Resource-oriented Diagnostics among Adolescents with ADHD. RCT on the Impact of Test-Instructions on Creativity Test Achievements (ReA-RCT)

对青少年行为障碍的来源、积极特征和能力的研究较少。这也指对青春期注意缺陷多动障碍(ADHD)的临床和教育研究，主要集中在检查长期风险因素，例如学习成绩低或共病障碍(Becker&Fogleman，2020)。在很低的程度上，关于青少年ADHD创造性成就的研究是可用的。创造力被认为是一种跨文化的有意义的关键能力，例如在职业和教育背景下。在(国际)国家研究文献中有一些证据表明，患有ADHD的青少年具有相当大的创造能力，但研究结果并不一致(Cramond，1994；Lüdeke，Linderkamp&Cevani，2019年；Paek，阿不都拉&Cramond，2016)。拟议的项目旨在采用混合方法设计进行一项随机对照研究，这将有助于14-16岁青少年ADHD面向资源的诊断领域的理论发展，同时考虑到当前的社会和文化发展。创造性成就情境的背景变量(例如，测试说明)通过实验改变，以评估青少年的测试表现在多大程度上受到学习程序各方面的干扰。另一个目的是在当前社会文化发展的背景下，在青少年的整体生物、社会、情感和认知资源的背景下评估创造力的意义。将使用经过验证的测试以及半标准化的定性访谈。Rea-RCT项目以积极心理学的观点为基础，有助于澄清在文化观念和价值观、资源和社会发展的背景下，创造力作为ADHD可能的固有特征的地位。

Research on resources, positive characteristics and competences of adolescents with behavioral disorders is scarce. This also refers to clinical and educational research on Attention Deficit Hyperactivity Disorder (ADHD) in adolescence, which is predominantly focused on examining long-term risk factors, e.g., low academic performance or comorbid disorders (Becker & Fogleman, 2020). To a low extent, studies of creative achievements in adolescents with ADHD are available. Creativity is considered as a meaningful key competence across cultures, e.g., in vocational and educational contexts. There is some evidence in (inter)national research literature that adolescents with ADHD have considerable creative abilities, yet findings are inconsistent (Cramond, 1994; Lüdeke, Linderkamp & Cevani, 2019; Paek, Abdulla & Cramond, 2016). The proposed project aims to conduct an RCT study in a mixed-method design, which will contribute to theory development in the field of resource-oriented diagnostics in adolescents with ADHD aged 14-16 years, also taking into account current social and cultural developments. Contextual variables of creative achievement situations (e.g., test instructions) are varied experimentally to assess the extent to which adolescents' test performance is confounded by aspects of study procedure. A further aim is to assess the meaning of creativity in the context of adolescents' overall biological, social, emotional, and cognitive resources against the background of current sociocultural developments. Validated tests as well as semi-standardized, qualitative interviews will be used. The ReA-RCT project, as based on a perspective of Positive Psychology, contributes to clarify the status of creativity as a possible inherent characteristic of ADHD against the background of cultural ideas and values, resources and social developments.