Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Oliveira, Clarissa T.; Dias, Ana Cristina Garcia

doi:10.9788/tp2018.1-10en

Cited by 7 publications

(6 citation statements)

References 38 publications

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“…The findings of this scoping review underscore the positive influence of psychoeducational group interventions on adults with ADHD, particularly in improving ADHD symptoms. These results align with those of Nimmo-Smith et al (2020) [ 20 ], Oliveira et al (2018) [ 74 ], and Montoya et al (2011) [ 30 ], who found that non-pharmacological interventions improve ADHD symptoms among children [ 30 ] and adults with ADHD [ 20 , 74 ]. Moreover, the positive outcomes reported in this scoping review align with previous research highlighting the effectiveness of psychoeducational interventions in other psychiatric conditions.…”

Section: Discussionsupporting

confidence: 89%

Psychoeducational group interventions for adults diagnosed with attention-deficit/ hyperactivity disorder: a scoping review of feasibility, acceptability, and outcome measures

Skliarova,

Pedersen,

Holsbrekken

et al. 2024

BMC Psychiatry

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Introduction Although psychoeducational group interventions are increasingly used for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD), a comprehensive review focused on the feasibility and acceptability indicators of these interventions remains lacking. Furthermore, although previous research has explored various aspects of psychoeducation for ADHD, such as its definition and approaches, limited research has focused on the synthesis for outcome measures and patients’ experiences related to these interventions. Therefore, this scoping review aims to map the existing evidence reported on psychoeducational group interventions for adults diagnosed with ADHD. The objective is to provide a comprehensive overview of feasibility indicators, acceptability, and outcome measures used in psychoeducational group interventions. Method A comprehensive structured literature search on the topic was performed in seven bibliographic databases, and the resulting records were independently screened, and their data extracted by two reviewers. We followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-S) to ensure the transparency and rigor of this scoping review. Results The searches yielded 7510 records. Eight studies met the inclusion criteria. These included studies were conducted in European countries and the United States. Among these, six studies used a randomized control design, one an open feasibility trial, and one a pre-post intervention design. All the studies reported some feasibility and acceptability indicators. While all the studies reported on the severity of symptoms of ADHD as an outcome measure, some also reported on outcomes related to psychological or mental-health problems, quality of life, changes in knowledge regarding ADHD, or the level of self-esteem, functioning, and impairment. Conclusion This scoping review revealed that psychoeducational group interventions are generally acceptable for patients in terms of patient satisfaction with the group intervention. All included studies reported some feasibility indicators, with some reporting good attendance and relatively low dropout rates. Most studies reported positive effects on ADHD and mental health symptoms, suggesting that these interventions are beneficial for adults with ADHD. However, several gaps exist regarding the reporting on the feasibility indicators, acceptability, and outcome measures employed across studies.

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Section: Discussionsupporting

confidence: 89%

Psychoeducational group interventions for adults diagnosed with attention-deficit/ hyperactivity disorder: a scoping review of feasibility, acceptability, and outcome measures

Skliarova,

Pedersen,

Holsbrekken

et al. 2024

BMC Psychiatry

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“…One possible consequence is that children diagnosed with ADHD and their parents might be confused. One of the main aims of psychoeducation is to help children and parents better understand their problems and subsequently promote better coping [37][38][39]. Yet, if the information provided is conflicting, children and parents may well be left with incoherent integration of the information provided and feel confused as to how to understand themselves or their children.…”

Section: Discussionmentioning

confidence: 99%

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

et al. 2022

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Background Psychiatric classifications are understood in many different ways. For children with ADHD and their parents, psychoeducation is an important source of information for shaping their understanding. Moreover, psychoeducation is often taken by children and parents to represent how their story is understood by the therapist. As a result, the way psychoeducation is formulated may affect the therapeutic alliance, one of the most robust mediators of treatment outcome. In addition, psychoeducation may indirectly influence the way we understand psychological differences as a society. Methods To better understand how the classification ADHD is given meaning through psychoeducation, we analyzed 41 written psychoeducational materials from four different countries; the USA, UK, Netherlands and Hungary. Results We identified five patterns of how the materials construct the discourse on ADHD. Notably, tension between biomedical and psychosocial perspectives resulted in conflict within a single thematic stance on ADHD as opposed to a conflict between parties with a different vision on ADHD. There were only few differences between countries in the way they constructed the discourse in the materials. Conclusions These conflicts cause confusion, misrepresentation and decontextualization of ADHD. Ultimately, for those diagnosed with ADHD and their parents, conflicting information in psychoeducation materials may hamper their ability to understand themselves in the context of their difficulties.

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“…Psychoeducational interventions aim to increase patients’ knowledge and acceptance of their health condition [23]. Providing information about ADHD, its treatment, and symptom management strategies improves treatment satisfaction and treatment adherence, and enhances self-esteem and quality of life [19, 24]. Among the studies conducted with adults, positive results were obtained regarding inattention symptoms [25, 26], self-esteem [27, 28], anxiety and depressive symptoms [27, 29], and relationships with others [28, 29].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effectiveness of the FOCUS ADHD App in monitoring adults with attention-deficit/hyperactivity disorder

Carvalho,

Haas,

Zeni

et al. 2023

Eur. Psychiatr.

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Background The current investigation assessed a) the performance of the FOCUS ADHD mobile health application (App) in increasing pharmacological treatment adherence and improving patients’ knowledge of attention-deficit/hyperactivity disorder (ADHD) and b) the impact of implementing a financial incentive for using the App (i.e., a discount on medication). Methods In a randomized, blind, parallel-group clinical trial, 73 adults diagnosed with ADHD were allocated into three groups for 3 months: a) Pharmacological treatment as usual (TAU); b) TAU and the App (App Group); and c) TAU and the App + a commercial discount on the purchase of medication prescribed for ADHD treatment (App + Discount Group). Results There was no significant difference in mean treatment adherence between groups, assessed as a medication possession ratio (MPR). However, the App + Discount Group exhibited greater medication intake registrations compared with the App Group during the initial phase of the trial. The financial discount also produced a 100% App adoption rate. App use did not increase ADHD knowledge, though knowledge scores were high at baseline. The usability and quality of the App were rated favorably. Conclusions The FOCUS ADHD App achieved a high adoption rate and positive evaluations by users. Use of the App did not increase adherence to treatment as measured by MPR, but, for App users, the addition of a financial incentive to use the App produced an increase in treatment adherence in terms of medication intake registrations. The present results offer encouraging data for combining incentives with mobile digital health solutions to positively impact treatment adherence in ADHD.

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Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Cited by 7 publications

References 38 publications

Psychoeducational group interventions for adults diagnosed with attention-deficit/ hyperactivity disorder: a scoping review of feasibility, acceptability, and outcome measures

Psychoeducational group interventions for adults diagnosed with attention-deficit/ hyperactivity disorder: a scoping review of feasibility, acceptability, and outcome measures

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

Evaluation of the effectiveness of the FOCUS ADHD App in monitoring adults with attention-deficit/hyperactivity disorder

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