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Rasmussen IL, Ørjasæter KB, Schei J, Young S. Rise and shine: exploring self-esteem narratives of adolescents living with a diagnosis of attention-deficit/hyperactivity disorder. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2022. [DOI: 10.1080/02673843.2022.2156297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Affiliation(s)
| | | | - Jorun Schei
- Child and Adolescent Psychiatrist, NTNU, St. Olavs University Hospital, Trondheim, Norway
| | - Susan Young
- Department of Psychology, Psychology Services Limited, London, UK
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Hai T, Climie EA. Positive Child Personality Factors in Children with ADHD. J Atten Disord 2022; 26:476-486. [PMID: 33666141 DOI: 10.1177/1087054721997562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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.
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Affiliation(s)
- Tasmia Hai
- University of Alberta, Edmonton, AB, Canada
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Song J, Fogarty K, Suk R, Gillen M. Behavioral and mental health problems in adolescents with ADHD: Exploring the role of family resilience. J Affect Disord 2021; 294:450-458. [PMID: 34325164 DOI: 10.1016/j.jad.2021.07.073] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 07/13/2021] [Accepted: 07/15/2021] [Indexed: 12/15/2022]
Abstract
BACKGROUND Family resilience and its role in behavioral and mental health problems has not been well documented among U.S. adolescents, especially those with ADHD. METHODS Using data from the 2016 and 2017 National Survey of Children's Health (NSCH), we examined associations between family resilience connection index (FRCI) and conduct problems, depression, anxiety, and substance abuse in adolescents with ADHD aged 11-17 (n=4,169). Data were analyzed using multivariate logistic regression and chi-square tests. RESULTS Adolescents with ADHD who had a lower FRCI score were more likely to have conduct problems (OR:1.64, CI:1.13-2.38) and depression (OR: 3.08, CI: 2.12-4.49). There were small differences between adjusted and unadjusted odds after controlling for adverse childhood experience and other covariates. LIMITATION We could not assert prediction or causation, only associations among variables, due to the cross-sectional design of the 2016-2017 NSCH; however, a major advantage of the NSCH is that it includes a nationally representative sample of children and allows inferences to be made for understanding of the adolescents with ADHD in the U.S. CONCLUSION Findings suggest that family resilience may serve as a protective factor that leads to decreasing conduct problems, despite experiencing adversity in childhood. Targeting family resilience, in terms of teaching families ways to cope with adversities such as: a child's diagnosis of ADHD; behavioral problems, and/or other adverse experiences in children's environments, has great potential to reduce adolescents' conduct and mental health problems.
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Affiliation(s)
- Jihee Song
- Department of Family, Youth, and Community Sciences, University of Florida, Gainesville, FL, United States.
| | - Kate Fogarty
- Department of Family, Youth, and Community Sciences, University of Florida, Gainesville, FL, United States
| | - Ryan Suk
- Center for Health Services Research, Department of Management, Policy and Community Health, UT Health School of Public Health, Huston, TX, United States
| | - Martie Gillen
- Department of Family, Youth, and Community Sciences, University of Florida, Gainesville, FL, United States
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4
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Resilience in Autism and Intellectual Disability: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00239-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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5
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Regalla MAR, Segenreich D, Guilherme PR, Mattos P. Resilience levels among adolescents with ADHD using quantitative measures in a family-design study. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2019; 41:262-267. [PMID: 31241684 DOI: 10.1590/2237-6089-2018-0068] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 01/17/2019] [Indexed: 12/28/2022]
Abstract
OBJECTIVES To investigate resilience levels in adolescents with attention-deficit hyperactivity disorder (ADHD) using quantitative measures when compared to their non-affected siblings and controls. We also aimed to investigate the correlation between resilience and depression, anxiety, intelligence quotient (IQ) and socioeconomic status, which may affect resilience levels and be potential confounders. METHODS Adolescents (n=45) diagnosed with ADHD referred to an outpatient ADHD clinic, and their siblings without ADHD (n=27), with ages ranging from 12 to 17 years, were interviewed along with their parents using a semi-structured interview (Children's Interview for Psychiatric Syndromes - Parent Version). Intelligence was measured with the Block Design and Vocabulary subtests from the Wechsler Battery. Anxiety and depression were investigated using the Children State-Trait Anxiety Inventory (CSTAI) and the Child Depression Inventory (CDI), respectively. Resilience was investigated using the Resilience Scale. A control group (typically developing adolescents [TDA] and their siblings; n=39) was recruited in another outpatient facility and at two schools using the same methodology. RESULTS Socioeconomic status and intelligence levels, which may affect resilience, were similar in all groups. Adolescents with ADHD showed lower resilience levels compared to siblings and TDA even when controlled for anxiety and depression levels, which were higher in ADHD. Resilience levels were higher in siblings than in adolescents with ADHD, and lower than in TDA - this last result without statistical significance. CONCLUSION In our sample, ADHD in adolescents was associated with lower resilience, even when controlled for confounders often seen in association with the disorder.
