Attention-deficit/hyperactivity disorder (ADHD) is one of the most common childhood disorders, and its symptoms and impairment in multiple domains begin in childhood and can extend into adulthood as well. Many youth with ADHD experience impairment in the social domain, including social skills deficits and difficulties in peer relationships. Social skills interventions, or social skills training (SST), have been developed to target social impairment and improve the social skills and functioning of youth with ADHD. Previous reviews of SST for youth with ADHD have provided mixed conclusions, with many including comprehensive, multilevel interventions for ADHD and none examining stand-alone SST for ADHD in a systematic way. The present review addresses this gap in the literature by providing the first known comprehensive, systematic review of SST alone, along with ratings of methodological rigor for each evaluation of stand-alone SST. The present review provides insight into the strengths and weaknesses in the existing SST literature, and provides suggestions for improvement and future directions for SST. An outline of "specific ingredients" and characteristics of effective SST are also presented, with the goal of providing both researchers and clinicians guidance for creating and implementing effective SST for youth with ADHD.

No abstract

Body image appears to play a role in the association between ADHD and depression symptoms for college students. Implications for future research and clinical practice are discussed.

The current study examined the impact of effective and ineffective parenting on emerging adult psychological adjustment as well as parenting characteristics associated with adjusted and maladjusted emerging adults. Participants were 175 male and 309 female emerging adults who completed questionnaires assessing their perceptions of their parents’ parenting practices, discipline strategies, and psychopathology as well as their own psychological adjustment. Participants reporting effective parenting from two parents experienced the best adjustment, whereas participants reporting ineffective parenting from two parents experienced the worst adjustment, and participants reporting effective parenting from at least one parent appeared to be protected against the particularly harmful effects of ineffective parenting from two parents. Parental psychopathology, harsh discipline, involvement, and regard for parent and child all strongly differentiated adjusted and maladjusted participants.

OBJECTIVEThe present study sought to examine the relations among disruptive behavior disorders (DBDs; ie, attention-deficit/hyperactivity disorder [ADHD], conduct disorder [CD], oppositional defiant disorder [ODD]), depressive symptoms, and marijuana use among a sample of late adolescents and emerging adults.METHODA total of 900 students (75.8% female, 80.3% Caucasian, Mage = 20) from a large public university completed an online survey.RESULTSFindings indicated that depressive symptoms mediated the relation between the marijuana use and past symptoms of ADHD, past diagnosis of ADHD, CD symptoms, CD diagnosis, and ODD diagnosis.CONCLUSIONDepressive symptoms represent a link between DBDs and marijuana use that is suggested, but not well documented in the existing literature. The current findings add to this evidence and suggest a need to assess individuals presenting with symptoms of DBDs for depressive symptoms, as this symptom pattern may result in a greater likelihood of marijuana use.

Background Many studies have reported that Anxiety Sensitivity (AS) is positively associated with alcohol use or other alcohol-related variables. More recent mediator and moderator models have shown promise in elucidating mechanisms within this relationship; the literature to date suggests that the relationship between AS and alcohol is likely mediated by problematic coping motives. However, few studies have considered the effects of depression within the AS – alcohol use relationship, despite a strong body of evidence linking AS to subsequent depression and depression to subsequent alcohol use problems, independently. Therefore, the current study assessed depression as a potential mediator of this relationship. Method Participants were 418 sequential admissions to a substance abuse treatment facility. A mediation analysis using bootstrapping was utilized in order to estimate indirect effects of AS on alcohol dependence through depression. Results Results reveal an indirect effect suggesting that the effects of anxiety sensitivity on alcohol dependence are mediated by symptoms of depression. More specifically, the effects of AS total score and AS somatic sensations on alcohol dependence were mediated by symptoms of depression. Lastly, a dual mediator model demonstrated that both depression and problematic coping uniquely mediate the relationship between AS and alcohol dependence. Conclusions While preliminary in nature, the current study provides evidence supporting the hypothesis that depression is an important factor to consider when examining the relationship between AS and alcohol dependence.

Distinguishing between disruptive and normative behavior is a challenging task. How to best assess for disruptive behavior in children and adolescents is a significant question encountered by many professionals. The purpose of this review is to summarize the existing research regarding reliable and valid tools for assessing disruptive behavior disorders. Following a summary of these various tools available to clinicians, recommendations for the assessment of disruptive behavior disorders are suggested. These recommendations include ideal situations where comprehensive assessments may be conducted as well as situations where resources may be limited. Clinicians must conduct as thorough of an assessment as feasible so that accurate diagnoses and recommendations may be made to inform treatment.

No abstract