PERSONALITY RESOURCES AND ADAPTIVE BEHAVIOR REGULATION IN ADOLESCENTS WITH ADHD
Abstract
This study examines how internal personality resources support adaptive behavior in adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with a focus on cultural context in Uzbekistan. Drawing on Barkley’s executive‐function model of ADHD (deficits in behavioral inhibition, working memory, affect regulation), Brown’s executive-cluster model (emphasizing motivational and emotional regulation), and Siegel’s interpersonal neurobiology (integration of brain, body, and relational min, we frame ADHD not only as a deficit but as an adaptation challenge mitigated by strengths. We report findings from a pilot survey of 431 Uzbek adolescents (grades 7–8, ages 12–14) assessing ADHD symptoms, self-regulation, emotional intelligence, coping styles, perceived social support, and adaptive outcomes (academic engagement, behavioral difficulties). Key results indicate that stronger self-regulation and higher emotional intelligence were significantly associated with better academic responsibility and lower impulsivity/frustration, whereas constructive coping (problem-focused strategies) related to fewer behavioral problems. Perceived social support (family, peers, and teachers) mediated the relationship between ADHD symptom severity and adaptation. We also analyze how collectivist Uzbek culture (strong family ties, community support, but high stigma toward mental health) shapes these processes. Finally, we propose a culturally tailored school-based intervention: a 12-week program combining teacher/parent education, student social-emotional learning sessions, peer mentoring, and community involvement to bolster adolescents’ self-regulation, resilience, and social support. The findings suggest that leveraging both psychological resources and cultural strengths can improve adaptive functioning for adolescents with ADHD. This work addresses a research gap on ADHD in non-Western contexts and offers practical intervention directions.