The Importance of Therapeutic Processes in School-Based Psychosocial Treatment of Homework Problems in Adolescents With ADHD
The Importance of Therapeutic Processes in School-Based Psychosocial Treatment of Homework Problems in Adolescents With ADHD
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DOI：
10.1037/ccp0000300
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发表时间：
2018-05-01
影响因子：
5.9
通讯作者：
Green, Cathrin D.
中科院分区：
文献类型：
--
作者：
Breaux, Rosanna P.;Langberg, Joshua M.;Green, Cathrin D.
目的：评估两个简短的学校为基础的心理社会治疗的重要性，针对作业问题的青少年注意力缺陷多动障碍（ADHD）的学校心理卫生专业人员提供。方法：被诊断患有ADHD的222名中学生（72%为男性; M-年龄= 12.00岁，SD = 1.02）被随机分配接受应急管理或基于技能的家庭作业问题治疗。两种治疗均包括16次单独会议（每次20分钟）和2次家长/家庭会议。青少年和学校的心理健康专业人员报告的工作联盟中的治疗;专业人士评价青少年参与的每一个16届会议，家长参与家长会议期间，和家长的承诺，执行既定的家庭作业计划。家长会的出席情况也有记录。结果：治疗过程预测客观，家长报告，和教师报告的学术成果。父母的参与是特别重要的权变为基础的治疗，而工作联盟和青少年的参与是最重要的技能为基础的治疗。结论：建立强有力的工作联盟和让家长和学生参与等治疗过程是学校心理健康方案中提供和接受治疗的关键要素，应得到明确的培训和监测。
Objective: To evaluate the importance of therapeutic processes in two brief school-based psychosocial treatments targeting homework problems in adolescents with attention-deficit/hyperactivity disorder (ADHD) as delivered by school mental health professionals. Method: A sample of 222 middle school students (72% male; M-age = 12.00 years, SD = 1.02) diagnosed with ADHD was randomized to receive either a contingency-management or a skills-based treatment for homework problems. Both treatments included 16 individual sessions (20-min each) and 2 parent/family meetings. Adolescents and school mental health professionals reported on the working alliance in the middle of the treatment; professionals rated adolescent involvement at each of the 16 sessions, parent involvement during both parent meetings, and parent commitment to carry out the established homework plan. Attendance at parent meetings was also recorded. Results: Therapeutic processes predicted objective, parent-reported, and teacher-reported academic outcomes. Parent engagement was particularly important for the contingency-based treatment, whereas working alliance and adolescent involvement were most important for the skills-based treatment. Conclusions: Therapeutic processes such as developing a strong working alliance and engaging parents and students are key elements of treatment delivery and receipt in school-based mental health programming and should be explicitly trained and monitored.