心理教育对患有注意力缺陷多动障碍的儿童和青少年影响的叙述性综述

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-05-02 DOI:10.1002/pits.23228

Ali Syed, Hugo A. E. Morandini, Parma Barbaro, Prue Watson, Pradeep Rao

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引用次数: 0

摘要

注意缺陷多动障碍（ADHD）是儿童和青少年（CAA）中最常见的神经发育障碍之一，其治疗方案包括多模式方法。心理教育是多模式治疗 ADHD 的一种潜在治疗方式。心理教育干预一般包括单节或多节课程，向受教育者提供有关多动症的教育，目的是促进患者在知情的情况下自我负责地管理疾病，并提高患者及其家人的生活质量。以往的综述强调了家长心理教育对患有多动症的儿童和青少年的多动症症状、行为问题和社交技能的积极影响。然而，仅对儿童进行心理教育干预以及父母与儿童注意力缺失症患者联合进行心理教育干预的效果尚不明确，调查也不充分。在本论文中，我们首次逐一回顾了仅对家长进行心理教育、仅对儿童进行心理教育以及家长和 CAA 联合进行心理教育对患有多动症的 CAA 在一系列领域的效果。研究结果表明，将心理教育纳入多动症治疗可改善多动症儿童的临床症状、社交技能、功能和家庭关系。

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A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self‐responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.