Sights set on a *fucking sweet dope bomb-ass rad amazing* apartment right now. Gonna put in an offer once we get the floorplan and I can sketch out some concepts for the space
In the context of medical ambivalence, ADHD students engage in reflexive identity management and strategic pharmaceutical use to achieve some semblance of self-control and self-preservation during their college years. As their college education comes to a close, many prepare to return to what they construct as their “authentic,” nonmedicated selves as they enter the work world.
Wow, this description is a dead ringer for me in university.
[…] Instead of illness narratives (Bell 2000), ADHD college students are more likely to construct pharmaceutical narratives rife with themes of personal ambivalence, bodily control, and pharmaceutical optimization in an academic context.
Rather than struggle with biological disruption because of illness (Bury 1982), ADHD college students are more likely to grapple with the costs and benefits of pharmaceutical disruption in the context of self-dosing.
In sum, for ADHD college students, the answer to the question “Who am I?” in college is as much about diagnosis as it is about treatment, and it is inseparable from ideas about academic success.