Increasing Perceptions of Self‐Worth in Preadolescents Diagnosed with ADHD

Frame, Kathleen; Kelly, Lynn; Bayley, Elizabeth W.

doi:10.1111/j.1547-5069.2003.00225.x

Cited by 18 publications

(39 citation statements)

References 15 publications

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“…Therefore, the nurse should be responsive to all family members and refer to treatment when necessary. [15][16][17][18] According to the American Psychiatric Association (APA) that five evidence-based treatments exist for children with ADHD in the form of stimulant medication lines, behavioral parent training, social skills training, summer treatment programs and behavioral classroom interventions. [10] Although, drug therapy is the most common method for treating ADHD and stimulant medicines are fairly effective for many children, but 42% of children don't response to medicines and increase behavioral problems.…”

Section: Introductionmentioning

confidence: 99%

“…[1,3,19] Researches have shown that play therapy can manage all issues related to self-esteem & self-concept, adapting to new situations as a new school, uncharacteristic behavior as withdrawn, being aggressive and destructive, keeping friends, symptomatic behavior such as stomach ache, bed-wetting, headache, depression, anxiousness, ADHD, psychological trauma from birth of a sibling, parent divorce or death of a parent, in addition to nightmares, fear and anxiety. [1,3,15,20] Pediatric and school nurses, psychologists in addition to play therapists work with children of all ages in a trusting and safe environment to help shift perspectives of difficult experiences and increase confidence and self-esteem. They may work as part of a team or individually, and may ask a referral for additional professional support as part of therapy.…”

Section: Introductionmentioning

confidence: 99%

“…The main aim of a play therapist is to help children with better coping mechanisms and adaptive behaviors for everyday life and develop a more positive view of their place in the world. [15,17,18] Primary care clinicians and nurses cannot work alone in the treatment of preschool and school-aged children with ADHD. Ongoing communication with parents, teachers, and other school-based professionals is necessary to monitor the progress and effectiveness of specific interventions.…”

Section: Introductionmentioning

confidence: 99%

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Effect of applying play therapy on children with attention deficit hyperactivity disorder

El-Nagger

Abo-Elmagd

Ahmed³

2017

JNEP

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Background: Attention Deficit Hyperactivity Disorder (ADHD) is a serious public health problem affecting a large number of children that often lasts into adulthood, and it is characterized by persistence of inattention, hyperactivity and impulsivity that interferes with functioning or development. Children with ADHD are managed with appropriate pharmacological and non-pharmacological intervention such as educational, psychological, behavioral support and play therapy. Whereas, play therapy is a technique during which the child would be given an opportunity to experience development under the most ideal circumstances. Aim: Evaluate the effect of applying play therapy on children with ADHD.Methods: Study Design: A quasi experimental. Setting: The study was conducted in Badghish care & Rehabilitation center at Jeddah in Kingdom of Saudi Arabia. Subjects: Purposive sample composed of 40 preschool & school age children with ADHD with their parents and teachers. Study Tools: Data were collected through using a self-administered questionnaire for the parents to assess the socio-demographic characteristics of the studied children and their families, Conner's Abbreviated Parents and Teachers Rating scale, it was used to assess and evaluate the problematic behaviors of children with ADHD for their responses and progress monitoring through play therapy, Children's Symptom Inventory (CSI-4)-Parents and Teachers Form Scale, it was used to assess the children for ADHD symptoms including; inattention, hyperactivity and impulsivity through their parents and teachers and Vanderbilt ADHD Parent and Teacher Rating Scale, it was used to assess children's anxiety symptoms through their parents and teachers.Results: The mean age of children was 6.282 ± 1.52 years. Also, 67.5% of children were boys and 32.5% were girls. Meanwhile, there were high statistical significant differences (p-value at .00) regarding children inattention, hyperactivity and impulsivity as reported by their parents and teachers pre and post applying play therapy. Conclusions:The current study concluded that applying play therapy had a positive effect on paying attention, decreasing hyperactivity and controlling impulsive behavior of children with ADHD. Also, there were statistical significant differences in children's emotional and behavioral disturbances pre and post applying play therapy sessions. Recommendations: Encourage parents to cooperate actively when play therapy sessions are held for persistency of treatment effects and further studies should be carried out on the effectiveness of play therapy and use of other different kinds of therapies for children with ADHD are beneficial.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of applying play therapy on children with attention deficit hyperactivity disorder

El-Nagger

Abo-Elmagd

Ahmed³

2017

JNEP

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“…141,[189][190][191][192][193][194][195][196][197][198][199][200][201][202] Forty-seven contained data suitable for meta-analyses; seven studies 141,162,180,186,191,192,198 included empirical data that could not be meta-analysed and that were, therefore, synthesised narratively. Three studies 104,143,185 included some data that were meta-analysed and some data that were synthesised narratively.…”

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

“…144 For seven studies where the relevant empirical data were not reported or available from the study authors, only narrative synthesis was conducted. 141,162,180,186,191,192,198 All data were extracted by MR and checked by DM with all disagreements resolved successfully through discussion.…”

Section: Statistical Informationmentioning

confidence: 99%

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived Competence, and Self-Worth: Evidence and Implications for Students and Practitioners

Martin

2012

Handbook of Children With Special Health Care Needs

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Increasing Perceptions of Self‐Worth in Preadolescents Diagnosed with ADHD

Abstract: Participation in a school-based, nurse-led support group was positively associated with perception of self-worth in preadolescents diagnosed with ADD or ADHD.

Cited by 18 publications

References 15 publications

Effect of applying play therapy on children with attention deficit hyperactivity disorder

Effect of applying play therapy on children with attention deficit hyperactivity disorder

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived Competence, and Self-Worth: Evidence and Implications for Students and Practitioners

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