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• W2212042009 abstract "Children with attention-deficit/hyperactivity disorder (ADHD) present with a number of behavioural, social, and academic challenges. However, the importance of understanding the strengths and abilities of these children should not be overlooked, particularly in the school environment. This brief report highlights the application of positive psychology to a population typically portrayed in a negative light- children with ADHD. Specifically, this article provides an argument for seeking a more positive understanding of children with ADHD and illustrates the necessity of taking a strengths-based approach in working with and supporting these students. Avenues for adopting a strengths-based approach to ADHD within both research and practice are discussed, informed by concepts from related areas of positive psychology, strengths perspectives, and resilience. The benefits of and potential directions for integrating positive psychology frameworks into the ADHD research field are outlined, emphasising the need to link findings to evidence-based practice. Implications for school-based practice will also be examined, highlighting the importance of strengths-based assessment and intervention approaches in school environments so as to provide more positive and well-rounded support for children with ADHD. Ultimately, positive psychology offers a more balanced, holistic, and hopeful approach to a population typically viewed through a deficit lens and has the potential to inspire a greater emphasis on building capacity in these children and their families and schools.Keywords: strengths-based, ADHD, positive psychology, schools, resilience, assessment, interventionResumeLes enfants ayant un trouble du deficit de l'attention avec hyperactivite (TDAH) doivent relever diverses difficultes sur le plan comportemental, social et scolaire. Toutefois, il ne faut pas negliger l'importance de mettre en valeur les forces et les capacites de ces enfants, en particulier dans le contexte scolaire. Ce bref rapport porte sur l'application de la psychologie positive dans une population le plus souvent vue sous un jour negatif, les enfants presentant un TDAH. En particulier, cet article fournit un argument en faveur d'une meilleure comprehension de cette population et illustre la necessite d'adopter une approche axee sur les forces de ces enfants, lorsqu'on travaille avec ces derniers ou qu'on les soutient. Sont discutees des facons possibles d'en arriver a une telle approche, a la fois en recherche et dans la pratique, appuyees par des concepts empruntes a des domaines de la psychologie positive, les perspectives relatives aux forces et la resilience. Les avantages d'une integration de cadres tires de la psychologie positive et les orientations eventuelles de cette demarche en matiere de recherches sur le TDAH sont presentes, en insistant sur l'importance de relier les resultats a la pratique factuelle. Sont aussi examinees les repercussions pour la pratique en milieu scolaire; est alors soulignee l'importance de l'evaluation et des interventions basees sur les forces afin d'offrir aux enfants ayant un TDAH un soutien positif et equilibre. Il est conclu que la psychologie positive constitue une demarche equilibree, harmonieuse et prometteuse pour une population le plus souvent percue de facon negative. Une telle demarche a le potentiel de susciter les efforts visant a renforcer les capacites, tant chez les enfants qu'au sein de leur famille et de leur milieu scolaire.Mots-cles : fonde sur les forces, TDAH, psychologie positive, ecole, resilience, evaluation, intervention.Prior to World War II, broad psychological study had three primary foci: alleviating mental illness, enhancing the productivity and satisfaction of the lives of all people, and supporting and building high talent (Seligman & Csikszentmihalyi, 2000). The emphasis was on not only intervention and amelioration of mental health concerns but also building positive characteristics in individuals so as to allow and encourage them to live happier, more fulfilling lives. …" @default.
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• W2212042009 date "2015-08-01" @default.
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• W2212042009 title "ADHD in schools: Adopting a strengths-based perspective." @default.
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