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Sulzer SH, Trueba C, Converse AK. The appeal of tai chi and complementary therapies for college students with ADHD. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:2628-2638. [PMID: 35044884 DOI: 10.1080/07448481.2021.1990071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Accepted: 10/03/2021] [Indexed: 06/14/2023]
Abstract
Background: Developing effective non-pharmacological therapies for Attention Deficit Hyperactivity Disorder (ADHD) is important. We gauged the likelihood that undergraduates would participate in a trial of tai chi as an intervention for ADHD, and evaluated attitudes toward complementary and alternative medicine (CAM). Methods: We collected survey responses from 47 undergraduates with ADHD and 49 healthy controls, measuring their likelihood of participating in trials of tai chi and other non-pharmacological therapies, along with attitudes toward CAM. We examined the relationship between diagnosis, CAM attitudes, and willingness to participate in a trial. Results: Undergraduates with ADHD showed greater acceptance of CAM therapies. Thirty two percent of students with ADHD expressed strong willingness to participate in a tai chi trial. Conclusion: These results support the feasibility of a trial of tai chi as therapy for undergraduates with ADHD, and suggest this population is receptive toward CAM. Future research should examine why interest in CAM is greater among students with ADHD.
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Affiliation(s)
- Sandra H Sulzer
- Department of Kinesiology and Health Sciences and Utah State University Extension, Utah State University, Logan, Utah, USA
| | - Cathleen Trueba
- McBurney Disability Resource Center, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Alexander K Converse
- Waisman Center Brain Imaging Core, University of Wisconsin-Madison, Madison, Wisconsin, USA
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Hemingway SL, Cameron EC, Jacquin KM. College students who believe they have ADHD report more neuropsychological deficits than non-ADHD peers. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:2160-2167. [PMID: 34448674 DOI: 10.1080/07448481.2021.1963737] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Revised: 04/24/2021] [Accepted: 07/22/2021] [Indexed: 06/13/2023]
Abstract
Objective: Attention-deficit/hyperactivity disorder (ADHD) diagnosis in college students has been associated with poor academic outcomes and greater neuropsychological and emotional difficulties. The present study sought to determine whether college students who believe they have ADHD report more neuropsychological deficits than non-ADHD peers. Method: College students (N = 1,520) completed a confidential online survey designed to explore ADHD beliefs and subjective neuropsychological impairment. MANOVA was used to examine the association between ADHD beliefs and neuropsychological symptoms. LSD post hoc analysis was used to examine pairwise comparisons across groups. Results: College students who believe they have ADHD reported more neuropsychological deficits than those without ADHD and similar levels of neuropsychological impairment as peers with a self-reported diagnosis of ADHD. Conclusion: Results show a statistically and clinically significant relationship between ADHD belief and neuropsychological impairment among college students. These findings highlight the need for qualified ADHD assessment in college students who believe they have ADHD.
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Affiliation(s)
- Samantha L Hemingway
- School of Psychology, Fielding Graduate University, Santa Barbara, California, USA
| | - Erinn C Cameron
- School of Psychology, Fielding Graduate University, Santa Barbara, California, USA
| | - Kristine M Jacquin
- School of Psychology, Fielding Graduate University, Santa Barbara, California, USA
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Ryu SA, Choi YJ, An H, Kwon HJ, Ha M, Hong YC, Hong SJ, Hwang HJ. Associations between Dietary Intake and Attention Deficit Hyperactivity Disorder (ADHD) Scores by Repeated Measurements in School-Age Children. Nutrients 2022; 14:nu14142919. [PMID: 35889876 PMCID: PMC9322602 DOI: 10.3390/nu14142919] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 07/13/2022] [Accepted: 07/15/2022] [Indexed: 11/16/2022] Open
Abstract
Attention deficit hyperactivity disorder (ADHD) is a common psychiatric disorder in school-age children and adolescents. However, the reported associations between ADHD and single nutrient intake are inconsistent. The aim of the study was to investigate the relationships between dietary intake changes and the prevalence of ADHD over time with repeat measurements using data from the Children Health and Environment Research (CHEER). To assess changes over time, we used data obtained in 2006 and 2008 (Phases 1 and 2). In this study, there were 2899 children aged 8 years or older in Phase 1 and 2120 children aged 9 years or older in Phase 2 from Korea, and the ADHD scores and dietary intake of 1733 children in Phases 1 and 2 were used in the final analysis. The YN group refers to children whose disease had improved in Phase 2, and the NY group refers to children diagnosed with ADHD in Phase 2. A notable within-group result was the increase in vegetable protein (p = 0.03) in the YN group. A between-group comparison showed that significant changes in nutrient intake could be confirmed most in the NY group, and the YN group tended to have a lower nutrient intake than the NY group. In the correlation of changes in nutrient intake and three subtypes (combined, AD, and HD), the total fat (p = 0.048) and animal protein (p = 0.099) showed a positive correlation with the prevalence of AD. Vegetable iron (p = 0.061 and p = 0.044, respectively), zinc (p = 0.022 and p = 0.007, respectively), vegetable protein (p = 0.074), and calcium (p = 0.057) had inhibitory effects on ADHD and its subtype. In conclusion, management of dietary and nutritional status should be considered to ameliorate ADHD and its subtypes in school-age children, and these relationships require further exploration in other settings.
