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The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD
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- 자료유형학술지논문
- 저자명Weijer-Bergsma, E.,Formsma, A. R.,Bruin, E. I.,Bögels, S. M.
- 학회/출판사/기관명Springer Science + Business Media
- 출판년도2012
- 언어영어
- 학술지명/학위논문주기Journal of child and family studies
- 발행사항Vol.21No.5[2012]_x000D_
- ISBN/ISSN1062-1024
- 소개/요약Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuropsychiatric disorders in childhood, and often persists into adulthood (Barkley 1998; Wender 2000). Deficits in ADHD can be described on a behavioral, neuropsychological and brain level. On a behavioral level, ADHD is characterized by age-inappropriate symptoms of attention, hyperactivity and impulsive behavior (American Psychiatric Association 2000). On a neuropsychological level, ADHD is associated with poorer performance on tasks tapping into executive functions (EF), such as response inhibition, attention and working memory (Rubia 2010; Rubia et al. 2001; Seidman 2006). On a brain level, children with ADHD have been found to have reduced size and function of fronto-parietal and fronto-striatal neural networks (Cubillo et al. 2011; Krain and Castellanos 2006; Rubia 2010), during performance on inhibition and attention tasks (Rubia et al. 2005). Children with ADHD often experience impairments in academic as well as social domains. Since ADHD is highly heritable, parents of children with ADHD may also show ADHD symptoms (Thapar et al. 2007). Recent studies on the interaction between genes and the environment indicate that inconsistent parenting increases the susceptibility to ADHD in children who are genetically at risk for ADHD (Martel et al. 2010). Moreover, parenting has been shown to be more inconsistent in parents of children with ADHD (Harvey et al. 2001) and in parents with ADHD (symptoms) (Harvey et al. 2003; Murray and Johnston 2006).
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