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Affiliation(s)
| | - Daniel Segenreich
- Instituto de Psiquiatria, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brazil
| | | | - Paulo Mattos
- Instituto de Psiquiatria, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brazil.,Instituto D'Or de Pesquisa e Ensino (IDOR), Rio de Janeiro, RJ, Brazil
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6
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Mikami AY, Miller M, Lerner MD. Social functioning in youth with attention-deficit/hyperactivity disorder and autism spectrum disorder: transdiagnostic commonalities and differences. Clin Psychol Rev 2019; 68:54-70. [PMID: 30658861 DOI: 10.1016/j.cpr.2018.12.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 09/12/2018] [Accepted: 12/31/2018] [Indexed: 12/21/2022]
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are both neurodevelopmental disorders originating in childhood with high associated impairments and public health significance. There has been growing recognition of the frequent co-occurrence, and potential interrelatedness, between ADHD and ASD without intellectual disability. In fact, the most recent (5th) edition of the DSM is the first to allow ADHD and ASD to be diagnosed in the same individual. The study of transdiagnostic features in ADHD and ASD is important for understanding, and treating, these commonly co-occurring disorders. Social impairment is central to the description and prognosis of both disorders, and many youth with some combination of ADHD and ASD present to clinics for social skills training interventions. However, the aspects of social functioning that are impaired may have both shared and distinct features between the two disorders, relating to some overlapping and some diverse etiologies of social problems in ADHD compared to ASD. These findings have implications for interventions to address social problems in youth with these conditions. We conclude with a discussion about areas for future research and novel intervention targets in youth with ADHD, ASD, and their comorbidity.
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Affiliation(s)
| | - Meghan Miller
- University of California Davis MIND Institute, Sacramento, CA, USA
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Dvorsky MR, Langberg JM, Evans SW, Becker SP. The Protective Effects of Social Factors on the Academic Functioning of Adolescents With ADHD. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2018; 47:713-726. [PMID: 26954373 PMCID: PMC6135242 DOI: 10.1080/15374416.2016.1138406] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
There is considerable evidence that externalizing disorders such as attention deficit/hyperactivity disorder (ADHD) put youth at risk for a range of adverse academic outcomes. It is importantly to note that some youth avoid these negative outcomes, yet there is a gap in our understanding of these resilient youth. The purpose of this study was to longitudinally evaluate social acceptance and social skills as potential protective factors of the associations between inattentive, hyperactive/impulsive, and oppositional defiant behaviors with academic outcomes. Participants included a sample of 93 middle school students comprehensively diagnosed with ADHD. Parents and adolescents completed ratings of social skills and perceived social acceptance. School grades and teacher-rated academic impairment were assessed 18 months later as longitudinal academic functioning outcomes. Inattention and social acceptance were associated with academic outcomes 18 months later. Regression analyses revealed that parent- and adolescent-rated social acceptance demonstrated promotive effects for grades and against teacher-rated academic impairment. Further, social acceptance significantly interacted with inattention in predicting school grades, such that high parent- and adolescent-rated social acceptance significantly attenuated the relationship between inattention and poor grades, even after controlling for baseline grades and intelligence. The presence of social acceptance was especially critical for adolescents with high levels of inattention. Specifically, adolescents with high inattention and high social acceptance had a mean grade point average of 2.5, and adolescents with high inattention and low social acceptance had a mean grade point average of 1.5. These findings demonstrate that social acceptance may be an important intervention target for improving academic outcomes among adolescents with ADHD.
