Dikkat eksikliği ve hiperaktivite bozukluğu olan çocuk ve ergenlerde zorbalığın yaşam kalitelerine etkisi / The relationship between bullying and quality of life in children and adolescents with attention deficit hyperactivity disorder

Abstract

Objective: Attention Deficit and Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder of childhood and is manifested by symptoms of attention deficit, hyperactivity and impulsivity that are not suitable for the individual's level of development. Children and adolescents diagnosed with ADHD are known to be at high risk for victimisation and bullying, but the relationship between peer bullying and quality of life, emotion regulation style and executive functions in children with ADHD has not been investigated. In this study, it was aimed to investigate the relationship between bullying and quality of life, executive functions and emotion regulation style in children and adolescents with ADHD. Material and Method: In the present study, 75 children and adolescents with ADHD (10-18 years), who were treated from Bezmialem Foundation University Hospital Child and Adolescent Psychiatry outpatient clinic, were included. They were evaluated with the Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version, DSM-5-Turkish Adaptation (K-SADS-PL-DSM-5-T) to detect ADHD and comorbid diagnoses. Sociodemographic form filled out by the parent for socio-demographic features. Conners' Parent Rating Scale – Short Form(CPRS - 48) was used to detect ADHD severity. Olweus Bully Victim Questionnaire was used for the detect of bullying. Regulation of Emotions Questionnaire for Adolescent (REQ) was used to detect emotion regulation style. Pediatric Quality Of Life Inventory child form (PedsQL) was used to evaluate the quality of life and Behavioral Rating Inventory for Executive Function (BRIEF) was used to evaluate executive functions. Results: Results of the study showed that 24% of the participants were victims, 5.3% were bully/victims and 12% were bullies according to the self-report scales. In the victims group, physical functioning(t = 2.060, p = 0.046), emotional functioning(t = 3.498, p = 0.01), social functioning(t = 4.647, p<0,001) and total quality of life(t = 3.762, p<0,001) scores were significantly lower than non-victims. The physical functioning(z = -2,228, p = 0.022), social functioning(z = -4,474, p<0,001) and the total quality of life(z = -3,838, p<0,001) scores of bullies were lower than non-bullies. Emotional functioning scores of bullies were found higher (z = -3,334, p = 0.001) than non-bullies. There was no significant difference in the BRIEF and REQ scores between the victim group and non-victims group. The bully group showed more external dysfunctional emotional regulation style(z = -3,751, p<0,001) and lower executive functions in suppression(z = -2.066, p = 0.039) and emotional control(z = -1970, p = 0.049) dimensions than non-bullies. Conclusion: The results of the present study indicates that psychosocial problems should also be addressed in the psychiatric evaluation of children with ADHD. Programs for decreasing bullying in children with ADHD should involve interventions for emotion regulation styles and executive functions.

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