ABSTRACT

This paper focused on six adolescent Australian schoolboys with ADHD, their perspectives about managing and maintaining friendships at school and why the classroom environment was challenging for them. Utilising qualitative phenomenographical methodology, data were collected using semi-structured individual and focus group interviews. Findings suggested that these Australian adolescent boys experienced some difficulty making and managing friends in primary school but were able to maintain a small friendship group in secondary school. For them, the classroom was a challenging environment both in the primary and secondary school setting, but specific teacher/teaching strategies assisted each boy to better concentrate and focus on the learning process.

摘要

本文重点关注 6 名患有 ADHD 的澳大利亚青少年男学生，他们对在学校管理和维持友谊的看法，以及为什么课堂环境对他们来说具有挑战性。利用定性的现象学方法，使用半结构化的个人和焦点小组访谈收集数据。调查结果表明，这些澳大利亚青春期男孩在小学时遇到了一些交友和管理朋友的困难，但在中学时能够维持一个小型友谊小组。对他们来说，在小学和中学环境中，教室都是一个充满挑战的环境，但具体的教师/教学策略帮助每个男孩更好地集中注意力并专注于学习过程。