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SKILLS - A psychoeducational group programme for children with ADHD.

Sofia Lantz1, Charlotta Fornwall1, Måns Lööf2

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Summary
This summary is machine-generated.

This study found that a psychoeducational group intervention for children with attention-deficit/hyperactivity disorder (ADHD) was well-accepted but did not improve symptoms or function. Parents reported more positive attitudes toward the diagnosis post-intervention.

Keywords:
ADHDChildrengroup treatmentpsychoeducation

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Intervention Studies

Background:

  • Psychoeducation is a primary intervention for attention-deficit/hyperactivity disorder (ADHD).
  • Existing research primarily focuses on psychoeducation for adults or parents of children with ADHD.
  • There is a need to evaluate interventions specifically designed for children with ADHD.

Purpose of the Study:

  • To assess the acceptability and effectiveness of a group psychoeducational intervention for children diagnosed with ADHD.
  • To evaluate the impact of the intervention on ADHD symptoms, functional impairment, and attitudes towards diagnosis and treatment.

Main Methods:

  • A two-session psychoeducational group intervention (SKILLS) was administered to 125 children (aged 6-12) with ADHD and their parents.
  • Quantitative (pre- and post-treatment ratings) and qualitative (content analysis of open-ended feedback) methods were employed.
  • Data included self- and parent-ratings of symptoms, functional impairment, attitudes, and client satisfaction.

Main Results:

  • A majority of participants reported satisfaction with the group intervention.
  • The intervention did not significantly impact ADHD symptoms or functional levels.
  • Parents showed increased positivity towards their child's ADHD diagnosis post-intervention.

Conclusions:

  • The group psychoeducational intervention was generally accepted by children with ADHD and their parents.
  • While not improving symptoms, the intervention positively shifted parental attitudes towards the diagnosis.
  • Recommendations include incorporating more interactive elements and peer-sharing opportunities for future interventions.