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1 – 10 of 160Stephen E. Lanivich, Curt Moore and Nancy McIntyre
This study investigates how attention deficit/hyperactivity disorder (ADHD) in entrepreneurs functions through coping schema to affect entrepreneurship-related cognitions. It is…
Abstract
Purpose
This study investigates how attention deficit/hyperactivity disorder (ADHD) in entrepreneurs functions through coping schema to affect entrepreneurship-related cognitions. It is proposed that the resource-induced coping heuristic (RICH) bridges the conceptual gap between pathological cognitive executive control/reward attributes and cognitive resources, specifically entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.
Design/methodology/approach
With data from 581 entrepreneurs, this study utilizes partial least squares structural equation modeling for analysis. Additionally, a two-stage hierarchical component modeling approach was used to estimate latent variable scores for higher-order constructs.
Findings
Findings indicate the RICH mediates the relationships ADHD has with alertness, cognitive adaptability and entrepreneurial intent.
Originality/value
The RICH is introduced as a mechanism to explain how ADHD indirectly influences entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.
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Çağrı Hamurcu, Hayriye Dilek Yalvac Hamurcu and Merve Karakuş
This study aimed to examine the financial risk-taking behaviors of adult individuals diagnosed with attention deficit hyperactivity disorder (ADHD).
Abstract
Purpose
This study aimed to examine the financial risk-taking behaviors of adult individuals diagnosed with attention deficit hyperactivity disorder (ADHD).
Design/methodology/approach
The study was conducted with adults (n = 80) diagnosed with ADHD and healthy controls (n = 80). In order to measure risk-taking in the financial domain, the items in the investment and gambling sub-dimensions of the Domain-Specific Risk-Taking Scale (DOSPERT) were applied.
Findings
Adults with ADHD had higher investment and gambling risk-taking and expected benefits scores than the control group, and there was no difference between the two groups in terms of risk perceptions. In the regression analysis, there was a positive linear relationship between the investment and gambling risk-taking scores and the expected benefits scores in both groups. There was a negative linear relationship between investment risk-taking and risk perceptions scores only in the control group.
Originality/value
In terms of investment and gambling, both risk-taking and expected benefits are greater in individuals with ADHD. It has been observed that while healthy individuals take investment risks, they evaluate according to the expected benefits and risk perceptions, while individuals with ADHD make evaluations only according to the expected benefits, risk perceptions do not predict financial risk-taking in individuals with ADHD. When it comes to risk-taking related to gambling, both groups take risks only according to their expectations of benefits, not their perceptions of risk. The study provides outputs that can contribute to the literature in terms of the effects of ADHD diagnosis on financial decision-making processes in the context of risk-taking.
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Tamsin Crook and Almuth McDowall
Attention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study…
Abstract
Purpose
Attention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study seeks to reframe such assumptions through a qualitative positive-focused exploration of career stories of ADHD adults, elicited through a strength-focused technique with wide applicability for coaching and other career-based development activities.
Design/methodology/approach
Situated in a strength-focused coaching psychology paradigm, the authors undertook semi-structured interviews with 17 participants, using an adapted feedforward interview technique (FFI) rooted in positive psychology (PP), to investigate individuals' strengths and successful career experiences.
Findings
Narrative thematic analysis of the transcripts identified two core themes: “the paradoxical nature of strengths” and “career success as an evolving narrative”. The participants described how they have achieved career success both “in spite of” and “because of” ADHD. The use of the FFI demonstrated a helpful and easily taught method for eliciting personal narratives of success and strengths, an essential foundation to any coaching process.
Originality/value
This research provides a nuanced overview, and an associated conceptual model, of how adults with ADHD perceive their career-based strengths and experiences of success. Further, the research shows the value of using a positive psychological coaching approach when working with neurominority individuals, using a successful adaptation of the FFI. The authors hope that the documentation of this technique and the resulting insights will offer important guidance for managers as coaches and internal and external career coaches, as well as providing positive and relatable narrative resources for ADHD adults.
