Download or read book Effectiveness of a Training Group for Mothers of Children with Attention Deficit Hyperactivity Disorder written by Sonnur Öztürk and published by . This book was released on 2003 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study involved implementation and assessment of a mothers training program for a group of mothers of children with attention deficit hyperactivity disorder (ADHD). Training aimed to improve mothers' knowledge of behavior management techniques and their capacity to handle daily stresses in raising their children. The population was mothers whose children were diagnosed with ADHD and receiving psychiatric treatment on an out-patient basis. A sample of 41 mothers participated in two experimental and one waiting list control groups. Pretest posttest quasi-experimental and waiting list control groups design was used in the study. The training program was translated and adapted from Cunningham's Community Parent Education Program (COPE). The program continued on a once a week basis for twelve weeks, each session lasting for two hours. Mothers, fathers, and children completed a series of measures to test the effectiveness of the training. Results indicated that no training related overall change on measures in which fathers and children were informant. However, there was evidence for effectiveness of training as far as mothers were concerned. Compared to mothers in the control group, mothers in the training groups obtained more knowledge on child management, and believed that their children's internalizing and total problems decreased. There was a minor tendency for a decrease in children's diagnostic symptoms as observed by mothers.

Download or read book Efficacy of Parent Training for Children with Attention deficit hyperactivity Disorder A Therapeutic Component Analysis written by Jennifer L. Sommer and published by . This book was released on 2007 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite prior research indicating Parent Training (PT) is an efficacious treatment for children with Attention-Deficit Hyperactivity Disorder (AD/HD), few conclusions can be made about the efficacy given the inconsistent manner in which PT programs have been implemented. Also remaining unclear is whether reported clinical improvements are due to altered parenting styles or other factors targeted by PT programs. In response to this situation, the current study conducted a therapeutic component analysis to determine whether a complete PT program, which included contingency management and AD/HD counseling (Anastopoulos & Barkley, 1990), was superior to a didactic-attention control (D-AC) group, which only taught AD/HD counseling. A total of 126 clinic-referred children with ADHD, between 6 and 11 years of age, and their parent(s) participated. Although increases in knowledge of AD/HD and contingency management were reported as predicted, differences in treatment effectiveness across the two groups did not emerge as anticipated; both groups experienced improvements related to child, parent, and family functioning. However, treatment-related group differences were evident with respect to child emotional functioning suggesting PT was superior to the D-AC group. These findings were examined in terms of their clinical significance using methodology by Jacobson and Truax (1991). Findings indicate that treatment aimed at increasing knowledge of AD/HD, which is rarely integrated into behavioral treatments, may enhance existing treatments.

Download or read book Helping the Noncompliant Child written by Rex Lloyd Forehand and published by Guilford Publications. This book was released on 1981 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mindful Parenting written by Susan Bögels and published by Springer Science & Business Media. This book was released on 2013-09-18 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite its inherent joys, the challenges of parenting can produce considerable stress. These challenges multiply—and the quality of parenting suffers—when a parent or child has mental health issues, or when parents are in conflict. Even under optimal circumstances, the constant changes as children develop can tax parents' inner resources, often undoing the best intentions and parenting courses. Mindful Parenting: A Guide for Mental Health Practitioners offers an evidence-based, eight week structured mindfulness training program for parents with lasting benefits for parents and their children. Designed for use in mental health contexts, its methods are effective whether parents or children have behavioral or emotional issues. The program's eight sessions focus on mindfulness-oriented skills for parents, such as responding to (as opposed to reacting to) parenting stress, handling conflict with children or partners, fostering empathy, and setting limits. The book dovetails with other clinical mindfulness approaches, and is written clearly and accessibly so that professionals can learn the material easily and impart it to clients. Featured in the text: Detailed theoretical, clinical, and empirical foundations of the program. The complete Mindful Parenting manual with guidelines for eight sessions and a follow-up. Handouts and assignments for each session. Findings from clinical trials of the Mindful Parenting program. Perspectives from parents who have finished the course. Its clinical focus and empirical support make Mindful Parenting an invaluable tool for practitioners and clinicians in child, school, and family psychology, psychotherapy/counseling, psychiatry, social work, and developmental psychology.

