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Explanatory Models of ADHDDo They Differ by Ethnicity, Child Gender, or Treatment Status?Regina Bussing, MD, MSHS, is an associate professor in the Departments of Psychiatry and Epidemiology and Health Policy, and an associate training director for the Division of Child and Adolescent Psychiatry at the University of Florida in Gainesville. Her research has addressed the impact of chronic childhood conditions on children and their families. Address: Regina Bussing, Box 100177 UFHC, Gainesville, FL 32610–0177.
Nancy E. Schoenberg, PhD, is an assistant professor in the Departments of Behavioral Science, Anthropology, and Internal Medicine at the University of Kentucky in Lexington. A medical anthropologist, her research explores (a) the connection between health beliefs/explanatory models of chronic illness and health behavior, and (b) the provision of culturally appropriate health-care services to various populations, including rural residents, elders, and African Americans.
Kenneth M. Rogers, MD, MSHS, is an instructor of psychiatry at the William S. Hall Psychiatric Institute at the University of South Carolina in Columbia. He is presently a scholar in the UCLA faculty scholar program for mental health services research.
Bonnie T. Zima, MD, MPH, is an assistant professor-in-residence in the Department of Psychiatry and Biobehavioral Science at the University of California at Los Angeles. She is the director of training for the Division of Child and Adolescent Psychiatry and the associate training director of the UCLA faculty scholar program for mental health services research.
Sherwin Angus, BS, is a third-year medical student at the University of Florida. He was awarded a Comer Minority Research Fellowship from the American Academy of Child and Adolescent Psychiatry to participate in this study. This study describes parents' understanding, or explanatory models, of attention-deficit/hyperactivity disorder (ADHD) and examines how such explanatory models differ by ethnicity, child gender, treatment status, and sociodemographic status. Children with ADHD were identified through a two-stage study of a school district special education population; this study included a screening and a diagnostic phase. In addition, a survey concerning parent-reported knowledge and attitudes about ADHD, and ethnographic interviews—based on Kleinman's patient explanatory model—to elicit parental beliefs were conducted. White parents were more likely than African American parents to apply medical labels, expect a lifelong course, include school interventions in the desired treatment plan, and address academic and social outcomes. Compared to parents of boys, parents of affected girls were less likely to expect short duration of ADHD. Further research needs to be done to address the etiology of cultural and gender variations of explanatory models for ADHD, and to examine how specific explanatory styles affect help-seeking, treatment adherence, and outcomes for this important, treatable childhood condition.
Journal of Emotional and Behavioral Disorders, Vol. 6, No. 4,
233-242 (1998) This article has been cited by other articles:
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