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Abstract

  • The study investigates interpersonal group therapy aimed at enhancing self-esteem and social functioning in college students with ADHD.

  • Participants completed self-reports at the start, 6 weeks, and 12 weeks into the study.

  • Results indicate improvement in self-esteem, psychosocial competence, and emotional maturity in those undergoing therapy, suggesting its viability as a treatment for ADHD among college students.

Introduction

  • ADHD affects 2% to 8% of college students, with 25% of students with disabilities having ADHD.

  • ADHD can lead to lower educational performance, age delays, and social/emotional immaturity compared to peers.

  • College students with ADHD often face academic challenges and social difficulties, including lower self-esteem and relationship problems.

Need for Research

  • There is limited research on interventions for college students with ADHD.

  • Previous studies indicate that medication alone may not effectively improve social functioning and academic adjustment, reinforcing the need for psychological interventions.

Self-Esteem and Social Problems

  • Past research has shown self-esteem and social skills deficits can affect long-term success.

  • Studies report young adults with a history of ADHD exhibiting lower self-esteem and social difficulties.

Psychosocial Interventions

  • Most interventions focus heavily on CBT and medication, lacking emphasis on social functioning and emotional maturity.

  • Interpersonal group therapy is suggested as a method to holistically address ADHD symptoms, societal functioning, and emotional development in college populations.

Group Therapy Design

  • A 12-week group therapy, based on interpersonal approaches, was structured to address participants' self-esteem and social functioning issues.

  • Participants engaged in weekly sessions, focusing on social skills and emotional support within a group setting.

Methodology

  • 39 students (25 females, 14 males) participated in the therapy groups, evaluated through self-report questionnaires.

  • 27 participants completed the therapy; a control group of 27 matched on gender and age was also assessed.

Findings

  • Participants who underwent group therapy reported significant improvements in global self-esteem, psychosocial competence, and emotional maturity compared to the control group.

  • Improvements in social behavior, self-monitoring, and interpersonal skills were observed, although attention in interpersonal interaction did not significantly improve.

Discussion

  • The group therapy established a supportive environment, enhancing self-esteem and coping abilities through shared experiences among peers.

  • Results underline the importance of addressing social development in therapeutic contexts.

Clinical Implications

  • Interpersonal group therapy can effectively be integrated into college counseling settings as a cost-effective support mechanism.

  • Continuous assessment of self-esteem and social functioning can enhance treatment protocols for students with ADHD.

Limitations

  • The study's small sample size could limit the generalizability of findings, along with potential selection bias and reliance on self-report measures.

  • Future research should explore longer-term effects and integration of diverse treatment methodologies.

Conclusion

  • Interpersonal group therapy shows promise in addressing self-esteem and social functioning deficits in college students with ADHD, paving the way for more comprehensive treatment models.