Psykosociala effekter för flickor med ADHD : En kunskapsöversikt av aktuell forskning utifrån ett feministiskt perspektiv

Sammanfattning: Abstract According to previous findings girls tend to excel in school to hide and compensate for difficulties due to their ADHD diagnosis. Girls show a higher level of inattentive/introverted symptoms, whereas boys show higher levels of hyperactive symptoms. Based on prevailing research, this essay seeked to find a better understanding toward the symptoms and psychosocial effects among girls with ADHD, with a feminist approach. To investigate the objective a literature study has been conducted, where nine peer reviewed documents have been selected as primary documents for data and analyses. The present study found there to be a lack of knowledge among professionals about girls with ADHD regarding to symptoms, psychosocial effects and treatment. Furthermore, the study suggested a gender bias in the school environment, where teachers had a negative impact on whether girls with ADHD symptoms were referred for further assessment and treatment. Based on the literature review, it was concluded that girls are subordinate to boys in terms of receiving help and support, which may have consequences for the way girls’ symptoms and psychosocial effects are dealt with. The conclusion was made that society’s view of girls with ADHD is, from a feminist approach, not related to an ill will, but lies in deeper social structures. Keywords: ADHD, girls, effects, symptoms, gender