Siv Vea Grønneberg

• Grønneberg, Siv Vea; Engebretsen, Eivind & Løkkeberg, Stine Eileen Torp (2024). Storylines and Positions Theory As a Tool to Identify How Young People Conceptualise Their Positions of Living with ADHD. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2024.2361272. Fulltekst i vitenarkiv
• Grønneberg, Siv Vea; Engebretsen, Eivind & Løkkeberg, Stine Eileen Torp (2023). When ADHD knocks on the door–discourse theory as a frame to explore subject positions and mental wellbeing before diagnosis. International Journal of Qualitative Studies on Health and Well-being. ISSN 1748-2623. 18(1), s. 1–13. doi: 10.1080/17482631.2023.2209964. Fulltekst i vitenarkiv Vis sammendrag

  Purpose: Attention deficit hyperactivity disorder (ADHD) is currently the most prevalent childhood psychiatric diagnosis. This article reports how 10 young adults in Norway posi-tioned themselves before they were diagnosed with ADHD either during early childhood or adolescence. A central theme is how these subject-positions relate to societal norms and mental well-being.Method: Individual interviews were conducted, and the transcriptions of the interviews were analysed according to discourse theory.Result: Six central subject positions were identified which in turn related to two major positions: 1) failure with schoolwork and 2) struggle in social interaction. The findings indicated specific emotional and environmental needs and that individuals were confronted with societal norms related to the criteria for ADHD prior to and regardless of whether one had received a formal diagnosis.Conclusion: We argue that analysing subject positions provides important knowledge regarding ADHD that is useful for individuals, parents, teachers, practitioners, policymakers, and helping professionals in the field of mental health and education when it comes to interventions that support children who possess different temperaments

• Grønneberg, Siv Vea; Engebretsen, Eivind & Løkkeberg, Stine Eileen Torp (2023). Stories of Hope: Young People’s Personal Narratives About ADHD Put Into Context of Positive Aspects. Qualitative Health Research. ISSN 1049-7323. 34(1-2), s. 48–60. doi: 10.1177/10497323231206936. Fulltekst i vitenarkiv Vis sammendrag

  There is a growing acceptance that ADHD is a multi-dimensional disorder in which not all symptoms are associated with deficits or functional impairments. This article contributes to research on the positive aspects of the diagnosis, specifically understanding the positive aspects of living with ADHD. The empirical data was based on individual interviews and self-narratives of 10 young adults with ADHD. Narrative analysis was implemented when investigating their stories. The findings showed that challenges with the diagnosis were not necessarily stably occupied, and for some, the diagnosis was thought of as a benefit and something they would not have been without. Four stories highlighted particularly the context of positive aspects: (1) insight and strategies, (2) targeted efforts, (3) balanced energy, and (4) social skills. These aspects were correlated to both the individual’s strengths as well as the strengths and support that could be related to their societal and cultural environment.

• Grønneberg, Siv Vea (2014). Diagnose - en vei til god psykisk helse? Fokus på familien/ Nordisk tidsskrift for familie- og relasjonsarbeid. ISSN 0332-5415. 42(1), s. 33–48. Fulltekst i vitenarkiv

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• Grønneberg, Siv Vea (2024). Hvordan er jeg meg? Om unge menneskers erfaringer av å få diagnosen ADHD. Fulltekst i vitenarkiv
• Grønneberg, Siv Vea (2017). ADHD-diagnosens definisjonsmakt. Forskning.no. ISSN 1891-635X. Fulltekst i vitenarkiv
• Grønneberg, Siv Vea (2016). ADHD-diagnosen forteller barn at de er verdiløse. Fulltekst i vitenarkiv
• Grønneberg, Siv Vea (2025). How am I me? Young adults' personal narratives of living with ADHD. Universitetet i Oslo. ISSN 9788234805776. Fulltekst i vitenarkiv Vis sammendrag

  The ADHD diagnosis refers to challenges that can create difficulties in both academic settings and social interactions with family and friends. The aims of this dissertation were to gain insight into subject positions related narratives and storylines that are perceived as available and subsequently acted upon. Additionally, to understand factors that maintained, and had the potential to alter positions. Ten individual interviews were conducted with young adults diagnosed with ADHD. Discourse, position, and narrative theory were used across three articles that collectively explore a timeline of experiences that span from the time before receiving the initial diagnosis to the present situation. The findings highlighted six positions that stood out as "negative" for self-understanding. Experience of stigma and bullying particularly contributed to the persistence of “negative” positions. However, positions can undergo transformation into positions that appear more suitable for mental wellbeing. Such transitions were closely associated with the environment's capacity to recognize the individuals' potential strengths and positive qualities and to make those stories accessible for the child. A recurring finding in all three studies was how the experienced subject positions appeared intricately woven together with social structures and resources in the child's cultural environment. This in ways that make it impossible to separate societal structures and behaviour. The findings suggest that identifying subject positions can provide significant insight into life situations and needs. They consistently pointed to the need for approaches that goes beyond medication. Not least, findings highlighted a need for social structures and an educational system that provides more space for creativity and practical subjects, so more children and young people can have the opportunity to feel valuable and accepted for who they are.

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