Download or read book Bridging the Gaps in Services for Families of Children with Attention deficit hyperactivity Disorder written by Constance M. Ross and published by . This book was released on 2002 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Differing opinions among the disciplines involved in the diagnosis and treatment of children with attention-deficit/hyperactivity disorder (ADHD) have left parents navigating in a maze of divergent languages, explanations, and treatment recommendations. This quantitative research study addressed the question of whether a parent training program was an effective treatment for families of children with ADHD residing in a rural community. Although this community-based study did not demonstrate statistically significant outcome measures, it did reveal some interesting side effects. The limitations and the clinical significance of the findings of the study are examined for future research purposes. In particular, the implications for social work practice with families of children with ADHD residing in rural communities are explored from an ecological perspective." --

Download or read book Organizational Skills Training for Children with ADHD written by Richard Gallagher and published by Guilford Publications. This book was released on 2014-03-19 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This indispensable manual presents an easy-to-implement intervention with proven effectiveness for children with ADHD in grades 3 to 5. Organizational skills training helps kids develop essential skill sets for organizing school materials, tracking assignments, and completing homework and other tasks successfully. Clinicians are provided with detailed session-by-session instructions and all of the tools needed to implement the program in collaboration with parents and teachers. In a large-size format for easy photocopying, the book includes nearly 100 reproducible handouts and forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. See also the related parent guide from Gallagher et al., The Organized Child: An Effective Program to Maximize Your Kid's Potential/m-/in School and in Life.

Download or read book The Effectiveness of Parent Training Groups in Changing Parental Perceptions of Children with ADHD And or Behavioral Disorders written by Jennifer L. Harrington and published by . This book was released on 1997 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines changes in parents' perceptions of their child's problem behaviors. These parents were enrolled in a parent training course to learn child management techniques. Their children had either ADHD and/or behavioral problems.

Download or read book Oxford Textbook of Attention Deficit Hyperactivity Disorder written by Tobias Banaschewski and published by Oxford University Press. This book was released on 2018 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: Oxford Textbook of Attention Deficit Hyperactivity Disorder is an authoritative, multi-disciplinary text covering the diagnosis, assessment and management of patients with ADHD.

Download or read book Validation of the Effectiveness of a Parent Training Program for Parents of Preschool age Children with Attention Deficit Hyperactivity Disorder written by Loni D. Kuhn and published by . This book was released on 2004 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The American Psychiatric Publishing Textbook of Psychiatry written by Robert E. Hales and published by American Psychiatric Pub. This book was released on 2008 with total page 1820 pages. Available in PDF, EPUB and Kindle. Book excerpt: Its previous edition hailed as "the best reference for the majority of practicing psychiatrists" (Doody's Book Reviews) and a book that "more than any other, provides an approach to how to think about psychiatry that integrates both the biological and psychological" (JAMA), The American Psychiatric Publishing Textbook of Psychiatry has been meticulously revised to maintain this preeminence as an accessible and authoritative educational reference and clinical compendium. It combines the strengths of its three editors -- Robert Hales in clinical and community psychiatry, Stuart Yudofsky in neuropsychiatry, and new co-editor Glen Gabbard in psychotherapy -- in recruiting outstanding authors to summarize the latest developments in psychiatry and features 101 contributors, 65 of whom are new to this edition. The book boasts a new interior design, with more figures and color throughout to aid comprehension. Each chapter ends with 5-10 key points, 5-10 recommended readings, and helpful Web sites not only for the clinician but also for patients and family members. The book also includes complimentary access to the full text online. Online benefits include powerful searching, electronic bookmarking, and access by username and password from wherever you have Web access -- especially convenient for times when the print copy of your textbook is not where you are. The online version is accompanied by a downloadable PowerPoint presentation, which contains a wealth of material to enhance classroom presentation, study, and clinical use. Among the improvements to this edition's content: • Of the text's 44 chapters, 23 either feature new topics or have new authors, making this the most completely revised edition yet.• New basic-science chapters on cellular and molecular biology of the neuron and on neuroanatomy for the psychiatrist conveniently distill essential information on the biological foundations of psychiatric disorders for clinicians.• A new chapter on human sexuality and sexual dysfunctions, and another new chapter on treatment of gay, lesbian, bisexual, and transgender patients, equips clinicians to address the entire spectrum of sexual issues and their attendant mental health concerns.• New chapters on nonpharmacological somatic treatments, supportive psychotherapy, and combination psychotherapy and pharmacotherapy augment the section on psychiatric treatments.• A new chapter on the assessment of dangerousness -- an individual's propensity to commit violent acts -- presents helpful guidelines for appropriately evaluating and minimizing the risk of violence in both outpatient and inpatient settings. Why The American Psychiatric Publishing Textbook of Psychiatry will be your first choice among comprehensive psychiatry textbooks: • Complimentary Access to the Full Text Online -- Online benefits include powerful searching, electronic bookmarking, and download to PDA.• PowerPoint Presentation -- Online version is accompanied by a downloadable PowerPoint presentation, which contains a wealth of material to help you enhance classroom presentation, study, and in clinical use. • Self-Assessment -- An interactive online Self-Assessment allows you to assess your knowledge of each chapter, with links back to the textbook when more study is needed.• Summary Points -- Each chapter ends with 5-10 key points, 5-10 recommended readings, and helpful web sites not only for the clinician but also for referral to patients and family members. • Co-Editor Glen O. Gabbard, M.D. -- As the third Co-Editor, Dr. Gabbard adds depth and perspective to psychotherapeutic approaches.• Chapter Authors -- Partnership of senior and junior faculty brings fresh insights tempered by wisdom and experience.• Peer-Reviewed -- Rigorously peer reviewed and updated to reflect the rapidly changing profession. • Disclosure of Interest Statements -- Disclosure from each chapter author assures you that potential biases have been removed.• Comprehensive But Concise -- Inclusion of essential information eases information overload.• Better Layout -- Larger type for text makes book easier to read and color figures are provided throughout the text. It's no wonder that this text has established itself as both a leading scholarly reference and an indispensable clinical resource. The American Psychiatric Publishing Textbook of Psychiatry is a proven teaching tool and an essential component of every practitioner's library.

