Department of Neuroscience, Uppsala University, Uppsala, Sweden.
Department of Women's and Children's Health, Karolinska Institute Center of Neurodevelopmental Disorders (KIND) Centre for Psychiatry Research, Karolinska Institute, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
Scand J Psychol. 2020 Oct;61(5):671-678. doi: 10.1111/sjop.12655. Epub 2020 Jun 30.
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.
关于患有注意缺陷多动障碍（ADHD）的青少年如何体验参与团体治疗，人们知之甚少，而这是为该年龄段开发治疗方法时需要考虑的一个重要因素。本研究旨在探讨青少年 ADHD 患者如何体验基于辩证行为疗法的结构化技能训练团体计划。在参加结构化技能训练小组后，对 20 名青少年 ADHD 患者（15-18 岁）进行了半结构化访谈。访谈逐字记录，并使用定性内容分析对文本进行分析。参与者强调了与其他患有 ADHD 的青少年会面并交流经验、策略和技巧的价值。参加团体治疗使青少年意识到他们并不孤单，并描述了团结感和对自己的接受度的提高。参与者将治疗与提高知识和理解联系起来，例如关于 ADHD、自己的功能和有用的策略。他们还描述了情绪和行为上的变化，例如自尊心提高、人际冲突减少和注意力提高。激活和体验式练习被认为是治疗的重要组成部分，参与者表示需要更多的练习、讨论和休息时间，以及更多样化的练习。研究结果表明，团体形式为治疗增添了额外的价值，并且在整个治疗过程中使用积极的方法对这组患者很重要。
