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oai:drum.lib.umd.edu:1903/181162017-04-28T22:00:51Zcom_1903_2270com_1903_8com_1903_2col_1903_2801col_1903_3

Chronis-Tuscano, Andrea LeMoine, Kaitlyn Ashley Digital Repository at the University of Maryland University of Maryland (College Park, Md.) Psychology 2016-06-22T05:31:46Z 2016-06-22T05:31:46Z 2015 https://doi.org/10.13016/M2PF6M http://hdl.handle.net/1903/18116 Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for the development of depression and delinquent behavior. Children and adolescents with ADHD also experience difficulty creating/maintaining high quality friendships and parent-child relationships, and these difficulties may contribute to the development of co-morbid internalizing and externalizing symptoms in adolescence. However, there is limited research examining whether high quality friendships and parent-child relationships mediate the relation between ADHD and the emergence of these co-morbid symptoms at the transition to high school. This study examines the mediating role of relationship quality in the association between ADHD and depressive symptoms/delinquent behaviors at this developmentally significant transition point. Results revealed significant indirect effects of grade 6 attention problems on grade 9 depressive symptoms through friendship quality and quality of the mother-child relationship in grade 8. Interventions targeting parent and peer relationships may be valuable for youth with ADHD to promote successful transitions to high school. en Childhood Attention Problems and the Development of Comorbid Symptoms at the Transition to High School: The Mediating Role of Parent and Peer Relationships Thesis Clinical psychology Developmental psychology Mental health ADHD Adolescence Depression Friendship Parents Social Support open.access