2007 in turn academic difficulty has been found to be

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ficulty (Frazier et al., 2007). In turn, academic difficulty has been found to be related to alcohol use in college students (Singleton, 2007; Singleton & Wolfson, 2009). Therefore, there could be a stronger relation between inattention and alcohol-related problems than hyperactivity/impulsivity and alcohol-related problems due to the comorbid condi- tions that are more commonly associated with ADHD, Predominantly Inattentive. Implications The findings of this study may have important implications for students, health care professionals, and administrators on college campuses. Because inattention appears to be an important factor related to alcohol-related problems, col- lege students who are struggling with the inattentive symp- toms of ADHD may be at risk of developing problems stemming from alcohol use. Therefore, professionals who may be providing academic support services for students with ADHD or ADHD symptoms should help them develop compensatory strategies for their inattention (e.g., organiza- tion skills, memory enhancement strategies, study skills), which may lessen their risk of alcohol-related problems. Previous research has suggested that common comorbid psychiatric conditions of ADHD include depression and anxiety, both of which are related to alcohol use in college students. In addition, in this study there was a correlation between ADHD and antisocial behavior, which also was correlated with alcohol use and problems. Thus, mental health professionals on college campus should be aware that their clients who have ADHD or ADHD symptoms, particularly those who present with inattention, may be at risk of developing other mental health difficulties and mis- use alcohol. As such, they should screen clients for anxiety, depression, antisocial behavior, and alcohol use problems when they first meet them and routinely assess for their presence throughout the course of counseling to determine if they need to be addressed as well. Finally, college admin- istrators should provide college students with ADHD or ADHD symptoms psychoeducation about their symptoms and other issues that they may be at risk for while they are in college. This material should include resources for them on campus (e.g., academic support services, mental health services) and how to access it. As a preventive measure, this information could be presented to college freshman during orientation so that they may be able to access these services before they begin to develop difficulties with their ADHD or ADHD symptoms and use inappropriate coping mecha- nisms such as alcohol use. Strengths and Weaknesses This study has a variety of strengths that has helped address some of the gaps in the existing literature. A continuous approach was used with ADHD symptoms instead of cate- gorical one (i.e., ADHD diagnosis) to better capture indi- viduals with subclinical levels of ADHD. Moreover, dimensions of ADHD (i.e., inattention and hyperactivity/ impulsivity) also were used to better understand potential differences in the presentation of ADHD. In addition, alco-
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  • Fall '17
  • Attention-deficit hyperactivity disorder

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