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ABSTRACT
The present study examined the effectiveness of interpersonal group therapy designed to improve self-esteem and social functioning in college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Participants with documented ADHD diagnoses completed self-report measures of self-esteem and social functioning at the initiation of the study, after 6 weeks, and at 12 weeks. Half the participants completed a 12-week interpersonal group therapy while the other half served as a control group matched by gender and age. Findings suggest that interpersonal group therapy improves self-esteem, psychosocial competence, and emotional maturity, and should be a treatment option for college students with ADHD. Implications for practice are discussed.
Acknowledgments
The author acknowledges John D. Liverpool, LMFT, Learning Disability/Mental Health Specialist at California State University, Fullerton, for his unwavering support and assistance with recruitment of participants and for cofacilitating the interpersonal process groups. She also thanks her colleagues from Whittier College, Lorinda Camparo, Anne Sebanc, and Amanda Lash, and her undergraduate research assistants, Lalaine Dungca and Megan Natividad, who assisted with data analysis and/or comments on drafts of this article. She also thanks all of her undergraduate research assistants for their hard work over the years in assisting with literature searches, data entry, data collection, and data coding.
Funding
This research was supported by Faculty Research Grants from Whittier College to assist with inducements for participation in the study.