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Tétel Szabadon hozzáférhető Diagnosis or Social Construct? Perspectives of Parents, Teachers, and School Psychologists on Students with ADHD in Bihor County, Romania(2025) Drugas, Ioana Florica; Hatos, Adrian; Humán tudományok doktori iskola; Bölcsészettudományi Kar::Nevelés- és Művelődéstudományi Intézetact Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly identified childhood disorders worldwide, yet it remains a subject of intense debate. While the dominant clinical model defines ADHD as a neurobiological disorder characterized by persistent patterns of inattention and hyperactivity-impulsivity (American Psychiatric Association, 2022), an alternative sociological perspective questions its validity as a purely medical condition. Scholars such as Hacking (2000), Timimi (2015), and Jutel (2009) argue that ADHD may function more accurately as a social construct, influenced by institutional expectations, cultural norms, and stakeholder perceptions rather than objective biological criteria. This dissertation explores these divergent viewpoints through an empirical investigation of parents, teachers, and school psychologists’ perspectives on students with ADHD and the diagnosis practices in Bihor County, Romania. The research is grounded in a social constructivist framework (Wedge, 2015) and employs ethnomethodology (Macbeth, 2010) as its primary methodological approach. Drawing from medical records and stakeholder` questionnaires, this study examines how ADHD is defined, interpreted, and operationalized in Romanian educational and medical settings. The dissertation aims to reveal how diagnostic practices reflect broader social dynamics, including institutional pressures, pharmaceutical influences, and subjective interpretations of student behavior. The study responds to a significant gap in Romanian ADHD research. Despite the growing global and national prevalence—rising from 6.77% in 2010 to 8.8% in 2013 (Dobrescu, 2010; Rad et al., 2017)—systematic analyses of ADHD diagnosis in Romania remain sparse. A review of international academic databases uncovered very limited literature on ADHD in Romania, highlighting the need for localized, evidence-based research. The diagnostic process in Romanian schools is often inconsistent, relying heavily on subjective evaluations by teachers and parents, rather than standardized neuropsychological assessments (Iancu, 2007; Drugaș, 2015). The research is divided into three interrelated studies. The first study investigates the profile of 196 students diagnosed with ADHD in Bihor County, focusing on demographic trends and potential disproportionalities related to gender, symptom type, and socio-economic context. Preliminary results show a significant overrepresentation of boys and the predominance of hyperactivity and aggression in reported symptoms, aligning with international patterns (Reeves, 2022; Rucklidge, 2008). The second study analyzes the clinical criteria and terminology used by psychiatrists in diagnosing ADHD. Through semantic network analysis of medical files, the research identifies the most frequently cited symptoms and diagnostic patterns. Findings reveal inconsistencies in the application of diagnostic standards and a reliance on subjective descriptors shaped by parent and teacher reports, rather than neurobiological evidence. The third study explores the perceptions of teachers, parents, and psychologists—key stakeholders in the referral and diagnostic process. The study finds that teachers often interpret behavioral challenges, such as impulsivity or defiance, as medical symptoms, potentially leading to misdiagnosis. Teachers’ limited training and prevalent misconceptions contribute to labeling normal behavioral variance as pathological. Moreover, many educators prefer to exclude students with ADHD from mainstream classrooms rather than adapt instructional methods (Drugaș, 2015; Gherguț, 2020), further reinforcing exclusionary practices. Overall, the research highlights multiple disproportionalities in ADHD diagnosis— across gender, geography, and professional domains—supporting the argument that ADHD in Bihor County, Romania is shaped as much by social representations as by clinical realities. The study confirms international concerns regarding the influence of pharmaceutical marketing (Timimi & Timimi, 2015; Wedge, 2015), the variability of diagnosis across cultural contexts (Graham, 2010), and the problematic medicalization of behavioral traits that may reflect environmental or pedagogical misalignment rather than pathology. By bridging medical, sociological, and educational perspectives, this dissertation contributes to a more nuanced understanding of ADHD as a diagnostic category. It emphasizes the importance of context and stakeholders in interpreting behavioral symptoms and calls for a more balanced, interdisciplinary approach to ADHD diagnosis in Romania. The findings urge policymakers, educators, and clinicians to develop equitable, evidence-based interventions that account for both clinical symptoms and the socio-cultural environments in which they are expressed.Tétel Szabadon hozzáférhető The Profile of Children Diagnosed with ADHD in Bihor County. Descriptive Data(2021-04-30) Drugas, Ioana; Hatos, Adrian; Drugas, MariusAlthough the topic of the profile of children with Attention Deficit Hyperactive Disorder (ADHD) is important for those involved in therapy or teaching, we found very few studies focusing on Romanian populations, and those targeting the North-Western region (Bihor County) are even fewer. ADHD is the most common childhood disorder (Aman et al., 1998), and it is important not only to know and understand the symptoms, but also to pay attention to the cultural specificity of the ADHD diagnosis, if it is possible. We conducted a documentary analysis, aiming to identify the profile of children diagnosed with ADHD in Bihor County and in this regard, we analyzed 196 files registered at the Municipal Hospital from Oradea in 2015. We focused on the demographic data, the symptoms, the comorbid disorders, the treatments, the school environment and type. Our findings confirmed that boys diagnosed with ADHD are more numerous than girls, and we also found significant differences between children depending on their ADHD core symptoms.Tétel Korlátozottan hozzáférhető Romanian Educational Research on the Way of Becoming a Strategic Action Field(Dupress.hu, 2016-07) Hatos, AdrianTétel Szabadon hozzáférhető A Test of the Effect of Denominational Schools in Romania(2020-07-13) Hatos, Adrian; Curta, IosifStudies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.Tétel Szabadon hozzáférhető The Profile of Children Diagnosed with ADHD in Bihor County. Descriptive Data(2021) Drugaş, Ioana; Hatos, Adrian; Drugas, Marius