This thesis explores the experiences of families who are affected by Attention Deficit Hyperactivity Disorder (ADHD). The first chapter contains a systematic literature review looking into the relationship between parental ADHD and parenting stress, and other possible relevant factors that may influence this relationship. Eight studies which fit the eligibility criteria were identified. The data was analysed and presented via narrative synthesis. 80% of studies indicated that when parents experienced higher levels of ADHD, they reported more parenting stress, although two studies suggested the converse relationship for fathers. Parenting stress levels were higher if their child also had neurodevelopmental difficulties. Situational factors were explored by fewer studies. However, some evidence suggests that lower parental educational status and social support were associated with higher levels of parenting stress. Future research could focus on situational factors and strength-based aspects of parental ADHD. Researchers may wish to consider developing a new model of parenting stress which better considers the complex interaction between parent, child, and situational factors (Abidin, 1983). The second chapter explores parents’ experiences of their child being assessed for and receiving an ADHD diagnosis. An IPA qualitative methodology was used to interview six participants whose children were diagnosed with ADHD in England in the last 12 months. After analysis, three superordinate themes were identified: “surviving” the assessment, “every feeling under the sun” – parent emotional experiences, and “on the other side” – changes after ADHD diagnosis. Seven subthemes emerged: “battle” with services, effect on family relationships, parenting self-efficacy, stages of psychological acceptance, “I know my child best”, knowing what to do next – accessing support, and hopes for the future. The study suggests two models of psychological acceptance may provide a clinically-relevant framework representing parents’ emotional experiences in relation to their child receiving an ADHD diagnosis. Suggestions for future research were discussed and recommendations for clinical practice are highlighted in relation to assessment waiting times and improving communication with parents/carers.