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Is psychoeducation for parents and teachers of children and adolescents with ADHD efficacious? A systematic literature review

Published online by Cambridge University Press:  16 April 2020

A. Montoya
Affiliation:
Clinical Research, Lilly Research Laboratories, Avenida de la Industria 30, 28108Alcobendas, Spain
F. Colom
Affiliation:
Psychoeducation and Psychological Treatments Area, Barcelona Bipolar Disorders Program, IDIBAPS-CIBERSAM, Institute of Neurosciences, Hospital Clinic, Barcelona, Spain
M. Ferrin*
Affiliation:
Child & Adolescent Psychiatric Unit, Complejo Hospitalario Jaen, Spain Developmental Neuropsychiatry Team at the Michael Rutter Centre, Department of Child & Adolescent, Psychiatry, Institute of Psychiatry, De Crespigny Park, Denmark Hill, London, UK
*
*Corresponding author. E-mail address: maite.Ferrin@kcl.ac.uk (M. Ferrin).
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Abstract

Objective

To identify evidence from comparative studies on the effects of psychoeducation programs on clinical outcomes in children and adolescents with ADHD.

Method

Articles published between January 1980 and July 2010 were searched through electronic databases and hand search. A qualitative systematic review of comparative studies of psychoeducation in ADHD was performed. Psychoeducation was considered if studies use a specific therapeutic program focusing on the didactically communication of information and provide patients and families with coping skills.

Results

Seven studies were identified (four randomized-controlled trials, three uncontrolled pre-post treatment designs). Studies differed on whether psychoeducation approaches were applied to parents of ADHD children (three studies), to ADHD children/adolescents and their families (three studies) or to their teachers (one study). Positive outcomes measured as improvement on a number of different variables, including patient's behavior, parent and child satisfaction, child's knowledge of ADHD, children's opinion of the use of medication and adherence to medical recommendations were found.

Conclusions

Although available evidence is limited and some findings may be difficult to be interpreted, the positive role of psychoeducation and other educational interventions in children and adolescents with ADHD in regard to several outcome measures is supported by most of the literature referenced in this review.

Type
Review
Copyright
Copyright © Elsevier Masson SAS 2011

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References

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