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Jenny Meggs, Susan Young and Annette Mckeown
Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental condition with community prevalence globally of 2%–7% (M = 5%; Sayal et al., 2018). Clinicians are…
Abstract
Purpose
Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental condition with community prevalence globally of 2%–7% (M = 5%; Sayal et al., 2018). Clinicians are routinely encouraged to explain to children and young people the benefits of a healthy lifestyle, including exercise (NICE NG87, 2018). Exercise has been proposed as a safe and low-cost adjunctive approach for ADHD and is reported to be accompanied by positive effects on several aspects of executive functioning (EF). The purpose of this narrative review was to synthesise the contemporary randomised control trial (RCT) studies that examine the effect of sport, physical activity and movement on EF in children and adolescents with ADHD.
Design/methodology/approach
A narrative review approach with a systematic literature search using PRISMA guidelines for screening and selecting relevant systematic reviews was used. The final review included four peer-review systematic reviews (>2019).
Findings
The results identified four RCT meta-analyses and findings showed that children and adolescents with lower baseline cognitive performance demonstrated greater improvements in functioning after physical activity interventions, particularly for tasks with higher executive function demands, where baseline performance reaches an optimal level. Findings suggest that 10–20 min of acute moderate-high-intensity exercise interventions (cycling/running) appeared to have positive effects on indices of inhibitory control. Preliminary evidence suggests that as little as 5 min of jumping exercises improved inhibitory control. Sixty to eighty minutes of moderately intense, repeated (chronic) exercise appeared to demonstrate the greatest beneficial impact on selective attention.
Originality/value
To the best of the authors’ knowledge, this review is the first to present the extant literature on the effect of physical activity and sport on symptoms of young people with ADHD. It presents evidence to suggest that exercise with progressively increasing cognitive demands may have positive effects for children with ADHD, specifically in terms of improving cognitive flexibility. Further large-scale clinical trials are needed to confirm the positive effects of physical exercise on cognitive functioning in children with ADHD.
Tamara Stenn and Dorothy A. Osterholt
Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students…
Abstract
Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students have disclosed a disability (NCES, 2021). Typical forms of neurodiversity are attention-deficit hyperactivity disorder (ADHD), autism, and dyslexia. There is a growing belief that entrepreneurship is well suited for neurodivergent individuals because they can specifically design and control their environments resulting in a better fit and more positive outcomes (Austin & Pisano, 2017). There is also the belief that neurodivergent people’s unique perspectives and “superpowers” lead to new innovative ways of thinking and doing business. These superpowers can allow neurodivergent people to hyper focus and outperform others (Austin & Pisano, 2017).
However, real challenges counter these positive outcomes. For example, while those with ADHD are often drawn to being entrepreneurs because they can quickly initiate, improvise, and seek novelty – their ability to engage in reflection, thoroughness, and efficiency is strained. Thus, ADHD helps and hinders entrepreneurs (Hunt & Verhuel, 2017). The same holds true for other types of neurodiversity.
Entrepreneurship education becomes more nuanced as it matures and grows. An example is the “learn by doing” method of teaching entrepreneurship. Grounded in self-determination and planned behavior theories, “learn by doing” highlights the importance of autonomy, competence, and relatedness when engaging in entrepreneurship endeavors. Heutagogy (self-guided learning) and andragogy (applied learning) approaches have an effective impact on this type of entrepreneurship pedagogy. However, these open-ended approaches present barriers for neurodivergent learners who need more structure with projects broken down into small steps.
This chapter presents a case study view of how Universal Design for Learning (UDL) frameworks support “learn by doing” approaches to build a neurodivergent-friendly entrepreneurship mindset on campus. It includes a combination of approaches that support executive function (EF) mastery, assessment, and self-development, including multimodal ways of teaching (visual, audio, and kinesthetic), self-regulation, and social interactions. Here, the authors demonstrate how neurodivergent students learn to anticipate, manage, and benefit from their differences using the UDL engagement–regulation–persistence Framework. The lessons shared in this chapter can help entrepreneurship educators see ways various teaching methods can benefits all learners and how the addition of various programs can be more inclusive for neurodivergent students.