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Affiliation(s)
- Su-a Ryu
- Department of Food and Nutrition, Kyung Hee University, Seoul 02447, Korea; (S.-a.R.); (H.A.)
| | - Yean-Jung Choi
- Department of Food and Nutrition, Sahmyook University, Seoul 01795, Korea;
| | - Hyojin An
- Department of Food and Nutrition, Kyung Hee University, Seoul 02447, Korea; (S.-a.R.); (H.A.)
| | - Ho-Jang Kwon
- Department of Preventive Medicine, Dankook University College of Medicine, Cheonan 31116, Korea; (H.-J.K.); (M.H.)
| | - Mina Ha
- Department of Preventive Medicine, Dankook University College of Medicine, Cheonan 31116, Korea; (H.-J.K.); (M.H.)
| | - Yun-Chul Hong
- Department of Preventive Medicine, Seoul National University College of Medicine, Seoul 08826, Korea;
| | - Soo-Jong Hong
- Department of Pediatrics, Childhood Asthma Atopy Center, Humidifier Disinfectant Health Center, Asan Medical Center, University of Ulsan College of Medicine, Seoul 05505, Korea;
| | - Hyo-Jeong Hwang
- Department of Food and Nutrition, Sahmyook University, Seoul 01795, Korea;
- Correspondence: ; Tel.: +82-2-3399-1653; Fax: +82-2-3399-1655
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Ni WY, Ng E, Chiang YT, LePage BA, Yang FH, Fang WT. Examine the relationships between health-related quality of life, achievement motivation and job performance: the case of Taiwan hospitality industry. BMC Psychol 2022; 10:172. [PMID: 35831913 PMCID: PMC9281085 DOI: 10.1186/s40359-022-00884-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 07/05/2022] [Indexed: 11/10/2022] Open
Abstract
Background Employees are considered as one of the most important assets in many organizations, and their health well-being is critical to help achieve a sustainable and motivated workforce that is committed to delivering quality hospitality services through enhanced performance and productivity. Given the extent of the challenges and impact presented by the COVID-19 pandemic to the hospitality industry, it is timely to gain further insights on employees’ health well-being. The key purpose of this study is to examine the relationships between health-related quality of life, achievement motivation and job performance in the Taiwan hospitality industry, to acquire a better understanding of their relationships through the job performance pathway models.
Methods This study has used a purposeful sampling technique to select the 10 highest-earning hospitality companies in Taiwan. A total of 292 questionnaires were collected from the employees of these hospitality companies. Based on the multi-dimensional concept of health-related quality of life (HRQoL), the relationships between the five key dimensions (i.e. psychological health, physical health, social health, achievement motivation, and job performance) were examined. To measure these dimensions, the survey questions were adapted from previous research such as the World Health Organization’s WHOQOL-BREF scale, Minnesota Satisfaction Questionnaire. Partial least squares - Structural Equation Modeling method was used to explore these dimensions, and two job performance pathway models (for manager and staff) were subsequently developed.
Results and conclusions Findings showed that psychological health directly affected the manager’s job performance and physical health had a similar effect through social health. While psychological health had not affected the staff’s job performance, but it could affect achievement motivation through both direct and indirect effects of social health. The pathway models that were developed indicated that the manager’s job performance was mainly affected by psychological health and social health, whereas the key dimension that had affected the staff’s job performance was achievement motivation.
