A Montoya1, F Colom, M Ferrin. 1. Clinical Research, Lilly Research Laboratories, Avenida de la Industria 30, Alcobendas, Spain.
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.
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 ADHDchildren (three studies), to ADHDchildren/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.
Authors: Nicole K Schatz; Gregory A Fabiano; Charles E Cunningham; Susan dosReis; Daniel A Waschbusch; Stephanie Jerome; Kellina Lupas; Karen L Morris Journal: Patient Date: 2015-12 Impact factor: 3.883
Authors: Maite Ferrin; Miguel Ruiz-Veguilla; Maria Blanc-Betes; Samaa El Abd; Teresa Lax-Pericall; Maxine Sinclair; Eric Taylor Journal: Eur Child Adolesc Psychiatry Date: 2012-06-20 Impact factor: 4.785
Authors: Maite Ferrin; J M Moreno-Granados; M D Salcedo-Marin; M Ruiz-Veguilla; V Perez-Ayala; E Taylor Journal: Eur Child Adolesc Psychiatry Date: 2013-12-01 Impact factor: 4.785