Between Isolation and Loneliness: Social Networks and Perceived Integration with Peers of Children Diagnosed with ADHD in Regular Classrooms [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).

Autor/inn/en	Grygiel, Pawel; Humenny, Grzegorz; Switaj, Piotr; Rebisz, Slawomir; Anczewska, Marta
Titel	Between Isolation and Loneliness: Social Networks and Perceived Integration with Peers of Children Diagnosed with ADHD in Regular Classrooms [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Isolation; Psychological Patterns; Social Networks; Children; Attention Deficit Hyperactivity Disorder; Elementary School Students; Clinical Diagnosis; Childrens Attitudes; Grade 3; Foreign Countries; Peer Acceptance; Play; Poland + Suchen Sie Ihr Suchwort? Soziale Isolation; Social network; Soziales Netzwerk; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Spiel; Polen
Abstract	Individuals with attention deficit hyperactivity disorder (ADHD) are characterized by a number of social deficits. The aim of the current study was to investigate the associations between ADHD diagnosis and social relationships among children from primary schools. Findings revealed that ADHD may contribute to both objective (social isolation) and subjective (dissatisfaction with peer relations) social problems. Children with a diagnosis of ADHD were more likely to have a "rejected" and "neglected" status and viewed their peer relations more negatively than children without this diagnosis. The effect of ADHD diagnosis on perceived integration with peers was found to be fully mediated by sociometric status. Our results underscore the relevance of social aspects of ADHD, which need to be addressed in the therapeutic programs. Interventions aiming to promote a positive image of children with ADHD among their peers should also be undertaken. [For the complete Volume 12 proceedings, see ED597979.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01