Challenges experienced by parents living with a child with attention deficit hyperactivity disorder

M, Mofokeng; Wath, Anna Elizabeth Van der

doi:10.2989/17280583.2017.1364253

Cited by 35 publications

(34 citation statements)

References 24 publications

(24 reference statements)

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“…The present findings were in line with previous studies (e.g. Mofokeng & van der Wath, 2017) that these parents are at risk of depression, marital problems, and other forms of personal distress. They experience less satisfaction from their parenting, that often lower their ability to cope with the child, and cause a feeling of lower parental capacity and lower self-esteem compared to parents of typical children (Williams et al, 2014) and the burden of raising a child with disability might affects the mental health of the parents (Mofokeng & van der Wath, 2017).…”

Section: Discussionsupporting

confidence: 94%

“…Mofokeng & van der Wath, 2017) that these parents are at risk of depression, marital problems, and other forms of personal distress. They experience less satisfaction from their parenting, that often lower their ability to cope with the child, and cause a feeling of lower parental capacity and lower self-esteem compared to parents of typical children (Williams et al, 2014) and the burden of raising a child with disability might affects the mental health of the parents (Mofokeng & van der Wath, 2017). I addition, as was earlier found (Kendall, 1998), the existence of the disorder causes family tension, might evoke misunderstanding between the members of the family, and creates negative feelings in the family members.…”

Section: Discussionmentioning

confidence: 99%

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Parents’ Voice: Parents’ Emotional and Practical Coping with a Child with Special Needs

Heiman¹

2021

PSYCH

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Raising a child with special needs is challenging for most parents. The current study sought to focus on the emotional feelings of parents of children diagnosed with autism spectrum disorder, with attention deficit/hyperactivity disorder, or with learning disabilities. This qualitative study examined 41 parental retrospective perceptions and feeling regarding six aspects: 1) Emotional feelings toward the child referring to different period of his/her life. 2) Emotional feelings in the marital relationships. 3) Personal feelings of the parent. 4) Emotional feelings toward the educational systems. 5) Support and coping. 6) Needs and thoughts regarding the future. Findings revealed that parents from all groups, were experiencing a difficult period following diagnosis and in their daily routines. They described a lot of stress, anxiety, and anger. Some parents described their relationships as unstable and as involving conflicts and disagreements, others adopted a more positive mindset and with the challenges they were facing. Many parents referred to the emotional support and guidance they were receiving either as part of a support group or by visiting a therapist. The present findings contribute to our knowledge regarding the emotional experience of parents raising a child with disability, and highlight the vulnerability of parents with a child with special needs.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Parents’ Voice: Parents’ Emotional and Practical Coping with a Child with Special Needs

Heiman¹

2021

PSYCH

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“…One mechanism is mental health symptoms as a result of parenting stress (Duca, 2015;Gerstein, Crnic, Blacher, & Baker, 2009;Kim, Dababnah, & Lee, 2019 stress (Hayes & Watson, 2013;Theule, Wiener, Tannock, & Jenkins, 2013). This heightened stress level originates from the burden of care, isolation, and educational challenges associated with their parenting role (Anderson, 2008;Lohaus et al, 2017;Mofokeng & van der Wath, 2017).…”

Section: Parent's Mental Health May Underpin Family Resiliencementioning

confidence: 99%

Family resilience and flourishment: Well‐being among children with mental, emotional, and behavioral disorders

Herbell

Breitenstein

Melnyk

et al. 2020

Research in Nursing & Health

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Approximately 20% of children and adolescents in the United States are affected by mental, emotional, and behavioral (MEB) disorders. Child flourishment and family resilience contribute to healthy family development, including the promotion of child MEB wellbeing. Identifying factors that promote child flourishment and family resilience are critical. This study aimed to determine the prevalence and parenting factors associated with family resilience and child flourishment among children aged 6–17 years with MEB disorders. This was a secondary analysis of the 2016–2017 National Survey of Children's Health. The sample consisted of parents and their children (n = 1,900, weighted n = 5,375,670). Data were weighted to be representative of the US population and analyzed using descriptive statistics and linear regression. We found that only 6.3% of children aged 6–17 with an MEB were optimally flourishing. Parental aggravation was negatively associated with child flourishment, and parental coping was positively associated with child flourishment. In total, 66.5% of families with children exhibited resilience. Parental coping and availability of parental emotional support were positively associated with family resilience. Potential interventions that leverage study findings include parent training to increase parental emotional regulation (e.g., increase frustration tolerance, coping skills) and family navigation services to increase parental support (e.g., emotional support, coping skills) through the child's treatment trajectory. Overall, this study provides evidence of a disparity in flourishment in America's youth with MEB disorders, and despite this adversity, families are resilient.

