Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis

Abstract

Objective: Attention Deficit Hyperactivity Disorder (ADHD) can be associated with limited understanding of the condition and poor social skills. Some evidence favors a psychoeducational approach, but little is known about the effectiveness of psychoeducation. Methods: Systematic review and meta-analysis of studies assessing psychoeducational interventions that aim to improve social skills of young people with ADHD. Results: Ten studies, including 943 participants, reported across 13 papers met the inclusion criteria. Although effect sizes were small, findings suggest the included interventions significantly improved social skills in young people with ADHD. Conclusions: Results show promise for psychoeducational behavioral interventions . However, the recommendations that can be developed from existing evidence are somewhat limited by the low quality of studies. Further rigorous trials are needed. In addition, future research should consider the long-term outcomes for these interventions, they should be iteratively co-designed and research should consider the context they intend to be delivered in.

Smartphone-assisted psychoeducation in adult attention-deficit/hyperactivity disorder: A randomized controlled trial

“…The rationale of psychoeducation is to educate about the course of the disorder, its causes and maintenance factors, treatment options, and also to focus on the patient's individual strengths, resources and opportunities for development. Although psychoeducation generally shows promising results, the overall study quality is considered relatively low, and few studies have systematically examined effects in adult ADHD (Montoya et al, 2011;Powell et al, 2022;Vaag et al, 2019). Consequently, the European Network Adult ADHD considers psychoeducation to be effective in principle, but also emphasizes the need to further develop structured psychoeducation programs (Kooij et al, 2010;Kooij et al, 2019).…”

The suitability and acceptability of a co-designed prototype psychoeducational activity book for seven- to eleven-year-olds with ADHD

“…Despite existing evidence, there is little age-appropriate information or interventions that are accessible and available for young people with ADHD (Powell et al 2021). It is also important to involve young people and families in the co-design such information (Sanders and Stappers 2008) as codesigned interventions are more likely to be accepted and lead to impact (Greenhalgh et al 2016), and very little co-designed materials for this population exists.…”

Psychoeducation and Family Intervention by Parents of Children with Attention Deficit Hyperactive Disorder: A Comprehensive Review

“…The effectiveness of psychoeducation for individuals with ADHD depends on other comorbid mental disabilities, socio-demographic factors, the severity of ADHD, gender, and parental involvement. Psychoeducation helps children with ADHD gain socializing knowledge but does not improve social skills if the individual has inadequate exposure to society, making them less experience and having limited practice in socialising (Powell et al, 2021). Other studies have also reported that the social problems among children with ADHD are related to inconsistent social training and a lack of social knowledge (Aduen et al, 2018).…”