Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Marton, Imola; Wiener, Judith; Rogers, Maria; Moore, Chris; Tannock, Rosemary

doi:10.1007/s10802-008-9262-4

Cited by 129 publications

(110 citation statements)

References 54 publications

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“…These combined findings are consistent with other studies showing that children with ADHD have poorer social perspectivetaking skills than non-diagnosed children (Marton, Wiener, Rogers, Moore, & Tannock, 2009). …”

Section: Children With Adhd In Interaction With Their Friendssupporting

confidence: 93%

“…Given the central importance of this principle in theories about friendship, this problem may be central to all of our other findings. Controlling behaviours may also be the consequence of poor perspective-taking skills (Marton et al, 2009), manifested by a failure to effectively integrate the friend's perspectives and occasionally give up some of one's own feelings.…”

Section: Children With Adhd In Interaction With Their Friendsmentioning

confidence: 99%

See 1 more Smart Citation

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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This multi-method study provides detailed information about the friendships of 87 children with ADHD (77.0% boys) and 46 comparison children (73.9% boys) between the ages of 7 and 13.The methods used in the study included parent and teacher ratings, self-report measures, and direct observation of friends' dyadic behaviours in three structured analogue tasks. Results indicated that, in contrast with comparison children, children with ADHD had friends with high levels of ADHD and oppositional symptoms; they perceived fewer positive features and more negative features, and were less satisfied in their friendships. Observational data indicated that children with ADHD performed both more legal and more illegal manoeuvres than comparison children in a fast-paced competitive game. While negotiating with their friends, children with ADHD made more insensitive and self-centred proposals than comparison children. In dyads consisting of one child with ADHD and one typically developing child, children with ADHD were often more controlling than their non-diagnosed friends. Globally, these results were robust and did not seem to be affected by age differences, ADHD subtypes, comorbidities, and medication status. Given the increased recognition of ADHD in adolescence and adulthood as well as the fact that negative peer reputation in childhood very strongly predicts mental-health status by early adulthood, this research may lead to the discovery of meaningful ways to help people with ADHD achieve improved mental health and happiness over their lifespan.Friendship Interactions of Children with ADHD 1

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Section: Children With Adhd In Interaction With Their Friendssupporting

confidence: 93%

Section: Children With Adhd In Interaction With Their Friendsmentioning

confidence: 99%

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…Moreover, a recent study with 172 children with ADHD found that poorer teacher-reported social self-control was associated with children's greater externalizing behavior, which was then linked to receiving fewer "like most" nominations from peers [38]. Other research suggests that social cognitive deficits such as poor perspective taking skills, reduced empathy, theory of mind problems, overestimation of one's own social competence, social information processing biases, and sensation seeking goals may also contribute to the peer problems of children with ADHD [41][42][43][44][45]. These findings are essential to understanding how problem behaviors and social skills deficits in children with ADHD lead to peer rejection.…”

Section: Historical Conceptualizations Of Peer Problems In Adhdmentioning

confidence: 99%

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mikami

Normand

2015

Curr Dev Disord Rep

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Children with Attention Deficit/Hyperactivity Disorder (ADHD) often have poor peer relationships, as evidenced by difficulties in being accepted and befriended by peers, as well as poor quality and stability in any friendships they do have. This peer impairment is important for researchers and clinicians to consider because it can exacerbate behavior problems, emotional maladjustment, and academic failure over time in children with ADHD. In this review, we highlight the important ways in which children with ADHD demonstrate impairment in their peer relationships. We argue that the traditional conceptualization of peer problems, which focuses on inappropriate behaviors within children with ADHD to explain their social difficulties, fails to take into account peer group factors that also contribute to the peer impairment seen in ADHD populations. Further, the predominant focus on changing the behavior deficits of children with ADHD has limited the design of effective treatments that address the multifaceted reasons for peer impairment in this population. We conclude with a discussion of implications and future directions for clinical intervention and research.

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“…Attention deficits might also partially account for the lack of empathy (a construct closely linked to mentalizing) often observed in subjects suffering from ADHD; difficulties to focus attention while interacting with someone could certainly lead to difficulties in understanding their feelings and the ability for cognitive and emotional perspective-taking (Braaten and Rosen, 2000;Deschamps et al, 2015;King et al, 2009;Marton et al, 2009;Matthys et al, 1999;Roy et al, 2013). Taking these findings into account, one might hypothesize that the lack of empathy and the poor social cognition found in ADHD subjects is partly the result of poor RF.…”

Section: Introductionmentioning

confidence: 99%

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

Perroud

Badoud

Weibel

et al. 2017

Psychiatry Research

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Emotion dysregulation and interpersonal hardships constitute core features of borderline personality disorder (BPD). Research has established the link between these core dysregulations and fluctuations in the capacity to appreciate the mental states that underlie behavior (mentalizing, operationalized as reflective functioning (RF)). As emotion dysregulation and interpersonal hardships also characterize adults with attention deficit hyperactivity disorder (ADHD), this study sought to examine the potential RF impairments affecting this population. 101 adults with ADHD, 108 with BPD and 236 controls were assessed using the RF questionnaire (RFQ), evaluating how individuals employ information about mental states to better understand their own and others' behaviors. The RFQ comprises two dimensions, certainty (RF_c) and uncertainty (RF_u) about mental states. RF scores helped distinguish ADHD from controls, but also from BPD (F=48.1(2/441); p<0.0001 for RF_c and F=92.5(2/441); p<0.0001 for RF_u). The ADHD group showed intermediary RF scores compared to the controls (b=-0.70; p<0.0001 and b=0.89; p<0.0001 for RF_c and RF_u) and BPD group (b=0.44; p=0.001 and b=-0.56; p=0.001 for RF_c and RF_u). Lower RF scores correlated with poor anger control and high levels of impulsivity. Higher severity of ADHD (more attentional and hyperactive/impulsive symptoms) was correlated with RF impairments.In conclusion, RF may constitute an important process underlying attentional, hyperactive/impulsive as well as emotional symptoms in ADHD; it should therefore be considered in the assessment of these patients.

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Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Cited by 129 publications

References 54 publications

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

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