Literaturnachweis - Detailanzeige
| Autor/inn/en | Burns, Emma; Martin, Andrew J. |
|---|---|
| Titel | ADHD and Adaptability: The Roles of Cognitive, Behavioural, and Emotional Regulation |
| Quelle | In: Australian Journal of Guidance and Counselling, 24 (2014) 2, S.227-242 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1037-2911 |
| DOI | 10.1017/jgc.2014.17 |
| Schlagwörter | Attention Deficit Hyperactivity Disorder; Self Control; Student Adjustment; Adjustment (to Environment); Student Behavior; Cognitive Processes; Counseling Techniques; Educational Methods; Student Needs |
| Abstract | Adaptability has been recently proposed as cognitive, behavioural, and emotional regulation assisting individuals to effectively respond to change, uncertainty and novelty. Given students with attention-deficit/hyperactivity disorder (ADHD) have known impairments with regulatory functions, they may be at particular disadvantage as they seek to navigate change, uncertainty, and novelty in their academic lives. This discussion summarises current research of adaptability as relevant to students with ADHD, presents preliminary exploration of data that suggests evidence for the difficulties students with ADHD face with regards to adaptability (particularly in regards to cognitive and behavioural regulation), and concludes with suggestions for counselling, psychological, and educational practices aimed at enhancing the adaptability of students with ADHD. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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