RE-VISIONING ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD)

Constructionist notions have become commonplace in theoretical discuss ions of the self, but are seldom translated into consideration of spec ific social work practice concerns such as ADHD. Explorations of ADHD, on the other hand, typically emphasize a narrow, medically-oriented ' 'symptom picture'' that is devoid of the psychosocial context in which the so-called symptoms emerge. A transactional approach to the unders tanding of ADHD is advanced. This article promotes a link between cons tructionism and social work's psychosocial or person-in-environment pe rspective. Such a perspective supports approaches to the assessment of ADHD that illuminate larger cultural messages and their constraining influence on individual meaning-making. Intervention, conducted at mul tiple levels, must be geared to the establishment of more hopeful and affirming narratives.