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Katherine A. Tamminen and Courtney Braun

Adolescent athletes face increasing opportunities for competition at higher levels, as well as increasing demands on their time, pressure from parents and coaches, and conflicts with teammates and opponents, all during a time when adolescents are exploring different aspects of their identity and sense of self. Sport is a context for adolescent development, and despite the wide array of positive benefits that have been associated with sport participation during adolescence and into adulthood, it is also acknowledged that sport participation does not automatically confer benefits to adolescent athletes, and it may lead to potentially negative experiences and poor psychosocial outcomes. Key concerns for researchers and practitioners working with adolescent athletes include managing various stressors and the development of adaptive coping strategies, the risk of experiencing sport burnout, bullying, and the potential for withdrawing or dropping out of sport. Despite these concerns, a large body of research among adolescent athletes provides evidence that athletes’ performance and positive psychosocial development may be enhanced among adolescent athletes by intentionally structuring the sport environment to promote positive outcomes; in particular, coaches, parents, and peers play an important role in shaping the sport experiences of adolescent athletes. Furthermore, the psychosocial characteristics and competencies associated with sport participation may not automatically transfer to other areas of adolescents’ lives unless they are intentionally and systematically structured to do so. It is important for coaches, parents, and sport administrators who are involved in developing and delivering programs for adolescent athletes to be aware of some of the psychosocial concerns that are relevant for this population, and to consider intentionally structuring sport programs to promote high levels of achievement as well as healthy psychological and social development among young athletes.


The parent-child relationship is one of the most significant social relations for many individuals. In particular, intergenerational ties to adult children often remain as one of the main social networks and sources of support provisions in later life. By reviewing the key literature on older parent-child relations, this article discussed the dynamics and complexity of intergenerational ties and their impact on the lives of older adults. First, we discussed theoretical perspectives that have guided recent research on intergenerational relations, including the life course perspective, and solidarity, conflict, and ambivalence models. Second, we reviewed the literature on structural aspects of the relations, including coresidence, proximity, and contact, and their implications for older adults’ health and well-being. Third, regarding a functional side of parent-child relations, we discussed the different types and implications of support exchanges between older adults and their adult children. Finally, our discussion concluded with the review of emotional qualities (i.e., positive, negative, and ambivalent) in parent-child relations and the factors that may complicate the intergenerational ties in later life. Our review revealed that the significance of parent-child ties remains with the changes in demographic, social, and cultural environments of our aging society, and the different dimensions of parent-child ties (i.e., structural, functional, and emotional) have important influences on older adults’ well-being, quality of life, and health. To better understand the implications of parent-child ties in later life, future research is needed to uncover the specific mechanisms by which different dimensions of intergenerational relations and health outcomes among family members are linked.


Kelsey E. Woods, Christina M. Danko, and Andrea Chronis-Tuscano

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by developmentally inappropriate levels of hyperactivity, impulsivity, and/or inattention. ADHD is chronic, may persist into adulthood, and is associated with impairment in social and academic/work domains across the lifespan. Children and adolescents with ADHD often present with executive function deficits and emotion dysregulation, and these deficits may increase impairment and risk for co-occurring disorders. The etiology of ADHD is not yet understood, though research suggests that biological and environmental factors (e.g., family, community) contribute to its development and course. It should be noted that ADHD commonly co-occurs with additional psychiatric disorders, such as oppositional defiant disorder (ODD), conduct disorder (CD), and major depressive disorder. Evidence-based assessment of ADHD requires information from multiple informants using multiple assessment methods to determine the presence of ADHD symptoms across settings and any co-occurring disorders. The evidence-based treatment options for ADHD are manifold. Pharmacotherapy for ADHD is common, although numerous behavioral interventions are also effective. Stimulant medications are commonly prescribed and are typically effective in ameliorating core ADHD symptoms. There is also evidence that the nonstimulant medication atomoxetine substantially decreases the symptoms of ADHD. Importantly, medication therapy works to reduce symptoms but typically does not alleviate the impairments associated with the disorder. Combined medication and behavioral interventions are more likely to reduce impairments and normalize behavior.