News

Setting and attaining goals is linked to many positive outcomes for youth, but not all youth are successful in goal pursuit–-particularly in the context of having ADHD. In her doctoral work, Mahsa Sadeghi, conducted interviews with youth who do or do not have ADHD to examine similarities and differences in their goal striving. Both groups were also compared to undergraduate students at the University of Waterloo. Common themes highlighted reasons for, resources toward, and stressors associated with goal pursuit. However, youth with ADHD rated academic goals as less interesting even when successfully attained, applied more effort and allocated more strategies even when goals were of high interest (e.g., hobbies), endorsed using fewer executive functions (e.g., planning, organizing) during goal pursuit, and did not link immediate goals to future ambitions. This qualitative study provides a voice for youth with ADHD regarding their experience of goal-striving and offers a perspective for clinicians, caregivers, and educators to consider when working with adolescents who have this relatively common neurodevelopmental disorder. Mahsa's work was recently published in the Canadian Journal of School Psychology (https://doi.org/10.1177/082957352513246).

There is increasing concern that challenges inherent in university life are significantly and negatively impacting the well-being of students. In our latest work, we find that well-being is particularly vulnerable among students who enter university lacking the self-regulatory cognitive skills that are necessary for pursuing and achieving goals in a demanding academic environment (like planning and time management). Importantly, well-being can be bolstered in this same group of at-risk students by encouraging them to reframe how they think about stressful situations—an emotion regulation strategy known as cognitive reappraisal. This study furthers our understanding of factors that influence the well-being of university students and provides practical ideas for supporting and fostering their resilience. More information is available at the Canadian Journal of Behavioural Science.

As teenagers enter high school, they face increased demands for independent academic work coupled with the need to establish new social networks. In this work, we demonstrate that youth with executive function challenges are more likely to experience a decrement in their sense of well-being upon entering high school; however, this effect is lessened if they feel connected with others (e.g., peers and family). This work, undertaken with youth residing in Waterloo Region, has just been published in the Journal of Happiness Studies.

Congratulations to CAN Lab MA student Alexa Nordine, who has been selected as a student/trainee to join the competitive Childhood Adversity and Resilience (CARe) research training program. More information about this program is available at https://carertp.ca/about.

This study presents preliminary findings on the feasibility and potential utility of an intervention for adolescents with ADHD who have challenges with executive functions (EF). This pilot included 6 teens from across Ontario who participated in an online modified version of Goal Management Training, initially developed by Dr. Brian Levine and colleagues at the Rotman Research Institute in Toronto for use with adults. Our findings show that youth who participated in most of the 6 sessions experienced success in reaching their goals, were less impaired in day-to-day life, and had some improvement in EF. This work has been published in the journal Applied Neuropsychology: Child.

Congratulations to MA student Brianna MacPherson and PhD student Fatima Wasif on their receipt of a highly competitive Canada Graduate Scholarship (CGS-M and CGS-D, respectively) awarded by the Social Sciences and Humanities Research Council of Canada! These awards are intended to support students who demonstrate high achievement and future potential in their graduate training. Way to go Brianna and Fatima!

Congratulations to doctoral student Fatima Wasif, who has been matched for an external neuropsychology practicum at Community Head Injury Resource Services (CHIRS) in Toronto. In this setting, Fatima will be extending her extant neuropsychology work with children and youth to adults who have acquired brain injuries. Congratulations Fatima!

Congratulations to our senior doctoral student, Eleenor Abraham, who has matched at the Surrey Place predoctoral residency in Toronto this year! Eleenor, we are proud of this accomplishment and wish you the very best in this next phase of your clinical training.

Congratulations to Mahsa Sadeghi, who successfully defended her doctoral work in an oral examination today. Mahsa's research consists of three studies examining the interplay of executive functions and motivation in youth, including those diagnosed with ADHD, and includes a version of Goal Management Training that was modified for use with ADHD youth online. Mahsa, the lab is very proud of this wonderful accomplishment - though we will miss you when you leave for your residency.

Congratulations to PhD student Fatima Wasif, who has matched for a part-time neuropsychology assessment practicum at the Hospital for Sick Children in Toronto this year. Fatima will split her time between the pediatric oncology and liver transplant rotations. Way to go Fatima!