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Affiliation(s)
- Wei-Ya Ni
- Ph.D. Program in Management, Da-Yeh University, No.168, University Rd., Dacun, Changhua, 51591, Taiwan, ROC
| | - Eric Ng
- School of Business, University of Southern Queensland, Toowoomba, QLD, 4350, Australia
| | - Yi-Te Chiang
- Graduate Institute of Environmental Education, National Taiwan Normal University, Taipei, 11677, Taiwan, ROC
| | - Ben A LePage
- Graduate Institute of Environmental Education, National Taiwan Normal University, Taipei, 11677, Taiwan, ROC.,Academy of Natural Sciences, 1900 Benjamin Franklin Parkway, Philadelphia, PA, 19103, USA
| | - Feng-Hua Yang
- Department of International Business Management, Da-Yeh University, No.168, University Rd., Dacun, Changhua, 51591, Taiwan, ROC
| | - Wei-Ta Fang
- Graduate Institute of Environmental Education, National Taiwan Normal University, Taipei, 11677, Taiwan, ROC.
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Meyer J, Alaie I, Ramklint M, Isaksson J. Associated predictors of functional impairment among adolescents with ADHD-a cross-sectional study. Child Adolesc Psychiatry Ment Health 2022; 16:29. [PMID: 35382854 PMCID: PMC8985377 DOI: 10.1186/s13034-022-00463-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 03/24/2022] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) in adolescence is associated with functional impairment in several domains of life. To enable development of interventions that more effectively target functional impairment in this age group, the associations between clinical characteristics and impairment need to be clarified. The aim of this study was to investigate the associations between ADHD and functional impairment, if they varied by sex, and the potential impact of comorbid psychiatric symptoms on the associations. METHODS This was a cross-sectional study including adolescents with ADHD (n = 164) and a reference group of adolescents without ADHD (n = 106). Self-ratings and parental ratings of functional impairment in different life domains were used as outcomes in all analyses. Differences between groups were investigated with comparative analyses. General linear models (GLMs) were used to explore associations between ADHD symptoms and functional impairment in adolescents with ADHD, while adjusting for of comorbid symptoms, sex, and medication. RESULTS Adolescents with ADHD displayed higher levels of functional impairment than peers without ADHD, and girls with ADHD rated higher impairment than their male counterparts. The combined ADHD presentation was associated with the highest levels of self-reported impairment, while parental ratings indicated comparable levels of overall impairment across presentations. In the adjusted GLMs, symptoms of inattention were strongly associated with self- and parent-rated impairment in school, but symptoms of hyperactivity/impulsivity were not, whereas symptoms of both inattention and hyperactivity/impulsivity were modestly associated with self-rated impairment with friends. Further, both emotional and conduct problems were associated with impairment in daily life. CONCLUSIONS Our results suggest that attention difficulties, in particular, seem to impair academic functioning in adolescents with ADHD, and interventions targeting such difficulties are warranted. In addition, comorbid symptoms need to be assessed and treated, and self-reports of functioning should be included in research and clinical practice involving adolescents.
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Affiliation(s)
- Jenny Meyer
- Child and Adolescent Psychiatry Unit, Department of Medical Sciences, Uppsala University, 751 85, Uppsala, Uppsala, Sweden.
| | - Iman Alaie
- grid.8993.b0000 0004 1936 9457Child and Adolescent Psychiatry Unit, Department of Medical Sciences, Uppsala University, 751 85 Uppsala, Uppsala, Sweden ,grid.4714.60000 0004 1937 0626Division of Insurance Medicine, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Mia Ramklint
- grid.8993.b0000 0004 1936 9457Child and Adolescent Psychiatry Unit, Department of Medical Sciences, Uppsala University, 751 85 Uppsala, Uppsala, Sweden
| | - Johan Isaksson
- grid.8993.b0000 0004 1936 9457Child and Adolescent Psychiatry Unit, Department of Medical Sciences, Uppsala University, 751 85 Uppsala, Uppsala, Sweden ,grid.4714.60000 0004 1937 0626Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institute Centre of Neurodevelopmental Disorders (KIND), Karolinska Institutet, Stockholm, Sweden
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Abstract
Objective: Informed by a social determinants of health framework, we investigate the relationship between self-reported ADHD diagnosis status and adult health, and whether observed associations are attenuated by biomedical and socioeconomic factors. Method: Using 2007 National Health Interview Survey data (N = 19,104), we present multivariate logistic regression analyses of associations between self-reported ADHD diagnosis status and five adult health outcomes. Results: ADHD diagnosis was significantly associated with higher odds of injury, physical health conditions, functional limitations, fair/poor health, and psychological distress in fully specified models (adjusted odds ratios [AORs] = 1.62-2.36). Inclusion of controls for exogenous demographic characteristics, psychiatric comorbidities and health behaviors, and adult social and economic statuses attenuated but did not eliminate observed associations between ADHD and poorer adult health. Conclusion: Research on adult health outcomes for those with ADHD should include consideration of the mechanisms by which a diagnosis of ADHD leads to cumulative social disadvantages that independently contribute to poorer health outcomes.
