Mikami Amori Yee, Hinshaw Stephen P
University of California, Berkeley, California 94720-1650, USA.
J Abnorm Child Psychol. 2003 Aug;31(4):381-97. doi: 10.1023/a:1023839517978.
We investigated a risk-resilience model in 91 girls with ADHD and 58 age- and ethnicity-equated comparison girls, who participated in all-female naturalistic summer research camps. The hypothesized risk factor was peer rejection (assessed via sociometric nominations), with criterion measures including multiinformant composites of aggressive behavior and anxious/depressed symptoms. The two hypothesized protective factors were the girls' popularity with adult staff (assessed via staff ratings) and objective observations of goal-directed solitary play. Peer rejection was related to higher levels of aggressive behavior and depressed/anxious behavior, confirming its status as a risk factor. Next, for all girls, popularity with adults predicted lower levels of aggression and goal-directed solitary play predicted lower levels of anxiety/depression. Whereas popularity with adults was most protective among the peer-accepted subgroup, solitary play was most protective among the peer-rejected subgroup. Diagnostic status (ADHD versus comparison) moderated the findings such that engaging in meaningful solitary play was a stronger predictor of lower levels of anxious/depressed behavior in girls with ADHD than in comparison girls. We discuss the need for replication in prospective research and implications for research and intervention regarding the social functioning of peer-rejected children, particularly those with behavior disorders.
我们对91名患有注意力缺陷多动障碍（ADHD）的女孩和58名年龄及种族匹配的对照女孩进行了一项风险-复原力模型研究，这些女孩参加了全女性自然主义暑期研究营。假设的风险因素是同伴排斥（通过社会测量提名评估），标准测量包括攻击行为和焦虑/抑郁症状的多信息源综合指标。两个假设的保护因素是女孩在成年工作人员中的受欢迎程度（通过工作人员评分评估）和对目标导向的独自玩耍的客观观察。同伴排斥与更高水平的攻击行为和抑郁/焦虑行为相关，证实了其作为风险因素的地位。接下来，对于所有女孩来说，在成年工作人员中的受欢迎程度预示着较低水平的攻击行为，目标导向的独自玩耍预示着较低水平的焦虑/抑郁。虽然在同伴接受的亚组中，与成年工作人员的受欢迎程度最具保护作用，但在同伴排斥的亚组中，独自玩耍最具保护作用。诊断状态（ADHD与对照）对研究结果产生了调节作用，即进行有意义的独自玩耍对患有ADHD的女孩中焦虑/抑郁行为水平较低的预测作用比对对照女孩更强。我们讨论了在前瞻性研究中进行重复研究的必要性，以及对同伴排斥儿童，特别是那些患有行为障碍的儿童的社会功能研究和干预的意义。