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“… Avoid social events because of child’s disruptive behavior Everyday battles to get ready for school, finish homework, go to bed on time, etc. Difficulty getting child to obey commands/have to try different motivational techniques Acceptance of diagnosis leads to happier experiences Lloyd et al 18 To understand impact of ADHD on HRQoL from the perspective of adolescent patients and their caregivers 20 adolescents (aged 11–16) with ADHD who had received at least 1 month of medication or therapy-based treatment within the past year 17 parents or caregivers of children with ADHD who had held the role of primary caregiver for at least 5 years Semistructured interviews regarding ADHD impact on HRQoL 9 interviews conducted with adolescent and caregiver together All other interviews conducted individually Positive attitudes toward physical education/activities (eg, swimming and climbing) Physical activity improved mood and concentration Clumsy and accident-prone (including injury) Difficulty settling at night/falling asleep Poor concentration, easily distracted, forgetful, poor listening, planning, and organizational skills School difficulties including problems with written work and making simple mistakes, difficulty organizing themselves, and difficulty completing homework Social skills underdeveloped Reported having only a few friends/feeling lonely Excluded from clubs for hyperactive/impulsive behavior Teased/bullied by peers Easily provoked to anger Become annoyed and frustrated with those around them Often lack self-confidence or self-esteem Mofokeng et al 19 To explore the experiences of parents living with a child with ADHD Parents (n=10) of children ages 6–12 who were assessed by a psychiatrist and diagnosed with ADHD, per DSM-IV criteria Unstructured interviews starting with one open-ended question: “What are your experiences as a parent living with a child diagnosed with ADHD?” Interviews were supplemented by interviewers’ field notes Open-ended probe questions were asked following responses N/A Living with a child with ADHD/dealing with ADHD behavior described as demanding, stressful, and burdensome <...>…”

Section: Resultsmentioning

confidence: 99%

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

Markowitz¹,

Oberdhan²,

Ciesluk³

et al. 2020

NDT

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Purpose: Various clinical outcome assessments (COAs) are used in clinical research to assess and monitor treatment efficacy in pediatric attention-deficit/hyperactivity disorder (ADHD) trials. It is unclear whether the concepts assessed are those that are important to patients and their caregivers. The concepts measured by commonly used COAs in this population have not been explicitly compared. Methods: We conducted reviews of the qualitative literature to extract information on pediatric ADHD-related concepts reported by pediatric patients, parents, and teachers. Using these concepts, we developed a conceptual framework of pediatric ADHD using both the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria and the additional symptoms and behavioral impacts identified in the literature. We searched for COAs that have been used in pediatric ADHD research and mapped their items based on their conceptual underpinning. Results: Of the 27 COAs found in the empirical literature, 4 COAs assessed only DSM symptoms. The most comprehensive coverage of our conceptual framework was seen in the Swanson, Nolan, and Pelham Rating Scale-DSM-IV (SNAP-IV). Eighteen COAs were used in at least 1 clinical trial: ADHD-Rating Scale-IV (ADHD-RS-IV) was used most often (n=77), followed by SNAP-IV (n=50), Swanson, Kotkin, Agler, M-Flynn, and Pelham Scale (SKAMP; n=31), Weiss Functional Impairment Rating Scale (WFIRS; n=24), and Vanderbilt ADHD Diagnostic Rating Scale (VADRS; n=15). Conclusion: We identified symptoms and behavioral impacts from qualitative studies in pediatric ADHD that are not included in DSM-based criteria. Most COAs used in pediatric ADHD clinical trials measure only those symptoms listed in the DSM. While these COAs can measure symptom severity, they may not assess the full range of symptoms and impacts important to patients and their caregivers. Future research is needed to measure all concepts important to patients and caregivers within ADHD clinical trials.

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Challenges experienced by parents living with a child with attention deficit hyperactivity disorder

Cited by 35 publications

References 24 publications

Parents’ Voice: Parents’ Emotional and Practical Coping with a Child with Special Needs

Parents’ Voice: Parents’ Emotional and Practical Coping with a Child with Special Needs

Family resilience and flourishment: Well‐being among children with mental, emotional, and behavioral disorders

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

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