Literaturnachweis - Detailanzeige
| Autor/in | Becker, Stephen P. |
|---|---|
| Titel | ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships |
| Quelle | (2020), (18 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Attention Deficit Hyperactivity Disorder; Intervention; Interpersonal Competence; Resilience (Psychology); Adolescents; Adolescent Attitudes; Barriers; Evaluation Methods; Educational Environment; Teaching Methods; Decision Making; Risk; Social Bias; Self Concept; Self Evaluation (Individuals); Symptoms (Individual Disorders) |
| Abstract | 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. [This paper was published in "Canadian Journal of School Psychology" v35 p311-322 2020 (EJ1272591).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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