成年ADHD的心理教育:关于特征,患者参与和内容的范围审查
Henrik Pedersen1,2, Tatiana Skliarova3, Sindre Andre Pedersen4
1Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. henrik.pedersen@ntnu.no.
BMC psychiatry
|January 25, 2024
概括
成人注意力缺陷/多动症障碍 (ADHD) 的精神教育缺乏明确的定义和患者参与. 需要更多的研究来建立一致的干预措施和有效治疗的定义.
科学领域:
- 精神病学是一个精神病学.
- 心理学 心理学 心理学
- 神经科学是一个神经科学.
背景情况:
- 精神教育越来越多地用于成人注意力缺陷/多动症障碍 (ADHD),补充或取代药物治疗.
- 目前没有关于成人多动症心理教育的综合文献评论.
- 本范围审查旨在描述现有的成人多动症心理教育干预措施.
研究的目的:
- 确定成人多动症心理教育干预措施的特点.
- 检查患者视角在干预开发和实施中的整合.
- 在这些干预中确定共同的主题并定义"精神教育".
主要方法:
- 在多个数据库 (MEDLINE,Embase,PsycINFO,科学网,Cochrane CENTRAL,AMED,临床试验.gov) 进行了全面的文献搜索.
- 使用了系统的选过程,使用了多个审查员.
- 报告了使用PRISMA-ScR检查清单和Arksey和O'Malley框架进行范围审查的发现.
主要成果:
- 包括10项研究,主要是以小组为基础的,在欧洲进行的.
- 确定了七个主要主题:诊断,治疗,体质健康,内幕观点,社交生活,应对技巧和工作.
- 指出缺乏患者参与干预开发,缺乏性和性别特定问题等主题.
结论:
- 目前关于成人ADHD心理教育的文献不足以进行系统的效果估计.
- 对心理教育的统一定义和理解对于未来的研究是必要的.
- 增加最终用户参与干预设计和交付至关重要,但目前很少见.
关键词:
更多关于 ADHD ADHD 的文章成人多动症成人多动症成人多动症超运动障碍 超运动障碍患者教育 患者教育患者参与 患者参与心理教育是一种精神教育.范围审查 范围审查用户参与 用户参与注意力缺陷/多动症障碍.更多相关视频
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