“I’m Doing Okay”: Strengths and Resilience of Children with and without ADHD
| dc.contributor.advisor | Climie, Emma | |
| dc.contributor.author | Charabin, Emma | |
| dc.contributor.committeemember | Makarenko, Erica | |
| dc.contributor.committeemember | Spring, Erin | |
| dc.date | 2022-11 | |
| dc.date.accessioned | 2022-08-31T16:16:58Z | |
| dc.date.available | 2022-08-31T16:16:58Z | |
| dc.date.issued | 2022-08 | |
| dc.description.abstract | Research on attention-deficit/hyperactivity disorder (ADHD) has typically focused on deficits or the areas in which those with ADHD perform poorly. Nevertheless, the body of research directed at understanding the strengths and resilience of this population is growing. Seligman and Csikszentmihalyi (2000) propositioned that psychology needs to move towards understanding more about positive characteristics and how people are successful. Research focusing on ADHD has indicated strengths for individuals with ADHD in the areas of creativity, energy, and adventurousness (Halthe & Langvik, 2017; Ten et al., 2020). As well, resilience research focusing on ADHD has also found many protective and promotive factors that are important for promoting good outcomes (Dvorsky & Langberg, 2016). Continuing in the pursuit of positive psychology, this study aims to investigate positive qualities by examining the strengths and resilience of children with and without ADHD. The final sample included 56 children between the ages of 10 and 17 years (ADHD: n = 38; without ADHD: n = 18). Children in both the ADHD and without ADHD groups tended to report average levels of strengths and resilience with the exception of school functioning. Significant differences were found between groups for school functioning only. As hypothesized, significant correlations between strengths and resilience for both groups were found, indicating there is a significant positive relationship between self-reported strengths and resilience. Only family involvement was not significantly correlated with resilience for the without ADHD group. Results from this study emphasize the importance of taking a strength-based perspective when working with children diagnosed with ADHD. | en_US |
| dc.identifier.citation | Charabin, E. (2022). “I’m doing okay”: strengths and resilience of children with and without ADHD (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/115143 | |
| dc.identifier.uri | https://dx.doi.org/10.11575/PRISM/40177 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Attention-Deficit/Hyperactivity Disorder | en_US |
| dc.subject | Strengths | en_US |
| dc.subject | Resilience | en_US |
| dc.subject | Children | en_US |
| dc.subject.classification | Educational Psychology | en_US |
| dc.subject.classification | Psychology | en_US |
| dc.title | “I’m Doing Okay”: Strengths and Resilience of Children with and without ADHD | en_US |
| dc.type | master thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Psychology | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Master of Science (MSc) | en_US |
| ucalgary.item.requestcopy | true | en_US |