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Distinguishing Originality from Creativity in ADHD: an Assessment

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Distinguishing Originality from Creativity in ADHD: an Assessment E.H. Butler Library at Buffalo State College Digital Commons at Buffalo State Creative Studies Graduate Student Master's Theses International Center for Studies in Creativity 5-2015 Distinguishing Originality from Creativity in ADHD: An Assessment of Creative Personality, Self-Perception, and Cognitive Style among Attention-Deficit/Hyperactivity Disorder Adults Jean-Pierre J. Issa Buffalo State College, [email protected] Advisor Gerard J. Puccio, Ph.D. First Reader Gerard J. Puccio, Ph.D. Second Reader Selcuk Acar, Ph.D. Department Chair Gerard J. Puccio, Ph.D. To learn more about the International Center for Studies in Creativity and its educational programs, research, and resources, go to http://creativity.buffalostate.edu/. Recommended Citation Issa, Jean-Pierre J., "Distinguishing Originality from Creativity in ADHD: An Assessment of Creative Personality, Self-Perception, and Cognitive Style among Attention-Deficit/Hyperactivity Disorder Adults" (2015). Creative Studies Graduate Student Master's Theses. Paper 25. Follow this and additional works at: http://digitalcommons.buffalostate.edu/creativetheses Part of the Clinical Psychology Commons, Cognitive Psychology Commons, Disability and Equity in Education Commons, Gifted Education Commons, Industrial and Organizational Psychology Commons, Mental Disorders Commons, Other Psychiatry and Psychology Commons, Other Psychology Commons, Personality and Social Contexts Commons, Psychiatry Commons, and the Theory and Philosophy Commons Abstract of Thesis Debates over whether Attention-Deficit/Hyperactivity Disorder (ADHD) relates to high levels of creativity have been hampered by a lack of rigor when defining creativity. The purpose of the present study was to go beyond the rhetoric by empirically investigating creative personality, creative self-perception, and cognitive style among 49 ADHD adults. Comparative analysis to studies of non-ADHD samples revealed distinctive tendencies: A mean group score of 115.71 (SD=18.02) on the Kirton Adaption-Innovation Inventory (KAI) indicated preferences for originality, nonconformity, paradigm-breaking, and low efficiency that was over one standard deviation higher than average non-ADHD population scores. Combined inattentive/hyperactive- impulsive subtypes (n=20) scored 124.30 (SD=12.96). Ideator tendencies on Puccio’s FourSight indicated preferences for generating novel ideas and overlooking details. Adjective Check List (ACL) scores were slightly elevated on the Domino Creative Personality and Gough Creativity scales, but more so on the Change scale, indicating a tendency to seek novelty and avoid routine. Creative self-perception was high, with 85.71% reporting themselves as more creative than average. Although their dispositions toward originality might benefit creativity, it might be undermined by their disinclination for effectiveness necessary for full-fledged creativity. Results may help clinicians distinguish maladaptive ADHD behaviors from concomitant behaviors that might play a valuable role in creativity. Key Words: Adaption-Innovation Theory, Attention Deficit Disorder (ADD), Attention- Deficit/Hyperactivity Disorder (ADHD), Cognitive Style, Creative Personality, Creative Self- Perception, Creativity, Implicit Theories State University of New York College at Buffalo Department of Creative Studies Distinguishing Originality from Creativity in ADHD: An Assessment of Creative Personality, Self-Perception, and Cognitive Style among Attention-Deficit/Hyperactivity Disorder Adults A Thesis in Creative Studies by Jean-Pierre Joseph Issa Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science May 2015 Approved by: Gerard J. Puccio, Ph.D. Professor of Creative Studies and Department Chair Chairperson of the Committee/Thesis Advisor Kevin J. Railey, Ph.D. Associate Provost and Dean of the Graduate School iii CAUTION TO THE LAY READER: This paper should not be interpreted as medical or professional advice. The intent behind this paper is not to downplay the potentially destructive effects of Attention- Deficit/Hyperactivity Disorder (ADD/ADHD) on a person’s career, education, home life, relationships, and overall well-being. The possibility that ADHD may in some cases be associated with certain advantages for creativity does not necessarily diminish the challenges of living with it. If you have been diagnosed with ADHD, please do not let this idea get in the way of seeking help for living a fulfilling life that will maximize your well-being and creativity. Although the diagnosis is widespread, ADHD specialists are still rare—therefore try to make an effort to find a professional who truly understands the complexities of ADHD to