青少年多动症:自我认知和社会关系中的涟漪效应特刊述评

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2020-09-07 DOI:10.1177/0829573520954584
S. Becker
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引用次数: 4

摘要

青春期是一个既有风险又有巨大机会的发展期。涟漪效应可以延伸到很远很远的地方,反映了青少年时期理解和治疗多动症的细微差别和复杂性。本期特刊中的研究为患有多动症的青少年的生活提供了新颖而重要的见解,它们共同指出了研究和临床关注的重要领域。此外,每一项研究都强调了征求患有多动症的青少年观点的重要性。在这篇评论中,我考虑了在与患有多动症的青少年合作时自我报告的价值,患有多动症青少年存在自我感知偏见的可能性,评估青春期社会功能的挑战,以及对学校评估和干预的影响。特别是在治疗方面,我提出了对患有多动症的青少年采用模块化干预方法的可能性,并提出了征求和纳入青少年观点的共同决策。患有多动症的青少年的声音可能对于理解如何降低风险、提高韧性、减少污名以及改进我们的评估和干预措施至关重要。
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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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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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