ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships

Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions.

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Patterns of Social Relationships and Psychological Well-being among the Elderly

International Journal of Behavioral Development ◽

10.1080/016502597384721 ◽

1997 ◽

Vol 21 (3) ◽

pp. 417-430 ◽

Cited By ~ 27

Author(s):

Keiko Takahashi ◽

Junko Tamura ◽

Makiko Tokoro

Keyword(s):

Human Resources ◽

Social Relationships ◽

Well Being ◽

The Elderly ◽

Self Esteem ◽

Subjective Health ◽

Self Report ◽

Subjective Well Being ◽

Psychological Well Being ◽

Type Method

On the premise that social relationships among elderly adults differ in terms of the most significant, dominant figure, this study aimed to examine: (1) whether there were qualitative differences in supportive functions between family-dominant and friend-dominant affective relationships, and (2) whether “lone wolves”, who were deficient in human resources, had difficulties in maintaining their well-being. A total of 148 Japanese, over the age of 65, both living in communities and in institutions were individually interviewed about their social relationships using a self-report type method, the Picture Affective Relationships test, and their well-being was assessed using Depression, Self-esteem, Life satisfaction, and Subjective health scales. Results showed that there were no differences in psychological well-being between family-dominant and friend-dominant participants, but those who lacked affective figures had lower scores in subjective well-being than did their family-dominant and friend-dominant counterparts. The generalisation of these findings to other cultures is discussed.

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Explicit and Implicit Positive Illusory Bias in Children With ADHD

Journal of Attention Disorders ◽

10.1177/1087054715612261 ◽

2015 ◽

Vol 22 (10) ◽

pp. 994-1001 ◽

Cited By ~ 4

Author(s):

Christina C. Emeh ◽

Amori Yee Mikami ◽

Bethany A. Teachman

Keyword(s):

Implicit Association Test ◽

Control Method ◽

Self Report ◽

Implicit Associations ◽

Positive Illusory Bias ◽

Typically Developing ◽

Implicit Measures ◽

Children With Adhd ◽

Behavioral Competence ◽

Self Perceptions

Objective: Children with ADHD overestimate their own social and behavioral competence when using explicit self-report measures, a phenomenon known as Positive Illusory Bias (PIB). This study examined whether children with ADHD show PIB when self-perceptions are measured implicitly, reflecting associations that are relatively difficult to consciously control. Method: Participants were 23 children (ages 6.8-9.8) with ADHD and 55 typically developing (TD) children. Children’s explicit self-perceptions of competence were measured via self-report on the Self-Perception Profile for Children; their implicit associations were assessed using an Implicit Association Test. Parent and teacher ratings formed an adult-reported composite indicator of children’s competence, to which children’s self-perceptions were compared. Results: Children with ADHD overestimated their competence as compared with adult-informant reports on both explicit and implicit measures, whereas TD children tended to be accurate. Conclusion: Inflated self-perceptions in children with ADHD may exist on an implicit level outside of conscious awareness.

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COMMENTARY: Bioarchaeology of Oaxaca: It’s About the People

Anales de Antropología ◽

10.22201/iia.24486221e.2020.1.72746 ◽

2020 ◽

Vol 54 (1) ◽

Author(s):

Danny Zborover

Keyword(s):

Occupational Stress ◽

Social Relationships ◽

Daily Activities ◽

Mortuary Practices ◽

Contextual Approach ◽

Special Issue ◽

Ethnic Affiliation ◽

The People ◽

Animal Bones ◽

Global Connections

<p>Bioarchaeology is clearly all about the people. A human bone, although technically an artifact, is conceptually different than ceramic sherds, lithics, or even animal bones. It is us. The notions of embodiment and culturally-embedded interpretation intersects all the articles in this special issue, where authors take a detailed contextual approach to tackle diverse and complex themes such as mortuary practices, pre- and postmortem treatment, corporeal and skeletal modifications, individual and corporate identities, ethnic affiliation, social memory, violence and interpersonal conflict, trauma, gender and childhood, ancestral veneration, daily activities, nutritional and occupational stress, social organization, social relationships, and local, regional, continental, and global connections.</p>

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The effectiveness, feasibility and acceptability of a school-based intervention to improve sleep and psychological wellbeing in adolescents.

10.31234/osf.io/rd9vy ◽

2021 ◽

Author(s):

Stephanie McCrory ◽

Astrid McLellan ◽

Karolina Kiper ◽

Clare Munro ◽

Christopher-James Harvey ◽

...

Keyword(s):

Behavioural Therapy ◽

Self Report ◽

Psychological Wellbeing ◽

Future Research ◽

Convenience Sample ◽

School Based ◽

Cognitive Behavioural ◽

Physical Health Problems ◽

Improvement Interventions ◽

Measure Change

Introduction: Adolescents are vulnerable to experiencing insufficient sleep which can increase the risk of developing insomnia, mental/physical health problems and mood regulation. School-based sleep improvement interventions (SBSII) have been developed utilising Cognitive Behavioural Therapy for Insomnia techniques and found improvements in sleep knowledge and behaviour. This study aimed to evaluate the effectiveness, feasibility and acceptability of a school-based sleep improvement intervention (iSLEEP) for improving sleep and psychological wellbeing in adolescents.Methods: A mixed-methods approach was adopted. The participants (115, aged 12-15) were recruited from secondary schools in Scotland. iSLEEP comprised of three lessons, combining formal sleep education and CBT-I, and were delivered over three consecutive weeks. Baseline (1 week before lesson 1) and follow-up (1 week following lesson 3) assessments comprised of self-report questionnaires to measure change in sleep, depression, anxiety and stress. Two weeks following the final lesson, a convenience sample of 19 pupils (14 females) were recruited to participate in focus groups.Results: There were significant improvements in overall sleep and marginal differences between those who were categorised with ‘probable insomnia’ at baseline and likewise for ‘good sleepers’. There were no significant improvements in symptoms of depression, anxiety or stress. Two themes and two sub-themes were generated. Participants reported that iSLEEP was acceptable and improved their sleep.Conclusions: These findings indicate that iSLEEP is an effective, feasible and acceptable SBSII. Future research should aim to utilise a controlled design to further investigate the efficacy of iSLEEP.