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Affiliation(s)
| | | | | | - Stephen P Becker
- c Division of Behavioral Medicine and Clinical Psychology , Cincinnati Children's HospitalMedical Center
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Mastoras SM, Saklofske DH, Schwean VL, Climie EA. Social Support in Children With ADHD: An Exploration of Resilience. J Atten Disord 2018; 22:712-723. [PMID: 26515891 DOI: 10.1177/1087054715611491] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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.
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9
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Schei J, Nøvik TS, Thomsen PH, Lydersen S, Indredavik MS, Jozefiak T. What Predicts a Good Adolescent to Adult Transition in ADHD? The Role of Self-Reported Resilience. J Atten Disord 2018; 22:547-560. [PMID: 26399710 DOI: 10.1177/1087054715604362] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
OBJECTIVE ADHD is a disorder associated with impairment and comorbid psychiatric problems in young adulthood; therefore, factors that may imply a more favorable outcome among adolescents with ADHD are of interest. METHOD This study used a longitudinal design to assess whether adolescent personal resilience characteristics during adolescence protected against psychosocial impairment, depression, and anxiety 3 years later. Self-reported protective factors were used as baseline measures in the assessment of 190 clinically referred adolescents with ADHD. A semi-structured diagnostic interview was performed at the follow-up. RESULTS In a group of youth with ADHD, personal resilience characteristics were associated with better psychosocial functioning in young adulthood, and less depression and anxiety. CONCLUSION Although further research is needed, these results indicate that personal resilience characteristics may be protective factors in the transitional period from adolescence to early adulthood.
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Affiliation(s)
- Jorun Schei
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Torunn Stene Nøvik
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Per Hove Thomsen
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway.,3 Aarhus University Hospital, Denmark
| | - Stian Lydersen
- 2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Marit S Indredavik
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Thomas Jozefiak
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
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10
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Dvorsky MR, Langberg JM. A Review of Factors that Promote Resilience in Youth with ADHD and ADHD Symptoms. Clin Child Fam Psychol Rev 2018; 19:368-391. [PMID: 27747466 DOI: 10.1007/s10567-016-0216-z] [Citation(s) in RCA: 55] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
The vast majority of research on youth with ADHD has focused on risk factors and describing the types of impairment individuals with ADHD experience. However, functional outcomes associated with ADHD are heterogeneous, and although many youth with ADHD experience significant negative outcomes (e.g., school dropout), some are successful in multiple domains of functioning (e.g., pursue and graduate college). There is a growing body of literature supporting the existence of factors that protect youth with ADHD from experiencing negative outcomes, but there is no published synthesis of this literature. Accordingly, the goals of this review are to conceptualize risk-resilience in the context of ADHD using a developmental psychopathology framework and to systematically review and critique evidence for promotive and protective factors in the context of ADHD. The literature search focused specifically on resilience in the context of ADHD symptoms or an ADHD diagnosis and identified 21 studies, including clinic, school, and community samples. Findings of promotive and/or protective factors are summarized across individual, family, and social-community systems. Overall, we know very little of the buffering processes for these youth, given that the study of promotive and protective factors in ADHD is in its infancy. The strongest evidence to date was found for social- and family-level systems. Specifically, multiple longitudinal studies support social acceptance as a protective factor, buffering against negative outcomes such as poor academic performance and comorbid depressive symptoms for youth with ADHD. There was also compelling evidence supporting positive parenting as a promotive factor. In terms of individual-level factors, positive or modest self-perceptions of competence were identified as a promotive factor in multiple studies. Future directions for research that will catalyze the study of resilience with ADHD are provided, and the potential for targeting protective mechanisms with intervention and prevention is discussed.
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Affiliation(s)
- Melissa R Dvorsky
- Department of Psychology, Virginia Commonwealth University, 806 W. Franklin Street, Richmond, VA, 23284, USA.
