2013/2014 collection
Permanent URI for this collection
ETDs in this collection are being checked for completeness and are in the process of being transferred to their respective collections under the FGS ETD collection umbrella.
Browse
Browsing 2013/2014 collection by Subject "Adolescents"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Open Access Romantic rejection sensitivity and negative adolescent romantic relationship experienceDi Domenico, Massimo Roberto; Connolly, JenniferThe current study used a longitudinal design to examine if romantic rejection sensitivity leads to negative romantic relationship experiences such as dating aggression perpetration, conflict and hostility and relationship dissatisfaction in an adolescent population. This study also examined whether this relationship was mediated by relationship seriousness, how oriented they are towards their romantic partner, relationship insecurity, and experiencing a partner initiated break-up or not. The sample consisted of 434 adolescents (248 girls, mean age= 15.32) enrolled in grades 9-11 who were followed for one year. Results indicated that romantic rejection sensitivity was only associated with relationship dissatisfaction at Time 1 and Time 2. Multiple regression analyses revealed that the relationship between romantic rejection sensitivity and relationship dissatisfaction was mediated by relationship insecurity and relationship seriousness. This result was only found within time and not longitudinally. These results highlight how romantic rejection sensitivity can influence adolescent romantic relationships.Item Open Access Self-report of symptoms in adolescents with ADHDLove Connors, Laura Louise; Toplak, Maggie E; Connolly, JenniferThere is much debate regarding who are the best or appropriate informants regarding an individual's mental health symptoms and functioning (Achenbach, 2011; De Los Reyes, 2011). In childhood disorders such as ADHD, parents and teachers have typically been relied upon as the primary informants with respect to reporting ADHD symptoms (Smith, Barkley, & Shapiro, 2007); however, ADHD is now conceptualized as a lifespan disorder (Barkley, 2006; Vaughan, Wetzel, & Kratochvil, 2008; Whalen, Jamner, Henker, Delfino, & Lozano, 2002). This raises questions regarding who are the best informants in assessing ADHD during the transitional period of adolescence. The current study identifies a gap in the literature and practice guidelines and supports a developmental perspective in the diagnosis and care for adolescents with ADHD. Participants were 122 adolescents (27% female) diagnosed with ADHD with a mean age of 15.41years. Adolescents, their parents, and their teachers completed clinical interviews and questionnaires assessing symptoms, impairment, and behaviour. Parents reported significantly more symptoms than adolescents; however, teachers were similar to adolescents in their reports of ADHD symptoms and impairment. Despite reporting fewer symptoms than parents, adolescents reported ADHD symptoms at levels warranting clinical concern. Adolescents diagnosed with ADHD were also internally consistent and valid in their ADHD reports, at levels similar to parents and teachers. Those who reported high versus low levels of ADHD symptoms did not differ by age or gender; however, adolescents who reported high levels of symptoms also reported more impairment. Preliminary findings in line with the upcoming DSM-5 change in symptom threshold for older adolescents are also explored. Overall, findings indicate that, in general, adolescents with ADHD possess the ability to recognize and report on their symptoms and impairment. Limitations and implications for clinical practice are discussed.Item Open Access Social-information processing and experiences with victimization in children and adolescents with autism spectrum disorderSchroeder, Jessica Helene; Bebko, James M.; Steele, Jennifer R.; Pepler, DebraSeveral researchers have found that peer victimization is more frequent in those with ASD, yet few studies have examined the underlying social cognitive mechanisms involved. Crick and Dodge's (1994) social-information processing (SIP) model has been used to examine bullying in aggressive populations and has more recently been applied to difficulties with social interaction more broadly. The model consists of six steps that operate in a circular manner, from the encoding of social cues, to the behavioural enactment of a selected response. Only two studies have examined the SIP model with those with ASD and have found differences in encoding and assertive response selection in those with ASD. The current study is the first to examine victimization and SIP together in those with ASD. Further, this study is the first to include eye-tracking methodology to gain further insight into the encoding stage of processing. Twenty-four children with typical development aged 6-17 were compared with 24 children with high-functioning ASD. Those with ASD are more likely to experience victimization, according to parent report, across all types of bullying. The ASD group had a lower proportion of looking time to faces, during the ambiguous social exclusion video. Several social-information processing differences were also noted: those with ASD made more encoding errors, fewer assertive responses, and more passive responses (for a hostile social exclusion video only). Encoding errors were significantly correlated with victimization, but only in the ASD group. Some areas of similarity were also found across groups. Few participants in either group generated aggressive solutions. The groups were generally equivalent in their propensity to make hostile attributions and in the number of responses generated. The proportion of looking time was significantly related to victimization, assertive and passive responses across the entire sample for some of the videos. These potential processing differences may have cascading effects on the ability of those with ASD to effectively manage social interactions. Theoretical and clinical implications are examined and future research directions are suggested.