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Examination of Actual and Ideal Body-Related Characteristics and Body-Related Pride in Adult Males

American Journal of Men s Health ◽

10.1177/1557988319874642 ◽

2019 ◽

Vol 13 (5) ◽

pp. 155798831987464 ◽

Cited By ~ 1

Author(s):

Robert Mackowiak ◽

Kristen M. Lucibello ◽

Jenna D. Gilchrist ◽

Catherine M. Sabiston

Keyword(s):

Positive Emotion ◽

The Body ◽

Self Report ◽

Adult Males ◽

Ideal Self ◽

Cross Sectional ◽

Self Perceptions ◽

Survey Results ◽

Ideal Body ◽

Polynomial Regressions

Body image concerns are becoming more prevalent in males. Discrepancies between actual and ideal body muscularity and thinness have been studied from a pathological perspective whereby perceiving the body as discrepant from an internalized ideal is associated with body dissatisfaction, negative emotions, and harmful body-altering behaviors. It is unclear if agreement among actual and ideal self-perceptions is associated with positive emotion in males. The present study examined the associations between actual and ideal congruence and discrepancies in muscularity and thinness, and two facets of pride (i.e., authentic and hubristic pride) in male adults. Participants ( n = 294; Mage = 34.80 years; MBMI = 27.31 kg/m2) completed a cross-sectional self-report survey. Results from polynomial regressions indicated that actual and ideal self-perceptions of muscularity and thinness were significant predictors of both authentic ( R2 = .37 and .20) and hubristic pride ( R2 = .33 and .19), respectively. Response surface values demonstrated that extremely high or low scores that were congruent for muscularity ( a2 = .35 and .40) and thinness ( a2 = .18 and .18) perceptions were associated with higher reports of authentic and hubristic pride. These findings demonstrated that congruence in actual and ideal self-perceptions contribute to feelings of pride, suggesting interventions that promote actual and ideal self-perception congruence may be important for fostering positive emotional experiences in males.

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Special issue on strengthening school-based support for bereaved students: Editors’ introduction

School Psychology International ◽

10.1177/0143034311400842 ◽

2011 ◽

Vol 32 (2) ◽

pp. 115-116 ◽

Cited By ~ 2

Author(s):

Melissa Allen Heath ◽

Greg Hudnall

Keyword(s):

Special Issue ◽

School Based

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Evaluation of the Interplay Between Homework Motivation and Sluggish Cognitive Tempo in Youth With ADHD: Associations With Homework Performance

Journal of Attention Disorders ◽

10.1177/1087054718763722 ◽

2018 ◽

Vol 23 (11) ◽

pp. 1262-1273 ◽

Cited By ~ 3

Author(s):

Zoe R. Smith ◽

Rosanna P. Breaux ◽

Cathrin D. Green ◽

Joshua M. Langberg

Keyword(s):

Academic Failure ◽

Parent Report ◽

Self Report ◽

Sluggish Cognitive Tempo ◽

School Students ◽

Academic Impairment ◽

Oppositional Defiant ◽

Youth With Adhd ◽

Low Motivation ◽

Cognitive Tempo

Objective: This study evaluated which Sluggish Cognitive Tempo (SCT) factors (i.e., Slow, Sleepy, Daydreamer) are most strongly associated with homework motivation, and whether homework motivation mediates the path between SCT and academic impairment. Method: Participants were 285 middle school students (boys 209) in Grades 6 to 8 (ages 10-15 years) who were comprehensively diagnosed with ADHD. Results: Parent- and self-report of SCT Slow behaviors predicted homework motivation above and beyond symptoms of ADHD, oppositional defiant disorder (ODD), anxiety, depression, and intelligence. The mediation models tested were multi-informant and cross-rater (parent-report of SCT to self-report of motivation to teacher-report of homework problems), and suggest that low motivation may help explain the associations between SCT and functional impairment. Conclusion: SCT and motivation are significantly associated constructs. Clinically, youth with ADHD and comorbid SCT may be more likely to present with low motivation, placing them at risk for academic failure. The manuscript discusses potential clinical implications of these findings.

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International approaches to school-based mental health: Intent of the Special Issue

School Psychology International ◽

10.1177/0143034317714839 ◽

2017 ◽

Vol 38 (4) ◽

pp. 339-342 ◽

Cited By ~ 1

Author(s):

Courtney L. McLaughlin

Keyword(s):

Mental Health ◽

United States ◽

The United States ◽

Global Perspective ◽

Health It ◽

Special Issue ◽

School Based ◽

The World

This article provides an overview of the special issue on international approaches to school-based mental health. It introduces the significance of the issues associated with mental health across the world and introduces the reader to the four articles highlighting different aspects of school-based mental health. Across these four articles, information about school-based mental health (SBMH) from the United States, Canada, Norway, Liberia, Chile, and Ireland are represented. The special issue concludes with an article introducing new methodology for examining mental health from a global perspective.

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