Resilience in Childhood Disorders

"I'm Doing Okay": Strengths and Resilience of Children With and Without ADHD

BACKGROUND

The body of research directed at understanding the strengths and resilience of this population is growing. Research has indicated there are strengths for individuals with ADHD, and found factors important for promoting good outcomes. This study investigates positive qualities by examining the strengths and resilience of children with and without ADHD.

METHODS

The final sample included 56 children between the ages of 10 and 17 years (ADHD: n = 38; without ADHD: n = 18).

RESULTS

Children in both groups tended to report average levels of strengths and resilience except for school functioning, where significant differences were found between groups. Significant correlations between strengths and resilience for both groups were found. Only family involvement was not significantly correlated with resilience for the without ADHD group.

CONCLUSIONS

Results from this study emphasize the importance of taking a strength-based perspective when working with children diagnosed with ADHD.

The Impact of Internalizing Symptoms on Impairment for Children With ADHD: A Strength-Based Perspective

BACKGROUND/PURPOSE

This study aims to investigate the influence of internalizing symptoms on functional impairment for children with ADHD, and whether child strengths and parenting strengths have moderating effects on this relationship.

METHODS

Participants included 209 children with ADHD and their caregivers seeking mental health services between the ages of 5 and 11 years. To examine the moderating effects of parenting and child strengths, ordinary least squares regression models were tested using the PROCESS macro for SPSS (v3.5).

RESULTS

Results suggest that levels of internalizing symptoms influence functional impairment in children with ADHD. Child strengths moderate the relationship between internalizing symptoms and functional impairment when internalizing symptoms are medium to high.

CONCLUSION

Findings from this study demonstrate that facilitating child strengths can help moderate functional impairment for children who experience ADHD and internalizing symptoms.

Wishes of Children With ADHD

Understanding the desires and motivations of children with ADHD is important in helping them thrive. Their inner worlds, however, have not been well captured. The Three Wishes task provides minimal cues and structure to elicit their desires and hopes in an unbiased manner. The wishes of 299 school-aged children with ADHD (193 boys, aged 6-12) were elicited during a research diagnostic assessment. We developed a coding scheme to characterize different aspects of their wishes, including beneficiary, valence, and immediacy. Maslow's hierarchy of needs, adapted to take account of the participants' ages, was used to identify the motivations underlying the children's wishes. As expected, many of the wishes reported were for immediate fulfillment, with many reflecting material desires. Affiliative wishes, highlighting the children's desire for positive interpersonal relationships, were also common. There was some evidence for self-actualization/self-betterment goals and a small number of altruistic wishes. A word cloud presents the content of the children's wishes grouped according to this hierarchy. This study highlights the diversity and typicality of the self-reported needs, desires and hopes of children with ADHD. It also serves as a timely reminder of the value of seeking such information directly from children themselves.

Positive Child Personality Factors in Children with ADHD

OBJECTIVE

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder. While previous studies have shown substantial impact of ADHD across multiple domains, relatively little attention has been devoted to studying positive personality factors in individuals with ADHD. To address this, the current study examined strength-based factors in children with ADHD in relation to their social skills.

METHOD

Sixty-four children (aged 8-12 years) with ADHD completed questionnaires related to their social skills and strength-based factors (e.g., optimism, resilience, self-concept, and coping skills).

RESULTS

Findings indicated significant differences between different levels of social skills in children with ADHD, with children with higher social skills reporting higher levels of resiliency, greater behavioral competence, and greater prosocial attitudes than those with lower social skills.

CONCLUSIONS

The results highlight the importance of fostering strong social skills in children with ADHD, leading them to perceive themselves as competent and resilient.

Inter-relationships between trait resilience, coping strategies, and mental health outcomes in autistic adults

Resilience has been depicted as a key characteristic in the promotion of mental health in the face of stress and adversity. Despite high levels of stress encountered in the autistic population, resilience studies remain scarce. Using data from an Australian longitudinal adult study, this study explored the inter-relationships between trait resilience, coping, and mental health in a sample of autistic adults (N = 78). In particular, we examined the relationship between resilience and use of coping strategies, and the potential mediating role of coping strategies in the relationship between resilience and mental health outcomes. Our findings suggested that increased use of engagement coping (e.g., problem-solving, positive appraisal) and decreased use of disengagement coping (e.g., self-blame, being in denial) strategies were associated with higher levels of resilience. Further, mediation analysis results suggest that disengagement coping mediated the associations between resilience and all three mental health outcomes (i.e., depression, anxiety, and well-being), while engagement coping strategies mediated the relationship between resilience and well-being only. Our results illustrate that coping strategies may be an important mechanism in explaining the resilience-mental health relationship in autistic adults, highlighting the importance of considering stress-related constructs together (i.e., trait resilience and coping) when addressing support and intervention options for mental health difficulties in the autistic adult population. LAY SUMMARY: This research explored how resilience and coping strategies influence the mental health and well-being of autistic adults. We found that resilient autistic adults used more engagement coping strategies, less disengagement coping strategies, and reported better mental health and well-being. Considering stress-related factors together (i.e., resilience and coping) offers a novel perspective to mental health difficulties in autistic adults and may be a vital step in the development of support options in this population.

The relation between emotional intelligence and resilience in at-risk populations

PURPOSE

Resilience factors and their relation to emotional intelligence (EI) as a potential strength for children with attention-deficit/hyperactivity disorder (ADHD) or high-functioning autism spectrum disorder (HFASD) were investigated. Children with either ADHD or HFASD were hypothesized to demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children.

METHODS

Fifty-four children aged 8-12 years (18 with ADHD, 18 with HFASD, and 18 TD controls) completed the Resilience Scales for Children and Adolescents and BarOn Emotional Quotient Inventory. Differences between groups (analysis of variance) and unique relations among the variables (correlation) for each group were examined.

RESULTS

No group differences; however, unique relations between the variables were found within each sample.

CONCLUSIONS

EI may be a unique area of interest for clinical populations and an important consideration in the development and implementation of interventions to capitalize upon inherent strengths. Implications of these results for intervention are discussed.

Social Support in Children With ADHD: An Exploration of Resilience

OBJECTIVE

This study investigated the role of perceived social support in promoting emotional well-being among children with ADHD. Specifically, it examined how children with ADHD perceive support from key individuals in their lives and the relationships between this support and aspects of emotional well-being. Main versus buffering models of social support in the context of social preference status were also explored.

METHOD

Participants were 55 school-age children with ADHD-combined or hyperactive/impulsive (ADHD-C/HI). Parent and child ratings evaluated source-specific social support, social status, and aspects of self-concept, anxiety, and depression.

RESULTS

Children with ADHD reported lower social support than normative samples. Social support had moderate positive associations with self-concept, with source-specific differences, but was not associated with internalizing symptoms. Regression models with social preference status supported a main effect model of perceived social support.

CONCLUSION

Social support may provide a target for resilience-based interventions among children with ADHD in promoting their self-concept and well-being.

Clinical Reasoning in the Assessment and Intervention Planning for Attention-Deficit/Hyperactivity Disorder

The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with Attention-Deficit/Hyperactivity Disorder. The reader will be guided through the authors’ conceptualization of this case, and suggestions for intervention in the classroom will be discussed.