Behaviors associated with negative affect in the friendships of children with ADHD: An exploratory study

Normand, Sébastien; Ambrosoli, James; Guiet, Joanna; Soucisse, Marie Michèle; Schneider, Barry H.; Maisonneuve, Marie-France; Lee, Matthew D.; Tassi, Fulvio

doi:10.1016/j.psychres.2016.11.041

Cited by 10 publications

(10 citation statements)

References 7 publications

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“…When students with ADHD make friends, they tend to be of poorer quality and less stable than their peers with TD. Moreover, a study with a group of ADHD students, along 6 months of duration (Normand et al, 2017), found that one in four students with ADHD lost his/her friend. Other authors (Hodgens et al, 2000) expressed that students with ADHD can experience social rejection within a few hours of meeting their peers.…”

Section: Discussionmentioning

confidence: 99%

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

Gregorio¹,

Pérez²,

Moro³

2022

Rev. int. cienc. deporte

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This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD). The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.

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Section: Discussionmentioning

confidence: 99%

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

Gregorio¹,

Pérez²,

Moro³

2022

Rev. int. cienc. deporte

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“…The social difficulties experienced by children with ADHD are much greater than those of their typically-developing peers [ 1 , 2 ]. Children with ADHD are often unpopular, frequently rejected by peers and have challenges in relationships with siblings and developing and maintaining friendships [ 3 , 4 ]. For example, friends of children with ADHD have reported more conflict in their relationships with children with ADHD overtime, where children with ADHD have not reported the same deterioration in their friendship quality over the same 6-month period [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…Difficulties with empathy and perspective taking can explain the differences in the social play skills of children with ADHD [ 6 ], and can result in conflict, rejection, and poorer quality relationships with peers [ 3 , 5 ]. When playing with friends, children with ADHD have been observed to break more rules during competitive play, appear more self-focused when negotiating, and lack perspective-taking skills [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

Wilkes‐Gillan

Cordier²,

Bundy³

et al. 2022

PLoS ONE

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To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5–11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates’ (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.

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“…Conversely to incivility, the construct OCB is positive in nature which has been demarcated by [12] as "individuals' behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in aggregate promotes the effective functioning of the organization". Historically, organizations have attempted to ensure positive workplace outcomes by eliminating negative behaviors [13]. As per best of our knowledge, no study exists which elaborates the relationship of psychological capital and OCB, prosocial motivation and OCB, through the moderating role of workplace incivility.…”

Section: Introductionmentioning

confidence: 99%

Does Prosocial Motivation and Psychological Capital Improve Organizational Citizenship Behavior? An Emperical Study Through the Moderating Role of Workplace Incivility

Nawaz¹,

Abid²

2019

Preprint

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Background This study aims to sightsee the importance of organizational citizenship behavior in public and private hospitals of Pakistan. It is found imperative to discover the impact of prosocial motivation and psychological capital on organizational citizenship behavior. We also tried to investigate the role of workplace incivility as a moderator. Method We sampled the employees of public and private hospitals of Pakistan. All data were collected on-site during paid working hours without any kind of inference from the authors. Nurses and their immediate managers (i.e., doctors) were surveyed at two time points in order to minimize common method bias. At Time 1, 146 nurses completed survey on predictors (prosocial motivation, psychological capital) and moderator (workplace incivility). At Time 2, two weeks after Time 1, 35 doctors provide their perception about organizational citizenship behavior of nurses. Results Results showed that prosocial motivation has a trifling impact on organizational citizenship behavior when a high level of workplace incivility was observed. Conversely, psychological capital created a significant positive impact on organizational citizenship behavior, even when there was a lower level of workplace incivility exist. The results revealed that hospitals should strive for the minimal level of workplace incivility in order to improve the organizational citizenship behavior. Conclusions The hospitals should not tolerate the uncivil behaviors in order to ensure the high level of organizational citizenship behavior even at lower prosocial motivation levels. However, if nurses are prosocially motivated then the level of their organizational citizenship behaviors will be at its optimal level in the absence of workplace incivility which results in the ultimate benefit to patients. Furthermore, organizational citizenship behavior of nurses will be at optimal level in hospitals when they are equipped with hope, self-efficacy, optimism and resilience with the only condition that there must be low workplace incivility prevailed.

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Behaviors associated with negative affect in the friendships of children with ADHD: An exploratory study

Cited by 10 publications

References 7 publications

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

Does Prosocial Motivation and Psychological Capital Improve Organizational Citizenship Behavior? An Emperical Study Through the Moderating Role of Workplace Incivility

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