This article aims to review a number of studies on interventions towards children involving parents and/or peers to improve social skills among children with Attention-Deficit Hyperactivity Disorder, including reviews of the type of interventions, participants, materials, and setting of interventions applied in the research. The review was conducted in several research results published in some international journals. Articles that examined interventions to improve the social skills of children with ADHD apart from international journals such as articles from newspapers/ magazines and book reviews were not included in the analysis. The results of the review showed that the types of interventions applied comprising play-based therapy, social skills training, parents training, cognitive-behavioral therapy, peer-age training, emotional management training, and self-control training. Intervention settings used including at homes, classes, or playrooms involving therapists, parents, teachers, and other children who had or had no disabilities. Social skills training and play-based therapy that involved peers and parents were used more often compared to other types of interventions and proven to be effective in improving the ADHD children's social skills.
The subject is a college student woman who has changes in functionality in everyday life. Subject has a bad view of herself and tend to like to compare herself with others, especially physical problems. As a result, subject tend to be easily sad, lose interest, often feel tired and sometimes bring up suicidal thoughts. The assessment methods used were clinical interview, observation, and psychological tests, namely the Weschler Adult Intelligence Scale, graphics, Thematic Apperception Test, the Beck Depression Inventory II scale and WHODAS. Subject was diagnosed with major depressive disorder with moderate level of functioning. The intervention used was rational-emotive behavior therapy which was composed of five sessions. This therapy is used with the aim of reducing depression levels through changing irrational beliefs to become more rational. The results of the intervention showed a decrease in the subject's level of depression as indicated by changes in the scores obtained before and after the intervention was given.
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