Department of Neuroscience, Child and Adolescent Psychiatry Unit, Uppsala University, Uppsala, Sweden.
Child & Adolescent Psychiatric Clinic, Gävle, Sweden.
Scand J Psychol. 2021 Aug;62(4):460-467. doi: 10.1111/sjop.12727. Epub 2021 May 13.
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.
心理教育被视为注意力缺陷/多动障碍 (ADHD) 的一线干预措施。以前的研究仅限于对成年患者或 ADHD 儿童的父母进行心理教育。因此，本研究旨在探讨 ADHD 儿童心理教育小组干预的可接受性和有效性。为期两节课的心理教育干预措施“SKILLS”由 125 名患有 ADHD 的儿童及其父母完成。在治疗前后收集了 ADHD 症状、功能障碍以及对诊断和治疗的态度的自我评估和父母评估。治疗后评估了客户满意度和父母对 SKILLS 开放性问题的反应。使用定量和定性（内容分析）方法的组合对数据进行了分析。大多数参与者对小组干预表示满意。干预对症状和功能水平没有影响，尽管父母在干预后对孩子的诊断更加积极。父母对小组形式以及孩子有机会结识其他有类似症状的孩子持积极态度。父母希望有更多的互动元素和孩子分享经验的机会。我们得出结论，大多数参与者都接受了小组干预，尽管应该增加更多的激活练习和参与者之间互动的机会。由于干预组未与对照组进行比较，因此应谨慎解释结果。未来的研究应采用随机对照治疗设计，并研究对后续治疗依从性的影响。