| | - Joshua M Langberg
- Department of Psychology, Virginia Commonwealth University, 806 W. Franklin Street, Richmond, VA, 23284, USA
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11
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Ray AR, Evans SW, Langberg JM. Factors Associated with Healthy and Impaired Social Functioning in Young Adolescents with ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 45:883-897. [PMID: 27796691 PMCID: PMC5409909 DOI: 10.1007/s10802-016-0217-x] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
There is variability in the extent to which adolescents with attention-deficit/hyperactivity disorder (ADHD) exhibit social impairment, as the same diagnosis does not necessarily entail impairment in the same area(s) of functioning. The current study entailed a cross-sectional examination of enhancers to healthy social functioning and risk factors to parent- and self-rated social impairment in 324 middle school youth (ages 10-14 years) with ADHD. A series of binary logistic regression analyses were conducted to evaluate a risk-resilience model for social functioning, including testing compensatory (i.e., main; buffering) and protective (i.e., interaction) effects of enhancers in the presence of identified risk factors. Youth conduct problems, youth depression, and negative parenting emerged as risk factors. Self-rated social acceptance, activity participation (breadth and intensity), and parent involvement were enhancers of healthy social functioning. Of these enhancers, activity participation (breadth and intensity) and parent involvement showed buffering effects against the negative impact of the risk factors on social functioning. None of the enhancers displayed protective effects. The findings of this study enhance our understanding of the social functioning of young adolescents with ADHD, who comprise an understudied population relative to younger children with similar problems.
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Affiliation(s)
- A Raisa Ray
- Ohio University, 200 Porter Hall, Athens, OH, 45701, USA.
| | - Steven W Evans
- Ohio University, 200 Porter Hall, Athens, OH, 45701, USA
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12
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McCrimmon AW, Matchullis RL, Altomare AA. Resilience and emotional intelligence in children with high-functioning autism spectrum disorder. Dev Neurorehabil 2016; 19:154-61. [PMID: 24960312 DOI: 10.3109/17518423.2014.927017] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE This article presents the results of an investigation of resilience factors and their relation to emotional intelligence (EI) as an area of potential strength for children with high-functioning autism spectrum disorder (HFASD). Based upon previous research with young adults, it was hypothesized that children with HFASD would demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children. METHODS Forty children aged 8-12 years (20 with HFASD and 20 TD control children) completed measures of resilience and EI. RESULTS Children with HFASD did not significantly differ from TD children on either measure. However, several significant correlations between resilience and EI were found in the HFASD sample. CONCLUSIONS The findings suggest that EI may be a unique area of interest for this population, particularly for interventions that propose to capitalize upon potentially inherent strengths. Implications of these results for intervention are discussed.
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Affiliation(s)
- Adam W McCrimmon
- a Werklund School of Education, University of Calgary , Calgary , Alberta , Canada
| | - Ryan L Matchullis
- a Werklund School of Education, University of Calgary , Calgary , Alberta , Canada
| | - Alyssa A Altomare
- a Werklund School of Education, University of Calgary , Calgary , Alberta , Canada
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Razani N, Hilton JF, Halpern-Felsher BL, Okumura MJ, Morrell HE, Yen IH. Neighborhood Characteristics and ADHD: Results of a National Study. J Atten Disord 2015; 19:731-40. [PMID: 25028386 DOI: 10.1177/1087054714542002] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE We examined the association of neighborhood social and physical characteristics with ADHD, accounting for individual and family factors. METHOD The 2007 National Survey of Child Health, a nationally representative data set, was used (N = 64,076). Three neighborhood scales were generated: social support, amenities, and disorder. Logistic and ordinal logistic regressions were conducted to examine the association of these scales with ADHD diagnosis and severity while adjusting for individual and family characteristics. RESULTS Eight percent had a child with ADHD: 47% described as mild, 40% moderate, and 13% severe. In adjusted models, lower neighborhood support was associated with increased ADHD diagnosis (odds ratio [OR] = 1.66 [1.05, 2.63]) and severity (OR = 3.74 [1.71, 8.15]); neighborhood amenities or disorder were not significantly associated. Poor parental mental health was associated with ADHD prevalence and severity. CONCLUSION Neighborhood social support is a potential area of intervention for children with ADHD and their caregivers. Research challenges and opportunities are discussed.
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Affiliation(s)
| | | | | | | | | | - Irene H Yen
- University of California at San Francisco, CA, USA
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14
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Gray SA, Rogers M, Martinussen R, Tannock R. Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender. PeerJ 2015; 3:e939. [PMID: 26038714 PMCID: PMC4451022 DOI: 10.7717/peerj.939] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2014] [Accepted: 04/16/2015] [Indexed: 11/20/2022] Open
Abstract
Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes. Methods. 204 students from grades 1-4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways. Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores. Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills.
