The Effect of a Support Group on Perceptions of Scholastic Competence, Social Acceptance and Behavioral Conduct in Preadolescents Diagnosed with ADHD May 8, 2003
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On May 8, 2003,
Center Associate Kathy Frame, RN, DNSc, presented her research on
the effect of a support group on the self-perceptions of preadolescents
diagnosed with ADHD. According to the National Institute of Health
(NIH, 2000), there has been a dramatic increase in the number of
children diagnosed with Attention Deficit Disorder (ADD) or Attention
Deficit Hyperactivity Disorder (ADHD) in the last several years.
The number of children and adults diagnosed with ADHD has risen
from approximately 900,000 in 1990 to almost 5 million by 1998 (Diller,
1998). The typical behaviors manifested by children with ADHD often
vary with age. Behaviors that are most typically found include decreased
attention span, poor problem-solving skills, inaccurate coding of
information to memory, low frustration tolerance and organizational
difficulties (Wagner, 2000). Interpersonal relationships become
increasingly difficult as children with ADHD enter preadolescence
(Kendall, 2000; Mercugliano, 1999). These difficulties in thinking
and behavior may have a negative influence on academic performance,
vocational success, and social-emotional development (NIH, 2000).
For example, research indicates that adolescents with ADHD are more
likely to engage in high-risk behaviors such as early smoking, drug
use, and sexual activity than their non-ADHD peers (Lambert & Hartsough,
1998). Dumas and Pelletier (1999) found that preadolescents with
ADHD have lower perceptions of self-worth than their non-ADHD peers,
specifically in the areas of scholastic competence, social acceptance
and behavioral conduct. The intervention developed for this study
focuses on assisting the participants in developing strategies for
effective interactions with their peers, teachers and families.
The purpose of Frame's study was to test the effectiveness of a school nurse facilitated support group in increasing perceptions of scholastic competence, social acceptance and behavioral conduct in preadolescents diagnosed with ADD/ADHD. Study participants were 65 preadolescents diagnosed with ADD/ADHD in an upper-middle class community. Subjects were randomly assigned to either a control or experimental group and were administered Harter's Self-Perception for Children Instrument at the beginning of the study and then four weeks later. Subjects in the experimental group participated in a school nurse facilitated support group that met twice weekly for four weeks. Each session lasted approximately 1 ½ hour and followed the Frame (2001) STARS Curriculum. The STARS Curriculum was developed based on a synthesis of theories of empowerment, adaptation and developmental perspective. Frame found that subjects in the support group exhibited increased scores on each of the six subscales of the Harter Instrument, with significant increases in four of the subscales, including perceived social acceptance, perceived athletic competence, perceived physical appearance and perceived global self-worth. Although not significant, increases were also noted in perceptions of scholastic competence and behavioral conduct. Frame's study demonstrated that the intervention of a school nurse led support group had a positive effect on perceptions of self-worth in preadolescents diagnosed with ADD/ADHD. Findings demonstrate the potential clinical utility of a school nurse led support group in enhancing perceptions of self-worth among preadolescents diagnosed with ADD/ADHD.
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Selected Publications: Diller, L.
(1998). Running on ritalin: A physician reflects on children, society,
and Performance in a pill. New York: Bantam Books. Other Presentations:
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