Cognitive Behavior Therapy for College Students with Attention-Deficit/Hyperactivity Disorder

Ramsay, J. Russell; Rostain, Anthony L.

doi:10.1300/j035v21n01_02

Cited by 22 publications

(21 citation statements)

References 21 publications

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“…Among the psychosocial treatments, positive results have been found in adults for cognitive behavior therapy (CBT) with regard to attention and related functions of time management, organization, and planning (Mongia & Hechtman, 2012;Ramsay & Rostain, 2006;Safren, Perlman, Sprich, & Otto, 2005;Solanto et al, 2010;Torrente et al, 2012). According to Mongia and Hechtman (2012), the core aspects of CBT are understanding and modifying cognitive distortions; self-evaluation; use of coping strategies; behavioral modification; and management of comorbid depression, anxiety, or self-esteem issues.…”

Section: Behavioral Therapiesmentioning

confidence: 99%

“…Practical Applications for Coaching and Behavioral Therapies Some authors have suggested that ADHD coaching refers primarily to academic support (Ramsay & Rostain, 2006). However, coaching has evolved to encompass a wide range of CBT techniques that focus on difficulties such as procrastination, lack of concentration, ineffective self-regulation, poor planning, anxiety, social incompetence, and time management (Levrini & Prevatt, 2012).…”

Section: Adhd Coachingmentioning

confidence: 99%

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Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Prevatt

Young

2014

Journal of College Student Psychotherapy

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Section: Behavioral Therapiesmentioning

confidence: 99%

Section: Adhd Coachingmentioning

confidence: 99%

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Prevatt

Young

2014

Journal of College Student Psychotherapy

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“…Until relevant empirical work becomes available, it has been recommended that cognitivebehavioral treatments, perhaps in conjunction with medication, should be used to treat ADHD in college students, as cognitive-behavioral therapy (CBT) seems to be the most effective psychosocial treatment for adults with ADHD [52]. CBT addresses maladaptive and self-critical thoughts of self, the world, and the future that may stem from the difficulties students with ADHD experience in the college environment [52]. CBT may prevent negative attitudes from demoralizing students and hampering their progress [52].…”

Section: Psychosocial Treatmentmentioning

confidence: 99%

“…CBT addresses maladaptive and self-critical thoughts of self, the world, and the future that may stem from the difficulties students with ADHD experience in the college environment [52]. CBT may prevent negative attitudes from demoralizing students and hampering their progress [52].…”

Section: Psychosocial Treatmentmentioning

confidence: 99%

What Do We Really Know about ADHD in College Students?

2012

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Research on ADHD in college students began in the 1990s and has been steadily increasing in recent years. Because young adults with ADHD who attend college have experienced greater academic success during high school than many peers with the disorder, which is likely to be associated with better overall functioning, the degree to which they experience similar patterns of adjustment difficulties was not initially known. Accumulating research suggests that college students with ADHD experience less academic success and greater psychological and emotional difficulties than other students and use alcohol and drugs at higher rates. However, conclusions to be drawn from this research are limited by the use of small samples that may not be representative of the wider population of students with ADHD, and a lack of diagnostic rigor in identifying students with ADHD to be included in such research. Studies of the effectiveness of psychosocial treatments, medication treatment, and academic accommodations are extremely limited or nonexistent. Issues particularly germane to college students include feigning ADHD and the misuse and diversion of stimulant medication. Given that at least 25 % of college students with disabilities are diagnosed with ADHD, methodologically sound investigations are clearly needed in order to better understand the impact of ADHD on college students' adjustment and to develop and implement interventions that can enhance students' success.

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“…Significant functional problems in their lives as well as frequent comorbidity require adjunctive psychosocial interventions. Based on the recently growing empirical investigations, there is evidence that CBT-oriented psychosocial interventions in combination with medication may be an effective treatment or even the treatment of choice for adults with ADHD (Wiggins et al 1999;Hesslinger et al 2002;Safren et al 2005;Ramsay and Rostain 2006. The neuropsychological impairments caused by ADHD and the ongoing history of failure and underachievement have likely affected the belief system of the afflicted person. Emerging core beliefs/schemas can lead to maladaptive coping strategies that further deteriorate an individual's ability to handle adult ADHD and the related problems.…”

Section: Discussionmentioning

confidence: 99%

Therapy-relevant factors in adult ADHD from a cognitive behavioural perspective

Newark

Stieglitz

2010

ADHD Atten Def Hyp Disord

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Adult individuals with attention-deficit hyperactivity disorder (ADHD) have been suffering from this neurobiological and highly heritable disorder chronically since childhood. Resulting from their longstanding neuropsychological impairments, such as attentional problems, emotional instability, and disinhibition, they are familiar to a multiplicity of negative life outcomes and underachievement. Furthermore, a large part of this population suffers from psychiatric comorbidity. This accumulation of negative experiences has an impact on therapy-relevant factors such as the individual's self-esteem, self-efficacy, development of core beliefs/schemas, and coping strategies. Based on negative beliefs about the self, individuals confronted with difficult situations develop maladaptive coping strategies, for instance avoidance and procrastination. These strategies lead to maintenance and reinforcement of maladaptive beliefs, and as such they acquit themselves as schema-confirming. Captured in this vicious cycle, the individual sees her negative view of the self confirmed. The purpose of this paper is to illuminate these interactive factors that influence the aforementioned cycle in order to emphasize the cognitive behavioural interventions tailored to those factors on the basis of latest research. Furthermore, the authors want to attract notice to the resources people with ADHD are said to have, namely creativity and resilience. These postulated resources could be therapy-relevant by creating positive beliefs about the self, hence improving coping skills and breaking the vicious circle of negative appraisal. Taking into account personal resources and their fostering may be an important fundament for the treatment plan of adult ADHD. Information on the current state of research and theoretical approaches concerning the below-mentioned key words was gathered through MEDLINE, PsycINFO, PSYNDEXplus, and PubMed databases.

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Cognitive Behavior Therapy for College Students with Attention-Deficit/Hyperactivity Disorder

Cited by 22 publications

References 21 publications

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

What Do We Really Know about ADHD in College Students?

Therapy-relevant factors in adult ADHD from a cognitive behavioural perspective

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