Alacha Helena F, Lefler Elizabeth K, Bufferd Sara J
Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY, 40292, USA.
Department of Psychiatry and Behavioral Health, Penn State College of Medicine, Hershey, PA, 17033, USA.
Child Psychiatry Hum Dev. 2024 Dec 14. doi: 10.1007/s10578-024-01796-x.
Over a quarter of children with Attention-deficit/hyperactivity disorder (ADHD) meet diagnostic criteria for an anxiety disorder as well. The goals of this paper are (a) to examine what is currently known about co-occurring ADHD and anxiety in children, (b) propose and outline underlying factors relevant to the development of anxiety in children with ADHD, and (c) discuss future directions and clinical implications for the prevention and identification of anxiety development in children with ADHD. It is proposed that certain associated features of ADHD (i.e., low effortful control and emotion dysregulation) as well as various interpersonal factors related to ADHD (i.e., poor parent, teacher, and peer relationships) form a negative feedback loop that increases susceptibility to anxiety in a subset of children with ADHD. The literature supports interrelations between and across the associated features and interpersonal factors. Additional research is needed to test the validity of the proposed process. Obtaining further insight into the interplay between these different factors can help identify a subset of children with ADHD who are at risk for developing anxiety, which can enhance the precision of prevention, assessment, and treatment efforts for these children.
超过四分之一的注意力缺陷多动障碍（ADHD）儿童同时也符合焦虑症的诊断标准。本文的目的是：（a）研究目前关于儿童ADHD与焦虑症共病的已知情况；（b）提出并概述与ADHD儿童焦虑症发展相关的潜在因素；（c）讨论预防和识别ADHD儿童焦虑症发展的未来方向及临床意义。研究表明，ADHD的某些相关特征（即低努力控制和情绪失调）以及与ADHD相关的各种人际因素（即不良的亲子、师生和同伴关系）形成了一个负反馈循环，增加了一部分ADHD儿童患焦虑症的易感性。文献支持这些相关特征和人际因素之间的相互关系。需要进一步的研究来检验所提出过程的有效性。进一步深入了解这些不同因素之间的相互作用有助于识别出有发展为焦虑症风险的ADHD儿童亚组，这可以提高对这些儿童预防、评估和治疗工作的精准度。
