The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.

该定性研究探讨了注意力缺陷/多动症（ADHD）青少年的友谊经历。9名16至18岁的多动症青少年参加了半结构化访谈，并使用改良的扎根理论框架进行了分析。他们报告了同龄人的慢性排斥，孤独感以及在童年和青春期初期与朋友的冲突关系（主题1）。尽管许多参与者报告称他们对青春期的无知交友（主题2），但过渡到高中后可以找到与他们相似的同伴帮助他们建立了紧密的友谊（主题3）。核心主题，“寻找真正的友谊：从孤立到接受的漫长旅程”，整合发现并说明影响多动症青少年友谊经历的发展和背景因素。参与者针对父母，老师，同伴和心理健康专业人员如何为患有多动症的儿童和青少年提供帮助，这些儿童与同伴之间的关系和友谊作斗争，这为讨论该发现的临床意义奠定了基础。