Self-identity Reconstruction of an ADHD adult
Yue Shi Yang
This research investigates how empathy transforms self-identity and communication for young adults with ADHD facing academic and social challenges. Using a qualitative single-case study and interview data, the study shows that empathetic interactions such as active listening, personalized accommodations, and fostering a safe environment, significantly help diminish the participant's self-stigma, enhance her resilience, and foster a positive self-image. The findings underscore the importance of structured, empathy-focused communication methods, specifically the adapted Empathetic Communication Coding System (ECCS) and the SPIKES framework. These frameworks provide actionable strategies for educators, using techniques like open-ended inquiries and emotional recognition. Finally, the study advocates for more inclusive educational and social environments where empathy is seen as a vital tool for bridging divides, encouraging mutual respect, and promoting positive outcomes for individuals with ADHD and diverse populations.