalgary.ca/current/thesis/ethesis">http://grad.ucalgary.ca/current/thesis/ethesis</a> for more details) | en_US |
| ucalgary.thesis.laclicense | Libraries and Archives Canada THESES NON-EXCLUSIVE LICENSE I hereby grant a non-exclusive license, for the full term of copyright protection, to Library and Archives Canada: to preserve, perform, produce, reproduce, translate theses and dissertations in any format, and to make available in print or online by telecommunication to the public for non-commercial purposes. I undertake to submit my thesis, through my university, to Library and Archives Canada. Any abstract submitted with the thesis will be considered to form part of the thesis. I represent and promise that my thesis is my original work, does not infringe any rights of others, and that I have the right to make the grant conferred by this non-exclusive license. If third party copyrighted material was included in my thesis for which, under the terms of the Copyright Act, written permission from the copyright owners is required I have obtained such permission from the copyright owners to do the acts mentioned in paragraph (a) above for the full term of copyright protection I retain copyright ownership and moral rights in my thesis, and may deal with the copyright in my thesis, in any way consistent with rights granted by me to Library and Archives Canada in this non-exclusive license. I further promise to inform any person to whom I may hereafter assign or license my copyright in my thesis of the rights granted by me to Library and Archives Canada in this non-exclusive license. | en_US |
