Citation

Frame K, Kelly L, Bayley E. J. Nurs. Scholarsh. 2003; 35(3): 225-229.

Affiliation

Rutgers University, 3 Elizabeth Court, Medford, NJ 08055, USA. BunkyFrame@aol.com

Copyright

(Copyright © 2003, Sigma Theta Tau International Honor Society of Nursing)

DOI

unavailable

PMID

14562489

Abstract

PURPOSE: To test the effectiveness of a school-based, nurse-facilitated support group in increasing perceptions of scholastic competence, social acceptance, behavioral conduct, perceived athletic competence, perceived physical appearance, and perceived global self-worth in preadolescents diagnosed with attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD). DESIGN: A quasi-experimental design with 65 preadolescents diagnosed with ADD or ADHD in an upper-middle class community in the United States. METHODS: Participants randomly assigned to either the control or experimental group completed Harter's Self-Perception Profile for Children instrument at the beginning of the study and 4 weeks later. Students in the experimental condition participated in a school-nurse facilitated support group which met twice weekly for 4 weeks. FINDINGS: Participants in the support group had increased scores on each of the six subscales, with significant increases on four of the subscales, including perceived social acceptance, perceived athletic competence, perceived physical appearance, and perceived global self-worth. CONCLUSION: Participation in a school-based, nurse-led support group was positively associated with perception of self-worth in preadolescents diagnosed with ADD or ADHD.

Language: en