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Wilks CR, Auerbach RP, Alonso J, Benjet C, Bruffaerts R, Cuijpers P, Ebert DD, Green JG, Mellins CA, Mortier P, Sadikova E, Sampson NA, Kessler RC. The importance of physical and mental health in explaining health-related academic role impairment among college students. J Psychiatr Res 2020; 123:54-61. [PMID: 32036074 PMCID: PMC7047531 DOI: 10.1016/j.jpsychires.2020.01.009] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Revised: 01/17/2020] [Accepted: 01/24/2020] [Indexed: 11/24/2022]
Abstract
Research consistently documents high rates of mental health problems among college students and strong associations of these problems with academic role impairment. Less is known, though, about prevalence and effects of physical health problems in relation to mental health problems. The current report investigates this by examining associations of summary physical and mental health scores from the widely-used Short-Form 12 (SF-12) Health Survey with self-reported academic role functioning in a self-report survey of 3,855 first-year students from five universities in the northeastern United States (US; mean age 18.5; 53.0% female). The mean SF-12 physical component summary (PCS) score (55.1) was half a standard deviation above the benchmark US adult population mean. The mean SF-12 mental component summary (MCS) score (38.2) was more than a full standard deviation below the US adult population mean. Two-thirds of students (67.1%) reported at least mild and 10.5% severe health-related academic role impairment on a modified version of the Sheehan Disability Scale. Both PCS and MCS scores were significantly and inversely related to these impairment scores, but with nonlinearities and interactions and much stronger associations involving MCS than PCS. Simulation suggests that an intervention that improved the mental health of all students with scores below the MCS median to be at the median would result in a 61.3% reduction in the proportion of students who experienced severe health-related academic role impairment. Although low-cost scalable interventions exist to address student mental health problems, pragmatic trials are needed to evaluate the effectiveness of these interventions in reducing academic role impairment.
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Affiliation(s)
- Chelsey R. Wilks
- Department of Psychology, Harvard University, Boston, USA,Department of Health Care Policy, Harvard Medical School, Boston, USA
| | | | - Jordi Alonso
- Health Services Research Unit, IMIM (Hospital del Mar Medical Research Institute), Barcelona, Spain,Pompeu Fabra University (UPF), Barcelona, Spain,CIBER en Epidemiología y Salud Pública (CIBERESP), Madrid, Spain
| | - Corina Benjet
- Department of Epidemiologic and Psychosocial Research, National Institute of Psychiatry Ramón de la Fuente Muñiz, Mexico City, Mexico
| | - Ronny Bruffaerts
- Universitair Psychiatrisch Centrum – Katholieke Universiteit Leuven (UPC-KUL), Campus Gasthuisberg, Leuven, Belgium
| | - Pim Cuijpers
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - David D. Ebert
- Department for Psychology, Clinical Psychology and Psychotherapy, Friedrich-Alexander University Erlangen Nuremberg, Erlangen, Germany
| | - Jennifer G. Green
- Wheelock College of Education and Human Development, Boston University, Boston, USA
| | | | - Philippe Mortier
- Health Services Research Group, IMIM (Hospital del Mar Medical Research Institute), Barcelona, Spain,CIBER Epidemiología y Salud Pública (CIBERESP), Madrid, Spain,Research Group Public Health Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium
| | | | - Nancy A. Sampson
- Department of Health Care Policy, Harvard Medical School, Boston, USA
| | - Ronald C. Kessler
- Department of Health Care Policy, Harvard Medical School, Boston, USA,Corresponding Author: Ronald C. Kessler, Ph.D., Department of Health Care Policy, Harvard Medical School, 180 Longwood Avenue, Boston, MA USA 02115;
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Managing ADHD at the Post-Secondary Transition: A Qualitative Study of Parent and Young Adult Perspectives. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9273-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Kwon SJ, Kim Y, Kwak Y. Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study. Child Adolesc Psychiatry Ment Health 2018; 12:12. [PMID: 29434656 PMCID: PMC5796579 DOI: 10.1186/s13034-018-0218-3] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 01/17/2018] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Attention-deficit hyperactivity disorder (ADHD) persists into adolescence and adulthood; however, few studies have analyzed the experiences of university students with ADHD. This study explored the difficulties experienced by university students with ADHD symptoms. METHODS Between December 2015 and February 2016, face-to-face interviews were conducted with 12 university students with self-reported ADHD symptoms. Data were analyzed using thematic analysis. RESULTS Difficulties in university life were classified into four main themes (lack of daily routine, unsatisfactory academic performance and achievement, reduced interpersonal skills, and continuing worries) and analyzed. University students with ADHD symptoms had difficulties coping with repeated cycles of negative thoughts and worries, irregular lifestyles due to poor time management, dissatisfaction with academic performance and interpersonal relationships, self-dissatisfaction, and decreased self-esteem. CONCLUSION To improve their university experience, students with ADHD should receive education about ways to stop worrying, to express emotions healthily, and to manage time efficiently.