best help you. If the fear of taking ADHD medication makes you reluctant to seek help, know that many ADHD specialists (psychiatrists, psychologists, and professional ADHD coaches) have developed and continue to develop drug-free ways of helping people face the difficulties of living with ADHD. iv Acknowledgments and Dedication In memory of Mary C. Murdock (1947-2010), whose intense passion for the field, devotion to her students, and Southern belle charm brought delight and inspiration Thanks to all who supported me through encouraging feedback, by helping with organization and administration, or lending me space and time to work. My apologies to those who have helped me over the years whose names I may have omitted. Thank you Rosanna “Parfucci” for helping me get organized, and Dr. Cyndi Burnett for the brainstorming sessions. For feedback and support, thank you Norine Eaton, Dr. Marian Arbesman, Dr. Jill Norvilitis, Dr. Howard Reid, MTS, Jeannine Carlisle, Dr. Sue Keller-Mathers, Hideki Muneyoshi, Mari González, Laura Barbero Switalski, Andy Burnett, Stephanie Richards, Maren Baermann, Diego & Trini, Dr. Nicolas Lorgnier, Debra Johnson, and Dr. Georges Hage. To all who participated in the study, again a big thanks to you all not only for your participation, but also for your patience. And for those who helped in participant recruitment in Canada: Heidi Bernhardt, “Coop” Cooper, as well as Pierre, J. Liam, and Wayne in Toronto. In the USA: Anne S. Roberts and Dr. Abigail Levrini. Special thanks to Linda Amabile for the extra legwork. For lending me spaces in which to work, thank you Katie Kelly, David Courtaigne, Alex Lodola, and Ethan Brody. A big thanks to Mark Augustin for your patience, technical help, and generously allowing me to work more clear-mindedly in your forest domain. And Joël, thanks for your understanding—bang! Dr. Selçuk Acar, thank you for your feedback and for being so helpful with the data analysis. Mike Fox, thank you for all your help with the KAI, and for always making time to sit down with me to generously share your experiences and guidance. Jayme and Pete Cellitioci, thanks so much for your support in so many ways including trekking up into the Canadian winter—you’ve been with me all the way. Richard Oulahan, thanks for the many phone calls and check-ins from across the Atlantic to push to see this through. Sonya Zikic, thank you so much for your encouragement and extremely generous support in helping me stay on task. Dr. Gerard Puccio, thank you for your vigorous encouragement, unending support, eternal patience, and for your kind and generous spirit. To my parents, for your loving patience and support of this project—mille fois merci! Finally, an oversized THANK YOU to Cristina Masucci and my sister, Julie… I cannot find a big enough font to express my gratitude to both of you on this page! Without your dedication to see this project succeed and countless hours of help, I’m not sure it would have been possible. Thank you is not enough. I am eternally grateful and deeply touched by your generosity. v Table of Contents List of Tables ............................................................................................................................... vii List of Figures .............................................................................................................................. vii CHAPTER ONE: STATEMENT OF THE PROBLEM ............................................................1 Introduction .................................................................................................................................1 Background and Rationale ..........................................................................................................1 Key Terms and Concepts ...........................................................................................................6 Attention Deficit/ Hyperactivity Disorder (ADHD) ............................................................6 ADHD Diagnosis and Treatment .........................................................................................9 Creativity ...........................................................................................................................11 The Four (or so) “P” Dimensions of Creativity .................................................................17 Creative Personality ...........................................................................................................23 Creative Self-Perception ....................................................................................................28 Creative Cognitive Style Preferences.................................................................................31 Hypotheses Guiding the Study ..................................................................................................43
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