A preliminary 'shortlist' of individual, family, and social-community assets to promote resilience in pediatric ADHD.
Elizabeth S M Chan, Connie Barroso, Nicole B Groves and 4 others
PMID 37531816WHAT IT FOUND
Peer acceptance and social skills were the strongest links to resilience in children with ADHD.
Academic competence also mattered. Unlike typical children, those with ADHD showed no benefit from higher parental involvement, suggesting standard family-focused strategies may need adjustment for this group.
Key findings
01Peer acceptance and social skills were the two strongest predictors of parent- and teacher-reported resilience in children with ADHD.
02Academic competence was a top predictor of resilience for both children with and without ADHD.
03Lower parental involvement was associated with higher resilience in children with ADHD, whereas higher involvement was linked to resilience in children without ADHD.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study is cross-sectional, so it identifies associations but cannot prove that these assets cause resilience. Resilience was measured via subjective parent and teacher ratings rather than objective tasks. The non-ADHD control group included children with other mental health disorders, which may limit generalizability to typically developing children. Some findings, such as the negative association between parental involvement and resilience in ADHD, are counter-intuitive and require further investigation.
Declared interests
None reported in the provided text.
The easy way to misread this
Do not interpret the finding that lower parental involvement correlates with higher resilience in ADHD as a recommendation to reduce support. This is an association in a cross-sectional study, not evidence that less involvement causes better outcomes.