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ADHD儿童的同伴关系困难及干预进展综述

A Review of Peer Relationship Difficulties and Intervention Progress in Children with ADHD

曹格格; 曾彦希; 张婷

Theory and Practice of Psychological Counseling / 2026,8(3): 161-170 / 2026-03-30 20 14

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• Information:

  西南大学心理学部，重庆

• Keywords:
  ADHD; Peer relationships; Peer difficulties; Children; Intervention
  ADHD; 同伴关系; 同伴困难; 儿童; 干预
• Abstract: Attention-Deficit Hyperactivity Disorder (ADHD), a prevalent neurodevelopmental disorder in childhood, significantly influences the peer relationships of children with ADHD. This article provides an in-depth review of the current state of peer relationships among children diagnosed with ADHD, as well as the interventions designed to improve these relationships. The findings reveal that children with ADHD primarily encounter difficulties in peer relationships at the levels of group interaction and friendship development. Intervention research has predominantly focused on two aspects: addressing the challenges within the ADHD children themselves and modifying the ecological environmental factors that surround them. Looking ahead, future research should aim to strengthen theoretical and empirical foundations, employ longitudinal research designs to track changes over time, enhance and refine the effectiveness of existing interventions, and foster collaborative mechanisms involving families, schools, and communities to better support these children. 注意缺陷多动障碍（Attention-DeficitHyperactivityDisorder，ADHD）是儿童时期常见的神经发育障碍，会对患儿的同伴关系造成影响。本文从ADHD儿童的同伴关系现状、干预措施等方面进行详细综述，结果发现：ADHD儿童的同伴关系困难主要表现在群体和友谊层面；现有干预研究主要从关注ADHD儿童自身及其周围生态环境因素两方面进行干预。未来研究可以从理论和实证研究的加强、纵向研究的使用、现有干预的有效性和完善、家校社合作机制的构建等方面着手。
• DOI: 10.35534/tppc.0803021 (registering DOI)
• Cite: 曹格格, 曾彦希, 张婷. (2026). ADHD儿童的同伴关系困难及干预进展综述. 心理咨询理论与实践, 8(3), 161-170.