Using the Arts to Foster Emotional Regulation for Grades Four to Ten Students With ADHD and Attention and/or Hyperactivity Challenges: A Multiple Case Study

dc.contributor.authorDocrat, Yaaraen
dc.contributor.departmentEducationen
dc.contributor.supervisorBolden, Benjamin
dc.date.accessioned2021-11-09T20:56:00Z
dc.date.available2021-11-09T20:56:00Z
dc.degree.grantorQueen's University at Kingstonen
dc.description.abstractAttention Deficit Hyperactivity Disorder (ADHD) is one of the most common child mental health disorders (American Psychiatric Association, 2013). Students with attention and/or hyperactivity challenges (AHC) may have deficits in executive functions (EFs) which are required for self-regulation (McClelland & Cameron, 2012) and may be important in managing impulses and emotions in classroom contexts (Rapp-Paglicci, Rowe, & Stewart, 2011). Emotions can trigger a cascading effect in the body and mind making it difficult to self-regulate (Shanker, 2013). Therefore, it is valuable to provide students with emotional regulation (ER) strategies before and during their youth, so they have a skillset to be more successful at school and in life. The potential of the arts to support students’ ER has not been fully explored. The purpose of this qualitative study was to examine how students with AHC experience the arts and ER at school. A multiple case study approach (Stake, 2013) was used to illuminate this phenomenon across six cases: three junior-intermediate (JI) teachers who teach or have taught students with ADHD or AHC and three JI students with ADHD. A semi-structured virtual interview was conducted with each participant separately. Thomas’ (2006) general inductive qualitative approach was used for data analysis. Findings unpack how teachers’ pedagogical orientations influenced them to facilitate and prepare students with AHC to leverage the arts for ER. Additionally, the data showed how the arts can emotionally regulate these students and times where the arts can lead to dysregulation. This research has the potential to benefit multiple stakeholders including students with AHC, JI teachers, and policy-makers.en
dc.description.degreePhDen
dc.identifier.urihttp://hdl.handle.net/1974/29798
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectADHDen
dc.subjectSelf-Regulationen
dc.subjectEmotional Regulationen
dc.subjectEmotional Self-Regulationen
dc.subjectArts Educationen
dc.subjectJunior-Intermediateen
dc.titleUsing the Arts to Foster Emotional Regulation for Grades Four to Ten Students With ADHD and Attention and/or Hyperactivity Challenges: A Multiple Case Studyen
dc.typethesisen
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