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Victoria Olubola Adeyele and Veronica Ibitola Makinde
Domestic violence is a universal social concern, and its implication on children’s mental health is a global health predicament. Although the aftereffect of domestic violence on…
Abstract
Purpose
Domestic violence is a universal social concern, and its implication on children’s mental health is a global health predicament. Although the aftereffect of domestic violence on the mental health of women is well researched, mental health disorders of children in terms of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), general anxiety disorder (GAD), separation anxiety disorder (AD) and mood disorder (MD) on account of domestic violence is rarely investigated. Hence, the purpose of the study is to investigate the impact of exposure to domestic violence on children’s mental health.
Design/methodology/approach
To examine the correlation between domestic violence and mental health among children, in a survey of public primary schools in Ekiti State, Nigeria, the authors employed 664 pupils with simple random techniques. The Multidimensional Domestic Violence Scale assessed the participants’ exposure to domestic violence. The Child & Youth Mental Health General Screening Questionnaire was used to examine respondents’ mental health.
Findings
The results revealed a high incidence of domestic violence among children. It also showed a substantial correlation between domestic violence and the mental health of primary school pupils. Children living with domestic violence experience significantly increased rates of ADHD, ODD, AD, GAD and MD as forms of mental health disorders.
Research limitations/implications
Given the unpleasantness of this social issue affecting the well-being of children globally, it is imperative to engage in intervention and prevention packages that will assist the victims, perpetrators, parents, teachers, schools and other stakeholders. Introducing counselling services into the primary school curriculum will assist victims and those at risk develop self-confidence that will enable them to report their violators. Although counselors do not diagnose, early detection of victims would assist in early intervention where counselors can use different techniques and approaches to help such victims to resolve all forms of cognitive distortions that can lead to mental health disorders. Counselling services can help in providing referral opportunities to victims or “at risk children,” rehabilitation and follow-up services for victims of domestic violence.
Practical implications
Government organizations should also reintroduce health-care services where clinical psychologists will be available in primary schools to provide psychological services to meet the needs of the victims.
Originality/value
Conclusively, the study presents evidence that children who witness domestic violence face a significant risk of developing mental health disorders. The findings highlight the potential harm that domestic violence can inflict on children’s mental well-being. Mental health conditions such as ADHD, CD, ODD, GAD, AD and MD are commonly observed in these children. It recommends establishing early intervention programs for children witnessing domestic violence in schools and communities and programs to detect and address mental health issues promptly.
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Diane M. Holben and Perry A. Zirkel
According to national surveys, every year approximately 20% of school-age students report bullying victimization. The risk of victimization is even higher for students with…
Abstract
According to national surveys, every year approximately 20% of school-age students report bullying victimization. The risk of victimization is even higher for students with disabilities, particularly those whose disabilities are characterized by social–emotional or behavioral traits. To address public concern over bullying, states passed anti-bullying laws and schools implemented bullying prevention programs, with little effect on the frequency of bullying. Consequently, parents of students with disabilities increasingly filed lawsuits to address the harm caused by bullying. Previous research established an increasing trajectory for the frequency of these lawsuits, although the outcomes remained largely favorable to the district defendants. To determine whether these trends continue, this study examined bullying-related court decisions over a 2.5 year period to determine the frequency of cases and claim basis rulings, the representation of disability categories among student plaintiffs, and the outcomes distribution for the claim rulings and cases. The findings noted a continued increasing trajectory for the frequency of cases with an overrepresentation of plaintiffs with ADHD, mental health diagnoses, and autism. Most commonly cited legal bases were Section 504/ADA and negligence, with the overall outcomes distribution more parent plaintiff-favorable than the previous research. To prevent potential liability, educators should strengthen efforts to both comply with reporting and investigation requirements as well as establishing a school culture that accepts differences among students.
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Katherine Mommaerts, Nanette V. Lopez, Carolyn Camplain, Chesleigh Keene, Ashley Marie Hale and Ricky Camplain
Using a seven-day cycle menu and commissary items at a rural county jail, this study aims to describe provisions of micronutrients known to be associated with mental health…
Abstract
Purpose
Using a seven-day cycle menu and commissary items at a rural county jail, this study aims to describe provisions of micronutrients known to be associated with mental health disorders and if they meet dietary guidelines.
