Here, Then Gone: An Interpretative Phenomenological Analysis of How Young Adults With ADHD Experience Mind Wandering

Abstract

Mind wandering is an intrinsic feature of attention-deficit/hyperactivity disorder (ADHD). Extant literature established an association between these mental phenomena (Alperin et al., 2021; Arabacı & Parris, 2018; N. S. Bozhilova et al., 2018; Franklin et al., 2017); however, there is a gap in the literature regarding the lived experience of mind wandering with ADHD. This qualitative study addressed the research question: What is the lived experience and meaning of mind wandering for young adults with ADHD?

This study used interpretative phenomenological analysis (IPA) to explore the research question. IPA suited the purpose of this study due to its focus on personal lived experiences of psychological phenomena. The primary researcher collected data via semi-structured interviews from eight young adult participants diagnosed with ADHD to inquire about their experiences with mind wandering, then analyzed individual accounts to generate interpretive themes describing the phenomenon and its meaning.

Participants reported that mind wandering was an internally focused mental activity, influenced by personal circumstances and a vital aspect of identity formation. They described the phenomenological features of a mind-body split; random, fast-moving thoughts; and constant distraction. The meaning of mind wandering experiences differed depending on context. Mind wandering was associated with negative consequences in the domains of performance, relationships, and affective responses. However, mind wandering also generated a respite from mentally taxing situations and boredom, and enhanced creativity and novel problem-solving. Additionally, mind wandering was an intrinsic component of personal and narrative identity.

Participants consistently experienced mind wandering as a phenomenon with costs and benefits. Furthermore, societal responses and consequences to mind wandering strongly influenced participants’ self-agency and self-esteem. A primary implication of these findings is those in the lives of children and young adults with ADHD influence whether mind wandering is helpful or hurtful, particularly in parenting, education, employment, and support services. Recommendations for future research include investigation of adverse mind wandering experiences and trauma; application of self-determination theory to motivation, self-regulation, and identity in relation to mind wandering; investigation of personality trait characteristics on the meaning of mind wandering experiences; and further exploration of mind wandering’s role in ADHD versus cognitive disengagement syndrome.