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

患有多动症的青少年以资源为导向的诊断。

• 批准号: 501492484
• 负责人: Professor Dr. Friedrich Linderkamp, since 12/2023
• 金额: --
• 依托单位: Institut für Bildungsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/501492484?language=en
• 关键词: Resource; oriented; Diagnostics; among; Adolescents

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.

关于行为障碍青少年的资源、积极特征和能力的研究很少。这也指的是关于青少年注意力缺陷多动障碍的临床和教育研究，主要侧重于检查长期风险因素，例如，学习成绩低或合并症（Becker & Fogleman，2020）。在很低程度上，研究创造性成就的青少年多动症。创造力被认为是一种跨文化的有意义的关键能力，例如，在职业和教育方面。在（国际）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力，但研究结果不一致（Cramond，1994; Lüdeke，Linderkamp & Cevani，2019; Paek，Abdulla & Cramond，2016）。拟议项目旨在以混合方法设计进行RCT研究，这将有助于14-16岁ADHD青少年资源导向诊断领域的理论发展，同时考虑到当前的社会和文化发展。创造性成就情境的情境变量（例如，测试说明）通过实验进行变化，以评估青少年的测试表现受到研究程序各方面混淆的程度。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项目基于积极心理学的视角，有助于在文化思想和价值观，资源和社会发展的背景下澄清创造力作为ADHD可能的内在特征的地位。