This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.

本文综合了本期特刊中四项研究的发现，并讨论了对学校心理学实践的启示。我们的研究表明，患有注意力缺陷多动障碍（ADHD）的青少年通常会意识到自己的困难，并认为他们的问题行为普遍存在，无法控制且带有污名化。他们特别关心自己的社会关系问题。在本文中，我认为学校心理学家在解决这些问题方面起着重要作用，方法是进行评估，其中青少年是过程中的伙伴，并在学校环境中提供基于证据的心理健康干预措施。