Emotional intelligence and social skill abilities in children with Attention-Deficit/Hyperactivity Disorder

Abstract

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at risk for a number of negative outcomes, especially those within the social domain. They often struggle to interact appropriately with their peers, resulting in social rejection or isolation. Previous research surrounding the concept of emotional intelligence (EI), or the ability to understand one’s own and others’ emotions, has highlighted the relationship between social competence and EI, whereby those who are more emotionally “intelligent” are typically more socially-able. However, this relationship has not yet been examined in a population known to be at-risk for poor social outcomes, such as those with ADHD. Additionally, little is known about the EI abilities of children with ADHD. The current project explores the EI profile of children with ADHD-Combined type and incorporates both ability- and trait-based EI measures. Further exploration of the predictive relationship between EI and social outcomes is reported. Overall, children with ADHD demonstrate comparable EI abilities to the standardization sample in a number of areas. There is a positive, although weak, relationship between EI abilities and social skills ratings. Implications for practice and future research directions are discussed.