Trait and Ability Emotional Intelligence in Children With ADHD

OBJECTIVE

The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD.

METHOD

Forty-one children with ADHD (9-11 years) completed two measures of EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) and the Mayer-Salovey-Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV).

RESULTS

Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI.

CONCLUSION

Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.

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.

The AD/HD Skills and Strategies Program : A Program for AD/HD Adults in Postsecondary Education

Attention-deficit/hyperactivity disorder (AD/HD) is beginning to be recognized in postsecondary institutions; however, few institutions offer comprehensive programs that provide training in advocacy and study strategies pertinent to the needs of students with this disorder (Richard, 1995). In an effort to address the gap in the literature regarding the treatment of AD/HD adults in postsecondary education, the AD/HD Skills and Strategies Program was developed. The components of this program were carefidly established in accordance with the research literature on the adult form of AD/HD and in keeping with a model of adult AD/HD, proposed by Brown. A two-pronged approach was used to assess the effectiveness of this program. Results and future recommendations are discussed.

Treatment Effect of a School Based Cognitive-Behavioral Program for Aggressive Children

The Day Treatment Program was designed as a teacher operated, school-based cognitive-behavioral program. Initiated to address the needs of behaviorally disordered children, it has a strong parenting component. This study found that the program had a significant treatment effect. Aggressive popular children did not respond to the program as well as aggressive unpopular children.

Moderator Factors in First Nation Students at Risk for Psychosocial Problems

In this study the authors sought to examine the determinants of psychological well-being and risk in First Nation students residing in their home community. The participant sample was drawn from students who resided in a First Nation community and were served by their tribal council in a central western province. All students, Grades 1 to 12, who were registered in a First Nation or provincial school were included. The results of the study indicate that, because academic performance continues to be such a strong predictor of psychosocial well-being, it underscores the importance of the school as an ameliorative factor in the prevention and treatment of behavioral problems. Given this finding, the authors recognize the significance of intervention as a preventive measure for all age groups and the responsibility of federal and provincial funding agencies to continue to make available appropriate educational resources to First Nation communities.

A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports

Psychoeducational reports are the primary means for a school psychologist to communicate the results of an assessment. Although reports should be written in the most efficient and reader-friendly manner, this is not always the case. Additionally, problems in report writing have remained relatively consistent for several decades, despite recommendations on how reports should be improved. The focus of the current article is to provide an integrated and easily implemented framework for improving psychoeducational reports based on the evidence and broad recommendations currently available in the literature. Specifically, the C.L.E.A.R. Approach to report writing for practitioners is presented, with practical strategies and examples provided to illustrate the use of the model in a school-based setting.

Emotional Intelligence and Resiliency in Young Adults With Asperger's Disorder

Asperger's disorder (AD) is characterized by sustained and pervasive difficulties with imaginative, social, and communication skills and the presence of repetitive interests and behaviours. A number of models have been proposed to help explain the AD phenotype; however, these theories have not fully accounted for the social difficulties present in individuals with AD. The concept of emotional intelligence (EI) may offer insight into the social and emotional behaviours exhibited by young adults with AD. In addition, the concept of resilience, or the capacity for individuals to cope despite risk, may further explain why some individuals with AD experience more successful outcomes than others. This study explores EI and resilience in 20 males diagnosed with AD with average to above-average cognitive abilities. Various aspects of social functioning, EI, and resilience were assessed. Results indicate that males with AD displayed intact ability EI; however, they did not display typically developed trait EI. Furthermore, trait EI was associated with important resilient and adaptive outcomes, and these findings provide opportunities for intervention. It is important that through the identification of factors that compose resilient outcomes, this research represents the first step in identifying interventions designed to strengthen protective factors within young adults diagnosed with AD.

Promoting Intrapersonal Qualities in Adolescents

Given the number of negative influences on youth and the resultant potential for adverse outcomes, it is crucial to support their positive development. Leadership training programs can promote the development of adaptive intrapersonal qualities. The Teen Leadership Breakthrough (TLB) program claims to create sustainable changes in youth using experiential activities, direct instruction, and feedback to teach leadership skills. This study evaluated the TLB program's efficacy in developing intrapersonal skills in 10th- and 11th-grade students. Participants were randomly assigned to a control or treatment group. Assessment of emotional intelligence and self-concept occurred prior to, immediately after, 6 weeks and 6 months following the intervention. Results indicated that the TLB program created sustainable changes emotional intelligence and self-concept. Although these results are encouraging, further research is needed to investigate the effectiveness of the TLB program in broader demographic groups and to examine different outcomes.