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针对患有注意力缺陷多动障碍（ADHD）的大学生所采取行动的系统评价。

A systematic review of actions aimed at university students with ADHD.

作者信息

Álvarez-Godos María, Ferreira Camino, Vieira María-José

机构信息

Department of Psychology, Sociology and Philosophy, University of Leon, Leon, Spain.

出版信息

Front Psychol. 2023 Jul 7;14:1216692. doi: 10.3389/fpsyg.2023.1216692. eCollection 2023.

DOI:10.3389/fpsyg.2023.1216692
PMID:37484095
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10361779/
Abstract

University students with Attention Deficit Hyperactivity Disorder (ADHD) need to have a range of actions at their disposal that are tailored to their needs. The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 to 2022, following the PICOC and PRISMA guidelines. A sample of 24 studies are analysed through the MAXQDA 2022 software. The results show two types of studies, on the one hand, supporting actions offered directly by universities to their students and, on the other, intervention programs from which university students have benefit but outside the university settings. Concerning the first type, universities mainly offer accommodations linked to exams, tutoring and online courses adapted to ADHD students. About the second type, programmes focused on cognitive-behavioural therapy, coaching and mindfulness have proven to be useful with ADHD university students. In this sense, further research is needed to analyze the viability of including these intervention programs for ADHD students at universities.

摘要

患有注意力缺陷多动障碍（ADHD）的大学生需要有一系列适合其需求的行动措施。本研究的目的是遵循PICOC和PRISMA指南，通过对2017年至2022年期间的教育资源信息中心（ERIC）、科学网（WOS）和Scopus数据库进行系统综述，分析对患有ADHD的大学生的支持措施。通过MAXQDA 2022软件对24项研究样本进行了分析。结果显示有两类研究，一方面是大学直接为学生提供的支持措施，另一方面是大学生从中受益但并非在大学环境内的干预项目。关于第一类，大学主要提供与考试相关的便利条件、辅导以及适合ADHD学生的在线课程。关于第二类，事实证明专注于认知行为疗法、辅导和正念的项目对患有ADHD的大学生很有用。从这个意义上说，需要进一步研究来分析在大学中纳入这些针对ADHD学生的干预项目的可行性。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/b790d9f9d23c/fpsyg-14-1216692-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/5a5a9b2b43d9/fpsyg-14-1216692-g001.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/b790d9f9d23c/fpsyg-14-1216692-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/5a5a9b2b43d9/fpsyg-14-1216692-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/2b138f5a7ce4/fpsyg-14-1216692-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/0b7f23f7b008/fpsyg-14-1216692-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/1bc8658ba7ec/fpsyg-14-1216692-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/216f/10361779/b790d9f9d23c/fpsyg-14-1216692-g005.jpg

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J Consult Clin Psychol. 2021 Jan;89(1):21-33. doi: 10.1037/ccp0000553.
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