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Affiliation(s)
- Sarah A Gray
- Ontario Institute for Studies in Education, University of Toronto , Canada
| | | | - Rhonda Martinussen
- Ontario Institute for Studies in Education, University of Toronto , Canada
| | - Rosemary Tannock
- Ontario Institute for Studies in Education, University of Toronto , Canada ; Research Institute of the Hospital for Sick Children , Canada
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Schei J, Nøvik TS, Thomsen PH, Indredavik MS, Jozefiak T. Improved quality of life among adolescents with attention-deficit/hyperactivity disorder is mediated by protective factors: a cross sectional survey. BMC Psychiatry 2015; 15:108. [PMID: 25948117 PMCID: PMC4429327 DOI: 10.1186/s12888-015-0491-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2014] [Accepted: 04/27/2015] [Indexed: 01/28/2023] Open
Abstract
BACKGROUND The aim of this study was to assess the role of protective factors as mediators and/or moderators of the relationship between coexisting emotional and conduct problems and quality of life (QoL) among adolescents with attention-deficit/hyperactivity disorder (ADHD). METHODS The sample consisted of 194 adolescents with ADHD. Participants completed measures of individual competencies, family cohesion and social support, and QoL. Coexisting emotional and conduct problems were assessed using the Strength and Difficulties Questionnaire. RESULTS Individual competencies and social support mediated the association between emotional and conduct problems and QoL. Family cohesion was associated with both emotional and conduct problems. No moderating effects of protective factors and coexisting problems were found. CONCLUSIONS The assessment of individual competencies, social resources, and family cohesion may identify potential treatment goals for adolescents with ADHD and coexisting problems, and may contribute to improvements in QoL.
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Affiliation(s)
- Jorun Schei
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
| | - Torunn Stene Nøvik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Per Hove Thomsen
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Psychiatric Hospital for Children and Adolescents, Aarhus University Hospital, Skovagervej 2, 8240, Risskov, Denmark.
| | - Marit S Indredavik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Thomas Jozefiak
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
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Modesto-Lowe V, Chaplin M, Godsay V, Soovajian V. Parenting teens with attention-deficit/hyperactivity disorder: challenges and opportunities. Clin Pediatr (Phila) 2014; 53:943-8. [PMID: 24982442 DOI: 10.1177/0009922814540984] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) presents in childhood with inattention, hyperactivity, and impulsivity and is associated with functional impairments. These children tend to display a variety of disruptive behaviors, which may worsen in adolescence. Teens with ADHD may show high levels of defiance, posing significant challenges for parents. Early efforts to understand parenting in the context of teen ADHD reveal high levels of parental stress and reactivity in response to the teen's ADHD symptoms. Subsequent research recognized that some of these parents have ADHD or other psychopathology that may contribute to maladaptive parenting. However, some parents adjust and demonstrate optimism and resilience in the face of their teens' ADHD. Recent research has identified parental factors (eg, emotional intelligence) and interventions (eg, mindfulness training) that may improve parenting/teen relationships and the developmental outcomes of teens. This article explores parenting teens with ADHD with a focus on these novel interventions.
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Jain S, Cohen AK. Fostering resilience among urban youth exposed to violence: a promising area for interdisciplinary research and practice. HEALTH EDUCATION & BEHAVIOR 2013; 40:651-62. [PMID: 23818463 DOI: 10.1177/1090198113492761] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Most studies to date have examined negative effects of exposure to community violence, in line with the deficit-based perspective. However, given that most youth exposed to community violence demonstrate positive adaptation or resilience over time, we suggest a shift in perspective, practices, and policies across systems toward identifying and building individual, family, and community assets and strengths that may more effectively support youth who have been exposed to community violence and related risks into competent, caring, and thriving adults. In this article, we review how resilience has been conceptualized and operationalized within the context of community violence, highlight gaps in literature, and offer directions for future public health research and practice. We illustrate this review with practice-based examples from public health work in the San Francisco Bay Area. Future multidisciplinary longitudinal studies that identify protective processes and successful trajectories and rigorous evaluations of strength-based policies, programs, and protective processes are needed.
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Affiliation(s)
- Sonia Jain
- 1WestEd, Health and Human Development Program, Oakland, CA, USA
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