Peer Relationship Problems and Disruptive Behavior Disorders

Guevremont, David C.; Dumas, Mark C.

doi:10.1177/106342669400200304

Cited by 93 publications

(82 citation statements)

References 54 publications

(35 reference statements)

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“…Studies show that children with ADHD receive low ratings in peer-nomination and peer-ratings measures. According to Guevremont and Dumas (1994) as much as 50% of children with ADHD are rejected by their peers. Other studies portray these children to be less desirable to play and work with, and rejected after only a minimal exposure to peer interaction (Nixon, 2001;Stormont, 2001).…”

Section: Adhd and Social Skillsmentioning

confidence: 99%

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

110

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Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed.

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Section: Adhd and Social Skillsmentioning

confidence: 99%

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

110

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“…Among young people, ADHD is a risk factor for school, family and social problems [Barkley, 1998;Guevremont and Dumas, 1994;Mannuzza and Klein, 2000], psychopathology [Biederman et al, 1993;Cuffe et al, 2001] and anxiety [Lomas and Gartside, 1999;Mancini et al, 1999] as well as alcohol and drug abuse [Flory and Lynam, 2003]. One of the most serious areas of impairment concerns peer relationships.…”

Section: Introductionmentioning

confidence: 99%

Temperament, ADHD and peer relations among schoolchildren: the mediating role of school bullying

Bacchini

Affuso²,

Trotta

2008

Aggressive Behavior

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The goal of the study is to investigate the link between temperament, attention-deficit hyperactivity disorder (ADHD) symptoms, social preference, bullying and victimization. The study sample consisted of 195 children attending the fourth and fifth grade (age 8-10), their mothers and their teachers. A multiinformant approach was used: mothers were interviewed about the temperament of their children; teachers were asked about ADHD symptoms; children responded to a peer nominations inventory designed to investigate their roles as bullies and/or victims and their social preferences (liked and disliked peers). A Structural Equation Model multigroup analysis (males and females) was used to test the relationships among variables hypothesized by the authors. The analysis showed that temperamental variables have a direct relation to ADHD symptoms, that ADHD has a direct relation to bullying behavior in males and to victimization in females and that bullies and victims are less well accepted than peers who belong to neither category. ADHD has only an indirect relation to social preference through the mediating role of school bullying.

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“…Children with ADHD experience significant impairments in multiple domains, including social functioning [2][3][4]. The social difficulties experienced by children with ADHD are broad and include peer rejection or neglect, poor friendship stability and aggression [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Bullying and Peer Victimisation in Adolescent Girls with Attention-Deficit/Hyperactivity Disorder

Sciberras

Ohan

Anderson

2011

Child Psychiatry Hum Dev

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Emerging evidence suggests that adolescent girls with Attention-Deficit/Hyperactivity Disorder (ADHD) are more socially impaired compared with their peers; however, research has yet to elucidate the nature of this impairment. We investigated overt (e.g., physical, such as hitting or kicking or verbal, such as teasing and taunting) and relational (e.g., social manipulation, such as social exclusion) bullying and victimisation in adolescent girls with and without ADHD. Adolescent girls (mean age = 15.11) with (n = 22) and without (n = 20) ADHD and their primary caregivers completed measures of overt/relational bullying and victimisation and social impairment. Adolescent girls with ADHD experienced more social problems and more relational and overt victimisation than adolescent girls without ADHD. Although adolescent girls with ADHD engaged in more overt and relational bullying than adolescent girls without ADHD, this difference was not statistically significant. Oppositional Defiant Disorder symptoms appeared to be more strongly related to bullying behaviour, while victimisation appeared to be more strongly related to ADHD.

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Peer Relationship Problems and Disruptive Behavior Disorders

Cited by 93 publications

References 54 publications

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Temperament, ADHD and peer relations among schoolchildren: the mediating role of school bullying

Bullying and Peer Victimisation in Adolescent Girls with Attention-Deficit/Hyperactivity Disorder

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