Effectiveness of Psychoanalytic Psychotherapy and Behavioral Therapy Treatment in Children with Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder

Laezer, Katrin Luise

doi:10.1080/15289168.2015.1014991

Cited by 17 publications

(17 citation statements)

References 27 publications

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“…behavior disorders. 73 participants, aged 6-11 years old, with oppositional defiant disorder and/or attention deficit hyperactivity disorder were recruited into this controlled observational study (Laezer, 2015).…”

Section: Disruptive Behavior Disordersmentioning

confidence: 99%

“…Seven of the studies (30%) had an active comparison group, three of which were treatment as usual (Balottin et al, 2014;Rossouw & Fonagy, 2012;Salzer et al, 2013), while the other four compared psychoanalytic treatment to therapeutic approaches including cognitive-behavioural therapy, family therapy and psychosocial interventions (Goodyer et al, 2016;Kolaitis et al, 2014;Laezer, 2015;Ryynänen et al, 2015). Of the remaining studies, four (24%) had a passive comparison group as they had a waitlist control group (Edlund & Carlberg, 2016;Edlund et al, 2014;Göttken et al, 2014;Weitkamp et al, 2014), while two (12%) used a community comparison group (Atzil-Slonim et al, 2011 and five (29%) had no control group or did not report outcomes of the control group (Clausen et al, 2012;Emanuel et al, 2014;Gatta et al, 2016;Krischer et al, 2013;Milrod et al, 2013;Salzer et al, 2014;Seiffge-Krenke & Nitzko, 2011;Stefini et al, 2013;Sugar & Berkovitz, 2011a, 2011b.…”

Section: Assessment Of Study Qualitymentioning

confidence: 99%

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Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base

Midgley

O’Keeffe

French

et al. 2017

Journal of Child Psychotherapy

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Introduction Psychodynamic psychotherapy with children and adolescents is an approach to working with young people that draws on psychoanalytic ideas, whilst also integrating ideas from other disciplines, including developmental psychology, attachment theory and neuroscience (Alvarez, 2012; Kegerreis & Midgley, 2014; Lanyardo & Horne, 2009). Although the term 'psychodynamic therapy' covers a range of approaches, most of them share what Kegerreis & Midgley (2014) refer to as "the central idea ... that behaviour, emotions and responses have an inherent logic and meaning-a way in which the child's problems, despite their apparent unhelpfulness, make some kind of emotional sense. Their roots lie in the internal world of the child that has been built up from his earliest experiences and relationships" (p.38) i. In 2011, we published a critical review of the evidence base for psychodynamic therapy with children and adolescents (Midgley & Kennedy, 2011). In that paper, we identified 34 studies, published before March 2011, which formally evaluated therapy outcomes for children aged 3-18. Of these studies, nine were randomised controlled trials (RCTs), three had a quasiexperimental design, eight were controlled observation studies and fourteen were observational studies without a control group. Psychodynamic therapy

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Section: Disruptive Behavior Disordersmentioning

confidence: 99%

Section: Assessment Of Study Qualitymentioning

confidence: 99%

Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base

Midgley

O’Keeffe

French

et al. 2017

Journal of Child Psychotherapy

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“…Although disruptive disorders are a common reason for referral to child mental health services, only six studies have specifically examined the efficacy of psychodynamic psychotherapy for these children. Three of these involve a mixed population including children diagnosed with Oppositional Defiant Disorder (ODD), Disruptive Disorder, Conduct Disorder (CD) and Attention Deficit Hyperactivity Disorder (ADHD) (Eresund, 2007 ; Laezer, 2015 ; Weitkamp et al, 2017 ). One study focused on children and young people specifically diagnosed with CD (Edginton et al, 2018 ), and one focused on children diagnosed with ODD (Prout et al, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…The findings showed that 31% of the children in the treatment group experienced clinically significant improvement compared with 8% of those in the control group. Laezer ( 2015 ) conducted a controlled observation study involving 73 children aged 6–11, with ODD or ADHD (which DSM-5 categorizes as a neurodevelopmental disorder). One group of participants received psychoanalytic psychotherapy, whilst the other group received behavioral therapy and/or medication.…”

Section: Resultsmentioning

confidence: 99%

The Evidence-Base for Psychodynamic Psychotherapy With Children and Adolescents: A Narrative Synthesis

et al. 2021

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Despite a rich theoretical and clinical history, psychodynamic child and adolescent psychotherapy has been slow to engage in the empirical assessment of its effectiveness. This systematic review aims to provide a narrative synthesis of the evidence base for psychodynamic therapy with children and adolescents. Building on two earlier systematic reviews, which covered the period up to 2017, the current study involved two stages: an updated literature search, covering the period between January 2017 and May 2020, and a narrative synthesis of these new studies with those identified in the earlier reviews. The updated search identified 37 papers (28 distinct studies). When combined with papers identified in the earlier systematic reviews, this resulted in a combined total of 123 papers (82 distinct studies). The narrative synthesis of findings indicates that there is evidence of effectiveness for psychodynamic therapy in treating a wide range of mental health difficulties in children and adolescents. The evidence suggests this approach may be especially effective for internalizing disorders such as depression and anxiety, as well as in the treatment of emerging personality disorders and in the treatment of children who have experience of adversity. Both the quality and quantity of empirical papers in this field has increased over time. However, much of the research demonstrates a range of methodological limitations (small sample sizes, lack of control groups etc.), and only 22 studies were Randomized Controlled Trials. Further high-quality research is needed in order to better understand the effectiveness of psychodynamic psychotherapy for children and young people.

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“… The NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder, also known as the MTA study, (Arnold et al, 1997; Swanson et al, 2008) did not include it in the treatment arsenal, and neither the reviews of psychosocial treatments by Eyberg, Nelson and Boggs ( 2008) nor by Pelham and Fabiano (2008) comprised it. I only know of one systematic study of psychoanalytic therapy (Laezer, 2015). In this Frankfurt study, which was a controlled trial with a naturalistic observational design, 43 children received two years of psychotherapy without medication.…”

Section: Adhd and Psychodynamic Therapymentioning

confidence: 99%

Interpreting the inner world of ADHD children: psychoanalytic perspectives

Salomonsson

2017

International Journal of Qualitative Studies on Health and Well

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ADHD is increasingly seen as associated with cerebral dysfunction and caused by it. This development is concomitant with an emphasis on medication, behavioural treatments, and parent training programmes. In contrast, psychoanalytic therapy has receded into the background and is often viewed as inefficient or even noxious. This paper argues that such views are based on a misunderstanding of the scope of psychotherapy. Though much more systematic research is needed to establish its efficacy, it can inform on the ADHD child’s emotional experiences. It can shed light on the connections between his/her inner world and symptoms, such as attention deficits, hyperactivity, and impulsivity. On the other hand, it cannot establish causality in the individual or general case. If we recall that the diagnosis is based on a list of symptoms, not of etiology, we realize that this limitation applies to any scientific perspective on ADHD. Psychoanalytic treatment is one of several approaches to understanding ADHD and helping the child cope with it. This is achieved by the psychoanalytic method, a hermeneutic approach with which the analyst interprets the child’s behaviours and communications as they emerge in the session. The implications of such an approach are discussed.

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Effectiveness of Psychoanalytic Psychotherapy and Behavioral Therapy Treatment in Children with Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder

Cited by 17 publications

References 27 publications

Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base

Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base

The Evidence-Base for Psychodynamic Psychotherapy With Children and Adolescents: A Narrative Synthesis

Interpreting the inner world of ADHD children: psychoanalytic perspectives

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