You are not alone – adolescents’ experiences of participation in a structured skills training group for ADHD

Datos Bibliográficos

ID21392040
AutoresJenny Meyer (0000-0001-9099-8641, Department of Neuroscience Uppsala University Uppsala Sweden), Caisa Öster (0000-0003-2744-0586, Department of Neuroscience Uppsala University Uppsala Sweden), Mia Ramklint (0000-0001-8203-8755, Department of Neuroscience Uppsala University Uppsala Sweden), Johan Isaksson (0000-0003-1033-2618, Department of Neuroscience Uppsala University Uppsala Sweden, autor de correspondencia)
Año2020
Volumen61
Número5
Páginas671-678
Fecha de publicación2020-10-01
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.12655
PMID32608080
OpenAlexW3040314176
IdiomaEN
Citas recibidas5
Referencias citadas33

Little is known about how adolescents with attention deficit/hyperactivity disorder (ADHD) experience participating in group therapy, an important factor to consider when developing treatment methods for this age group. This study aimed to explore how adolescents with ADHD experience participating in a structured skills training group program based on dialectical behavioral therapy. Semi‐structured interviews were conducted with 20 adolescents (15–18 years of age) with ADHD after participating in a structured skills training group. The interviews were transcribed verbatim and qualitative content analysis were used to analyze the text. The participants emphasized the value of meeting other adolescents with ADHD and the opportunity to exchange experiences, strategies and tips. Participating in the group treatment made the adolescents realize that they were not alone, and feelings of togetherness and an increased acceptance of themselves were described. The participants associated the treatment with elevated knowledge and understanding, for example, about ADHD, their own functioning and helpful strategies. They also described emotional and behavioral changes, such as higher self‐esteem, fewer inter‐personal conflicts and improved concentration. Activating and experiential exercises were considered important elements of the treatment, and the participants expressed a need for a variation of exercises, as well as more time for practicing skills, discussions and breaks. The results indicate that the group format add an extra value to the treatment and that the use of an active approach throughout the treatment is of importance for this group of patients

Borderline personality disorder · Developmental psychology · Dialectical Behavior Therapy · Experiential learning · Feeling · Group psychotherapy · Pedagogy · Psychotherapist · Attention Deficit Hyperactivity Disorder · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Psychology · Social Psychology