However, adopting a strengths-based perspective, which recognizes and emphasizes the positive attributes and abilities of individuals with ADHD, may offer a more balanced and empowering approach.
By shifting the focus towards the unique strengths and talents that often accompany ADHD, such as creativity, hyperfocus, and resilience, individuals with ADHD can be supported in harnessing their potential and improving their overall well-being.
This perspective also challenges the stigma surrounding ADHD and promotes a more inclusive and supportive environment for those living with the condition.
Key Points
Rationale
ADHD research has historically focused on symptoms and deficits. However, recent qualitative studies have identified various strengths that people with ADHD self-report as being related to their condition (Mahdi et al., 2018; Sedgwick et al., 2019; Schippers et al., 2022).
While these qualitative studies have been important for generating hypotheses, the strengths need to be confirmed in quantitative studies, and it remains unclear whether they are only found in those with an ADHD diagnosis or are also related to ADHD traits in the general population.
Previous quantitative research has focused on single strengths like creativity (Hoogman et al., 2020) and hyperfocus (Hupfeld et al., 2019) in relation to ADHD.
Method
The study used across-sectional design, administering questionnaires in two waves to optimize attention.
Correlational analyses were performed between ADHD traits and each of the ten strength measures. Exploratory analyses included factor analysis and network analysis.
Procedure
Participants completedquestionnairesassessing ADHD traits and ten strengths (empathy, sociability, humor, sensory processing sensitivity, hyperfocus, enthusiasm, grit, curiosity, flexibility, and “up for anything”) that were previously identified in qualitative research. The questionnaires were administered online in two waves.
Sample
694 participants aged 18-60 from the general UK population were included in wave 1, with 496 of those completing wave 2. The sample was gender-balanced, and approximately 3% reported an ADHD diagnosis, in line with population prevalence estimates.
Measures
ADHD traits were assessed with theAdult ADHD Self-Report Scale (ASRS). This scale was used to assess ADHD traits, containing 18 questions related to DSM-V ADHD symptoms, divided into two subscales: inattentiveness and hyperactivity/impulsivity.
The ten strengths were measured with validated scales such as:
Other questionnaires and scales were used.
Statistical Measures
Spearman correlations were used to assess relationships between ADHD traits and strengths. Factor analysis and network analysis were conducted for exploratory purposes.
Group comparisons between diagnosed and undiagnosed participants were made using t-tests or non-parametric alternatives.
Results
Significant positive correlations were found between ADHD traits andhyperfocus(r=0.31), sensory processing sensitivity (r=0.36), and cognitive flexibility (r=0.20).
Significant negative correlations were found with sociability, enthusiasm, “up for anything,” and perseverance.
No significant correlations emerged for empathy, humor, or curiosity.
Those with self-reported ADHD diagnoses scored higher on ADHD traits, hyperfocus, and sensitivity while scoring lower on perseverance compared to those without a diagnosis.
Insight
This study provides quantitative evidence that certain strengths are associated with ADHD traits in the general population, not just in those with diagnosed ADHD.
The positive correlations with hyperfocus, sensory processing sensitivity, and cognitive flexibility suggest these may be strengths inherent to the ADHD trait continuum.
In contrast, the negative correlations or lack of association for other strengths like perseverance hint that some perceived strengths may actually arise as coping mechanisms from living with ADHD rather than being core features.
The network analysis highlighted the importance of investigating multiple strengths simultaneously, as they appear to interact rather than represent totally distinct constructs.
Future research could further unravel these relationships and explore the potential of strength-based approaches in ADHD intervention.
Strengths
The study had several methodological strengths:
Limitations
Some limitations should be noted:
Implications
Finding quantitative evidence for certain strengths associated with ADHD could help provide a more balanced view of the condition beyond deficits alone.
Strength-based elements could be incorporated into psychoeducation, reducing stigma and improving self-esteem.
When adapted appropriately, emphasizing strengths could also inform ADHD interventions, workplace accommodations, or career guidance to improve outcomes.
However, more research is needed to determine which strengths are inherent versus compensatory and to establish how to optimize them in support of people with ADHD.
References
Primary reference
Schippers, L. M., Greven, C. U., & Hoogman, M. (2024). Associations between ADHD traits and self-reported strengths in the general population.Comprehensive Psychiatry, 130,Article 152461.https://doi.org/10.1016/j.comppsych.2024.152461
Other references
Hoogman, M., Stolte, M., Baas, M., & Kroesbergen, E. (2020). Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings.Neuroscience & Biobehavioral Reviews,119, 66-85.https://doi.org/10.1016/j.neubiorev.2020.09.029
Hupfeld, K. E., Abagis, T. R., & Shah, P. (2019). Living “in the zone”: hyperfocus in adult ADHD.ADHD Attention Deficit and Hyperactivity Disorders,11, 191-208.https://doi.org/10.1007/s12402-018-0272-y
Mahdi, S., Viljoen, M., Massuti, R., Selb, M., Almodayfer, O., Karande, S., de Vries, P. J., Rohde, L., & Bölte, S. (2017). An international qualitative study of ability and disability in ADHD using the WHO-ICF framework.European child & adolescent psychiatry,26, 1219-1231.https://doi.org/10.1007/s00787-017-0983-1
Schippers, L. M., Horstman, L. I., Velde, H. V. D., Pereira, R. R., Zinkstok, J., Mostert, J. C., Greven, C. U., & Hoogman, M. (2022). A qualitative and quantitative study of self-reported positive characteristics of individuals with ADHD.Frontiers in Psychiatry,13, 922788.https://doi.org/10.3389/fpsyt.2022.922788
Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD.ADHD Attention Deficit and Hyperactivity Disorders,11(3), 241-253.https://doi.org/10.1007/s12402-018-0277-6
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
