青少年注意缺陷多动障碍辨证行为治疗技能训练的初步研究。

IF 1.4 Q3 PSYCHIATRY
Irina Landin, Sean Perrin, Pia Tallberg, Jonas Borell, Peik Gustafsson
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引用次数: 0

摘要

背景:注意缺陷多动障碍(ADHD)是一种常见的神经发育障碍,与许多方面的功能和生活质量受损有关。越来越多的人认识到,需要对患有多动症的青少年进行简短而有效的社会心理干预。目的:本研究的目的是评估基于辩证行为疗法的技能训练小组在常规临床护理环境中治疗青少年多动症的可行性和初步效果。方法:10例ADHD/ADD (Attention deficit Disorder,注意缺陷障碍)青少年进行为期10周的心理教育、正念等自我调节技能训练。主要结局是治疗前和治疗后监护人评定的adhd症状和参与者评定的生活质量的变化。次要结果是治疗前和治疗后参与者评价的执行功能、抑郁、焦虑和治疗满意度的变化,以及父母/监护人评价的执行功能。在治疗前、治疗后和12周的随访中使用所有症状/功能量表。结果:10名参与者中有8名完成了治疗,治疗完成者的出勤率为80%,治疗满意度很高。根据意向治疗分析,除生活质量外,从治疗前到随访期间,主要和次要结局均有改善。根据完成者的分析,从治疗前到随访期间,监护人评定的ADHD症状和执行功能、抑郁、焦虑和生活质量都有所改善。治疗完成者在治疗前至12周随访期间的未控制效应量在注意力不集中、执行功能和生活质量方面为中等,在抑郁和焦虑方面为较大。结论:目前的研究表明,基于dbt的技能组培训是可行的,对于治疗完成者来说,在12周的随访中评估的一系列症状领域和生活质量都有显著改善。然而,这只是一个探索性的发现,可以归因于自然改善或回归均值。因此,有必要进行进一步的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Dialectical Behavioral Therapy Skills Training for Adolescents with Attention Deficit Hyperactivity Disorder: A Pilot Study.

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder associated with impairments in numerous aspects of functioning and quality of life. There is a growing recognition that brief and effective psychosocial interventions are needed for youth with ADHD.

Objective: The aim of this study was to assess the feasibility and preliminary effectiveness of a dialectical behavioral therapy-based skills training group for adolescents with ADHD in a routine clinical care setting.

Methods: Ten adolescents with ADHD/ADD (Attention Deficite Disorder) commenced a 10-week training group including psychoeduction, mindfulness and other self-regulatory skills training. Primary outcomes were pre- to post-treatment changes in guardian-rated ADHD-symptoms and participant-rated quality of life. Secondary outcomes were pre- to post-treatment changes in participant-rated executive functioning, depression, anxiety, and treatment satisfaction, as well as parent/guardian-rated executive functioning. All symptom/functioning scales were administered at pre-treatment, post-treatment, and a 12-week follow-up.

Results: Eight of the ten participants completed treatment, with > 80% attendance for treatment completers and high ratings for treatment satisfaction. Based on the intention-to-treat analyses, there were improvements from pre-treatment to follow-up in primary and secondary outcomes except quality of life. Based on the completer's analyses, there were improvements from pre-treatment to follow-up for guardian rated ADHD symptoms and executive functioning, depression, anxiety, and quality of life. Uncontrolled effect sizes for pre-treatment to 12-week follow-up for treatment completers were medium for inattention, executive functioning, and quality of life, and large for depression and anxiety.

Conclusions: The present study suggests that the DBT-based skills group training was feasible and, for treatment completers, yielded significant improvements across a range of symptom domains and quality of life assessed at the 12-week follow-up. However, this is only an exploratory finding and could be attributed to natural improvement or regression toward the mean. Therefore, further studies are warranted.

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