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Peer-Based Intervention for Socioemotional Concerns Among Children with ADHD.
Thu Nguyen1,2, Sara R Elkins3, David F Curtis4
1Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, Houston, TX, 77058, USA. NguyenT3763@uhcl.edu.
Child Psychiatry and Human Development
|March 21, 2022
Summary
Peer-based interventions significantly improved self-concept in children with Attention-Deficit/Hyperactivity Disorder (ADHD). This approach benefits children
Area of Science:
- Child Psychology
- Clinical Psychology
- Neurodevelopmental Disorders
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) often impacts children's socioemotional functioning.
- Peer-based dyadic interventions are increasingly explored for therapeutic benefits.
Purpose of the Study:
- To investigate the efficacy of peer-based dyadic interventions in enhancing the socioemotional functioning of children with ADHD.
- To assess changes in self-concept and depressive symptoms following these interventions.
Main Methods:
- A single-group design was employed with 34 children (ages 8-12) diagnosed with ADHD-combined type.
- Self-concept and depressive symptoms were measured pre- and post-intervention.
Main Results:
- A significant improvement in self-concept was observed among participants.
- Improvements in self-concept were independent of intervention type or changes in externalizing behaviors.
- No significant changes were found in the severity of depressive symptoms.
Conclusions:
- Peer-based dyadic interventions can positively impact self-concept in children with ADHD, even when not the primary treatment target.
- Promoting prosocial peer behavior is a valuable component for ADHD interventions.
- Further research may explore the specific mechanisms driving self-concept improvements.
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