The Importance of Belonging to a Context: A Nurse-Led Lifestyle Intervention for Adult Persons with ADHD

Björk, Annette; Rönngren, Ylva; Wall, Erika

doi:10.1080/01612840.2020.1793247

Cited by 6 publications

(3 citation statements)

References 53 publications

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“…Both studies interviewed participants about their experience of completing the interventions and extracted themes using thematic and content analysis. Their analyses support the key mechanisms identified for effective psychosocial interventions with one theme highlighting the importance of trusting relationships with the clinician delivering the intervention (Björk et al, 2020 ), and the other emphasizing the sense of belonging and shared experience in group interventions (Nordby et al, 2021 ).…”

Section: Resultsmentioning

confidence: 87%

“…There were two studies that evaluated the effectiveness of interventions using qualitative methods (Nordby et al, 2021 ) with one using both qualitative and quantitative data to support their findings (Björk et al, 2020 ). Both studies interviewed participants about their experience of completing the interventions and extracted themes using thematic and content analysis.…”

Section: Resultsmentioning

confidence: 99%

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A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

2022

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Attention Deficit Hyperactivity Disorder (ADHD) is estimated to affect 3.5% of the global workforce. Despite the high prevalence rate, little is known about how best to support adults with ADHD (ADHDers) at work. Relevant research is dispersed across different disciplines such as medicine, health studies and psychology. Therefore, it is important to synthesize interventions aimed at ADHDers to examine what learning can be gleaned for effective workplace support. We conducted a systematic review of relevant interventions framed by realist evaluation and the Context-Intervention-Mechanism-Outcome classification to identify key mechanisms of effectiveness for workplace interventions. We searched 10 databases including a range of journals from medical science to business management applying predetermined inclusion criteria and quality appraisal through a risk of bias assessment for quantitative and qualitative methods. We synthesized 143 studies with realist evaluation. Most studies evaluated the effectiveness of pharmacological interventions highlighting the dominance of the medical approach to supporting ADHDers. Key mechanisms of effectiveness were identified from psychosocial interventions including group therapy, involvement of people in the ADHDers network, and the importance of the client-patient relationship. Overall, there is limited research that examines the effectiveness of workplace interventions for ADHDers. Furthermore, much of the existing research evaluates pharmacological interventions which is difficult to transfer to the workplace context. It is recommended that future research and practice consider the key mechanisms identified in this review when designing interventions as well as barriers to accessing support such as disclosure and self-awareness.

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Section: Resultsmentioning

confidence: 87%

Section: Resultsmentioning

confidence: 99%

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

2022

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“…Pre-COVID-19, when they were required to engage in considerate, close, physical contact, these students had a lack of comfort in trusting others with this intense level of social touch. Studied in relation to both ASD [73] and ADHD [74], this lack of trust in social touch demonstrates persistence into adult life. When students diagnosed with ADHD and/or ASD are permitted self-direction in learning, allowing them to determining the closeness of preferred interaction with others-as in online classroom interactions [75]-the disorder displayed by these young people was found to be mitigated.…”

Section: Reassessing Disorder In Adhd and Asd Post-covid-19mentioning

confidence: 99%

Disorder in ADHD and ASD Post-COVID-19

Nash

2021

COVID

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A diagnosis of either attention deficit/hyperactivity disorder (ADHD) or of autistic spectrum disorder (ASD) identifies an individual as unable to attend expectedly and appropriately, particularly in school settings. Until the COVID-19 pandemic, what defined the expected and the appropriate was considerate, close physical contact among people. In understanding that aerosol droplets from vocalization cause the transmission of the COVID-19 virus, what is acceptable contact has now shifted to distancing oneself from people and communicating in a way that eliminates vocal spray. The norms for socialization diametrically changed as a consequence of the pandemic. Yet, there has been no concurrent reassessment of the meaning of “disorder” related to ADHD and ASD within the school setting. A diagnosis of ADHD and/or ASD often brings with it an expectation for special education. Therefore, it is important that changes in social norms be recognized as they define the meaning of “disorder”. Investigated here is in what way each diagnosis demonstrates disorder in response to the imposed COVID-19 restrictions and how this can be anticipated to affect the schooling of those with ADHD and ASD during the pandemic.

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