SKILLS – A psychoeducational group programme for children with ADHD

Datos Bibliográficos

ID21391974
AutoresSofia Lantz (Department of Neuroscience, Child and Adolescent Psychiatry Unit Uppsala University Uppsala Sweden), Charlotta Fornwall (Department of Neuroscience, Child and Adolescent Psychiatry Unit Uppsala University Uppsala Sweden), Måns Lööf (0009-0008-0467-6012, Child & Adolescent Psychiatric Clinic Gävle Sweden), Johan Isaksson (0000-0003-1033-2618, Department of Neuroscience, Child and Adolescent Psychiatry Unit Uppsala University Uppsala Sweden, autor de correspondencia)
Año2021
Volumen62
Número4
Páginas460-467
Fecha de publicación2021-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScandinavian Journal of Psychology (JOURNAL)
Identificadores de la revistaISSN: 0036-5564 • E-ISSN: 1467-9450
EditorialWiley (PUBLISHER • GB)
DOI10.1111/sjop.12727
PMID33982811
OpenAlexW3163488971
IdiomaEN
Citas recibidas5
Referencias citadas34

Psychoeducation is regarded as a first line of intervention for attention‐deficit/hyperactivity disorder (ADHD). Previous studies have been limited to psychoeducation for adult patients or parents of children with ADHD. Therefore, the aim of the present study was to investigate the acceptability and effectiveness of a psychoeducational group intervention for children with ADHD. The two‐session psychoeducational intervention, SKILLS, was completed by 125 children (6–12 years) with ADHD and their parents. Self‐ratings and parental ratings of ADHD symptoms, functional impairment and attitudes to diagnosis and treatment were collected before and after treatment. Post‐treatment client satisfaction and parental responses to an open question about SKILLS were assessed. The data were analyzed using a combination of quantitative and qualitative (content analysis) methods. A majority of the participants expressed satisfaction with the group intervention. The intervention had no effect on symptoms and level of function, although the parents were more positive to their child’s diagnosis after the intervention. The parents were positive to the group format and to the opportunity for their children to meet other children with similar symptoms. Parents wished for more interactive elements and more opportunities for children to share experiences. We concluded that the group intervention was accepted by most participants, although more activating exercises and opportunities for interaction between participants should be included. Since the intervention group was not compared with a control group, the results should be interpreted with caution. Future studies should use a randomized control treatment design and investigate the effect on adherence to later treatment

Intervention (counseling) · Parent training · Psychiatry · Psychoeducation · Randomized controlled trial · Attention Deficit Hyperactivity Disorder · Autism Spectrum Disorder Research · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Medicine · Psychology