Design/methodology/approach
The nutritional content of a seven-day cycle menu and four available commissary food packs were evaluated using NutritionCalc® Plus software (McGraw-Hill Education version 5.0.19) and compared to Dietary Reference Intakes (DRI).
Findings
Menu mean values of Vitamin B6, Vitamin B12, Vitamin C and zinc met DRI recommendations. However, Vitamin D (for men and women), magnesium (for men only) and omega-3s (for men only) did not meet the DRI recommendations.
Originality/value
As deficits of Vitamin D, magnesium and omega-3s are known to exacerbate bipolar disorder, anxiety and depression, small changes to food would increase the offerings and potential intake of nutrients that may improve mental health.
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Joanna Maria Szulc, Frances-Louise McGregor and Emine Cakir
The rich qualitative study builds on 11 semi-structured interviews with nine neurodivergent employees and two business professionals supportive of neurodiversity to understand the…
Abstract
Purpose
The rich qualitative study builds on 11 semi-structured interviews with nine neurodivergent employees and two business professionals supportive of neurodiversity to understand the lived experiences of dealing with crisis in a remote working environment.
Design/methodology/approach
The purpose of the reported research is to understand how neurominorities experience remote working in the times of crisis and what the implications of this are for human resource (HR) professionals.
Findings
Moving to remote work resulted in a lack of routine, distractions and working long hours, which can all be difficult for line managers to monitor. Further problems with communication in a virtual environment and lack of understanding by others were found to be particularly burdensome to neurodivergent individuals. On the positive note, remote working in the times of crisis allowed for avoiding sensory overwhelm and was seen as an important step in creating a healthy work–life balance (WLB).
Practical implications
The findings of this study point HR practitioners' attention towards building a more neurodiversity friendly post-pandemic workplace and prompt employers to offer working arrangements, which better suit employees' domestic and personal circumstances.
Originality/value
This study addresses the lack of research on the impact of the Covid-19 crisis on neurominorities. In doing so, it answers recent calls to move away from universal HR as a route to positive employee outcomes and facilitates a more accurate reflection of organizational reality for disadvantaged members of society.
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Afwan Abdul Wahab, Calvin Har, Sarah Casey, Hugh Ramsay, Brendan McCormack, Niamh Mulryan, Anita Ambikapathy and Anthony Kearns
The purpose of this study is to analyse the characteristics of all the referrals to the forensic MHIDD service over the past five years and to compare these characteristics to the…
Abstract
Purpose
The purpose of this study is to analyse the characteristics of all the referrals to the forensic MHIDD service over the past five years and to compare these characteristics to the cohort of service users attending the three general MHID services based in Dublin which are Service 1, Service 2 and Service 3.
Design/methodology/approach
This is a cross-sectional study of adults attending the three generic MHID services and the national forensic MHIDD service. The medical files of service users attending the MHID services were reviewed, and data such as age, gender, level of intellectual disability and psychiatric diagnoses were extracted and compiled into a database. The forensic MHIDD service has since its inception maintained a database of all referrals received and reviewed. The characteristics data needed were extracted from the forensic MHIDD database. All these data were then analysed using the Statistical Package for Social Sciences (SPSS).
Findings
The majority of the three MHID service users were in the moderate to profound range of intellectual disability, while the majority of the cases assessed by forensic MHIDD had normal IQ, borderline IQ and mild intellectual disability with 66.1%. The prevalence of neurodevelopmental disorder, schizophrenia and emotionally unstable personality disorder in the forensic MHIDD is comparable to the three MHID services. The prevalence of depression, bipolar affective disorder (BPAD), anxiety disorder and obsessive-compulsive disorder (OCD) is higher in the three MHID services than in the forensic MHIDD service.
Originality/value
The FHMIDD received referrals at a greater level of overall ability, with two-thirds of the service users having mild intellectual disability to normal IQ. The prevalence of neurodevelopmental disorder such as ASD and schizophrenia is comparable between the forensic MHIDD and the three MHID services. There is a higher prevalence of depression, BPAD, anxiety disorder and OCD in the three MHID services as compared to the forensic MHIDD service.
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