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Affiliation(s)
- Soo Jin Kwon
- 0000 0001 0789 9563grid.254224.7Nursing Science Research Institute, Chung-Ang University, Seoul, Republic of Korea
| | - Yoonjung Kim
- 0000 0001 0789 9563grid.254224.7Faculty of Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-Ro, Dongjack-Gu, Seoul, 156-756 Republic of Korea
| | - Yeunhee Kwak
- 0000 0001 0789 9563grid.254224.7Faculty of Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-Ro, Dongjack-Gu, Seoul, 156-756 Republic of Korea
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Lahav O, Ben-Simon A, Inbar-Weiss N, Katz N. Weekly Calendar Planning Activity for University Students: Comparison of Individuals With and Without ADHD by Gender. J Atten Disord 2018; 22:368-378. [PMID: 25555627 DOI: 10.1177/1087054714564621] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To introduce a revised version of the Weekly Calendar Planning Activity (WCPA) adapted for university students (Weekly Calendar Performance Activity for students [WCPA-S]) and compare the performance of this activity between students with and without ADHD and across gender groups. METHOD Participants included a total of 157 students, ages 20 to 30, enrolled in universities/colleges and divided into two groups: students with ADHD (male = 23, female = 38) and without ADHD (male = 33, female = 63). A two-way ANOVA was used for data analyses. The WCPA-S was administered to each student individually. RESULTS Significant differences were found between students with and without ADHD and across genders in performance, duration of performance, and in the number of strategies used. CONCLUSION The WCPA-S proved to be an effective performance-based diagnostic tool for the utilization of executive functions in the daily life of university students. This instrument can be used to predict success in higher education and to support learning among university students with ADHD.
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Affiliation(s)
- Orit Lahav
- 1 Ono Academic College, Kiryat Ono, Israel
| | - Anat Ben-Simon
- 2 National Institute for Testing and Evaluation, Jerusalem, Israel
| | | | - Noomi Katz
- 1 Ono Academic College, Kiryat Ono, Israel
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Merkt J, Reinelt T, Petermann F. A framework of psychological compensation in attention deficit hyperactivity disorder. Front Psychol 2015; 6:1580. [PMID: 26578998 PMCID: PMC4623203 DOI: 10.3389/fpsyg.2015.01580] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2015] [Accepted: 09/29/2015] [Indexed: 11/21/2022] Open
Abstract
The term compensation is widely used in the context of attention deficit hyperactivity disorder (ADHD), yet, it is neither defined nor theory driven. Adapting a model of psychological compensation (Bäckman and Dixon, 1992) to fit ADHD research is the aim of this review: we will (1) introduce the existing theoretical framework of psychological compensation, (2) discuss its applicability to ADHD and adapt the model to fit ADHD research, and (3) set up requirements for research on psychological compensation in ADHD. According to the framework psychological compensation can be inferred if a deficit (i.e., a mismatch between skill and environmental demand) is counterbalanced by the investment of more effort, the utilization of latent skills, or the acquisition of new skills. The framework has to be adapted because ADHD deficits are developmental and in individuals with ADHD compensation can appear independent of awareness of the deficit. A better understanding of psychological compensation in ADHD could foster diagnosis and interventions. Therefore, we suggest that future studies should follow a research design incorporating independent measures of deficit, compensation, and outcome as well as include individuals who compensate for their ADHD related deficits.
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Affiliation(s)
- Julia Merkt
- Center of Clinical Psychology and Rehabilitation, University of Bremen Bremen, Germany
| | - Tilman Reinelt
- Center of Clinical Psychology and Rehabilitation, University of Bremen Bremen, Germany
| | - Franz Petermann
- Center of Clinical Psychology and Rehabilitation, University of Bremen Bremen, Germany
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