Effectiveness of a focused, brief psychoeducation program for parents of ADHD children: improvement of medication adherence and symptoms
Effectiveness of a focused, brief psychoeducation program for parents of ADHD children: improvement of medication adherence and symptoms
复制标题
针对多动症儿童父母的集中、简短的心理教育计划的有效性：改善药物依从性和症状
DOI：
10.2147/ndt.s88625
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发表时间：
2015-01-01
影响因子：
3.2
通讯作者：
Niu, Wen-yi
中科院分区：
文献类型：
--
作者：
Bai, Guan-nan;Wang, Yu-feng;Niu, Wen-yi
目的：评估心理教育计划对ADHD儿童的父母在增强药理学治疗和改善临床症状方面的疗效。方法：我们根据计划行为理论（TPB）制定了一项心理教育计划。八十九个患有多动症的儿童被随机分配给家人，以接受3个月结构良好的心理教育（干预组，n = 44）或仅一般临床咨询（对照组，n = 45）。干预小组的父母进行了专家的讲座（幻灯片和家长手册），参加了两个专家指导的家长小组会议，并邀请参加专业的在线社区。在干预之前和之后，采取了父母对ADHD的了解，TPB模型的组成部分以及儿童ADHD症状的测量。在第一个和第三个月结束时，对药物依从性进行了彻底的评估。仅在干预组中评估了对心理教育计划的满意度。 Two-independent-samples t-test, ANOVA, and chi-square test were employed to compare differences between groups.Results: Compared to the control group, medication adherence in the intervention group was significantly higher after 1 and 3 months (97.7% intervention vs 75.6% control, P=0.002, and 86.4% intervention vs 53.3% control, P=0.001, respectively).因此，干预组的ADHD评级量表得分低于对照组（33.7 +/- 5.4 vs 45.1 +/- 7.9，p = 0.008）。与对照组相比，在干预组中观察到父母对ADHD的了解和TPB模型的许多组成部分的更大改善，特别是增加了遵守药物的意图（P
Objective To evaluate the efficacy of a psychoeducation program for parents of children with ADHD in enhancing adherence to pharmacological treatment and improving clinical symptoms. Methods We developed a psychoeducation program based on the theory of planned behavior (TPB). Eighty-nine children with ADHD were cluster randomly assigned for their families to receive 3 months of well-structured psychoeducation (intervention group, n=44) or only general clinical counseling (control group, n=45). Parents in the intervention group were given an expert lecture (with slides and a parent manual), attended two expert-guided parent group sessions, and were invited to join a professional-guided online community. Measurement of parents’ knowledge about ADHD, components of the TPB model, and child ADHD symptoms were taken before and after intervention. Medication adherence was assessed thoroughly at the end of the first and third months. Satisfaction with the psychoeducation program was assessed only in the intervention group. Two-independent-samples t-test, ANOVA, and chi-square test were employed to compare differences between groups. Results Compared to the control group, medication adherence in the intervention group was significantly higher after 1 and 3 months (97.7% intervention vs 75.6% control, P=0.002, and 86.4% intervention vs 53.3% control, P=0.001, respectively). Accordingly, the ADHD rating scale scores were lower in the intervention group than the control group after intervention (33.7±5.4 vs 45.1±7.9, P=0.008). Greater improvements in parents’ knowledge about ADHD and many components of the TPB model were observed in the intervention group, especially increased intention to adhere to medication, compared to the control group (P<0.001). Conclusion This psychoeducation program had a positive impact on both medication adherence and clinical symptoms of ADHD children. It could be considered as a potential beneficial supplement to clinical practice.