Dvorsky Melissa R, Becker Stephen P
Division of Psychology and Behavioral Health, Children's National Hospital, 111 Michigan Avenue, Washington, DC, 20010, USA.
Department of Psychiatry & Behavioral Sciences, And Department of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
BMC Psychiatry. 2025 Aug 1;25(1):750. doi: 10.1186/s12888-025-07103-9.
Despite extensive research on risk factors contributing to functional impairment in youth with attention-deficit/hyperactivity disorder (ADHD), there is considerable heterogeneity in outcomes. Some youth experience significant wide-ranging impairments, others experience impairment in specific domains (e.g., academics, social relationships), and still others avoid long-term negative effects. Most existing studies focus on deficits, overlooking strength-based factors that may contribute to positive outcomes for youth with ADHD. A risk-resilience framework offers a valuable approach to identifying promotive and protective mechanisms for youth with ADHD, particularly during the critical developmental transition from elementary school to middle school. Yet research remains limited by cross-sectional methods, small samples, and a failure to consider sex differences in factors supporting well-being.
This study protocol describes the background and method for a prospective observational study - Resilience in Student Education (RISE) - examining individual and social-contextual resilience promoting mechanisms among youth with ADHD from fifth grade through seventh grade, with an added focus on the potentially moderating role of sex in understanding associations between resilience promotive and protective factors for functional outcomes among youth with ADHD.
This study also includes formation and engagement of a Youth Advisory Board of adolescents with ADHD (8th-12th grades) to ensure lived experience is incorporated in study measurement, participant engagement/retention, and dissemination of findings with an eye towards how identified promotive and protective factors can be incorporated into interventions to support the well-being of youth with ADHD.
尽管对导致注意力缺陷多动障碍（ADHD）青少年功能损害的风险因素进行了广泛研究，但结果存在相当大的异质性。一些青少年经历了广泛的显著损害，另一些青少年在特定领域（如学业、社会关系）出现损害，还有一些青少年避免了长期负面影响。大多数现有研究关注缺陷，而忽视了可能有助于ADHD青少年取得积极结果的基于优势的因素。风险-复原力框架为识别ADHD青少年的促进和保护机制提供了一种有价值的方法，特别是在从小学到中学的关键发育过渡阶段。然而，研究仍然受到横断面方法、小样本以及未能考虑支持幸福感的因素中的性别差异的限制。
本研究方案描述了一项前瞻性观察性研究——学生教育中的复原力（RISE）——的背景和方法，该研究考察了五年级至七年级患有ADHD的青少年的个人和社会背景复原力促进机制，并特别关注性别在理解ADHD青少年复原力促进和保护因素与功能结果之间关联中的潜在调节作用。
本研究还包括组建并让一个由患有ADHD的青少年（8至12年级）组成的青年咨询委员会参与其中，以确保在研究测量、参与者参与/保留以及研究结果传播中纳入实际生活经验，着眼于如何将已确定的促进和保护因素纳入干预措施，以支持患有ADHD的青少年的幸福感。