Download or read book Defiant Teens written by Russell A. Barkley and published by Guilford Publications. This book was released on 2014-03-31 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This authoritative manual presents an accessible 18-step program widely used by clinicians working with challenging teens. Steps 1-9 comprise parent training strategies for managing a broad range of problem behaviors, including those linked to oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD). Steps 10-18 focus on teaching all family members to negotiate, communicate, and problem-solve more effectively, while facilitating adolescents' individuation and autonomy. In a convenient large-size format, the book includes practical reproducible handouts and forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition *Incorporates 15 years of research advances and the authors' ongoing clinical experience. *Fully updated model of the nature and causes of ODD. *Revised assessment tools and recommendations. *Reflects cultural changes, such as teens' growing technology use. See also the authors' related parent guide, Your Defiant Teen, Second Edition: 10 Steps to Resolve Conflict and Rebuild Your Relationship, an ideal client recommendation. For a focus on younger children, see also Dr. Barkley's Defiant Children, Third Edition (for professionals) and Your Defiant Child, Second Edition (for parents).

Download or read book Sequential Treatment of ADHD in Mother and Child AIMAC Study Importance of the Treatment Phases for Intervention Success in a Randomized Trial written by Christopher Jan Hautmann and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Background The efficacy of parent-child training (PCT) regarding child symptoms may be reduced if the mother has attention-deficit/hyperactivity disorder (ADHD). The AIMAC study (ADHD in Mothers and Children) aimed to compensate for the deteriorating effect of parental psychopathology by treating the mother (Step 1) before the beginning of PCT (Step 2). This secondary analysis was particularly concerned with the additional effect of the Step 2 PCT on child symptoms after the Step 1 treatment. Methods The analysis included 143 mothers and children (aged 6-12 years) both diagnosed with ADHD. The study design was a two-stage, two-arm parallel group trial (Step 1 treatment group [TG]: intensive treatment of the mother including psychotherapy and pharmacotherapy; Step 1 control group [CG]: supportive counseling only for mother; Step 2 TG and CG: PCT). Single- and multi-group analyses with piecewise linear latent growth curve models were applied to test for the effects of group and phase. Child symptoms (e.g., ADHD symptoms, disruptive behavior) were rated by three informants (blinded clinician, mother, teacher). Results Children in the TG showed a stronger improvement of their disruptive behavior as rated by mothers than those in the CG during Step 1 (Step 1: TG vs. CG). In the CG, according to reports of the blinded clinician and the mother, the reduction of children's disruptive behavior was stronger during Step 2 than during Step 1 (CG: Step 1 vs. Step 2). In the TG, improvement of child outcome did not differ across treatment steps (TG: Step 1 vs. Step 2). Conclusions Intensive treatment of the mother including pharmacotherapy and psychotherapy may have small positive effects on the child's disruptive behavior. PCT may be a valid treatment option for children with ADHD regarding disruptive behavior, even if mothers are not intensively treated beforehand

Download or read book Treatment for Single mothers of Children Diagnosed with ADHD written by and published by . This book was released on 2006 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: Behavioral parent training (BPT) is an evidence-based treatment for attention-deficit/hyperactivity disorder (ADHD). Not all families, however, derive equal benefits from BPT. In particular, single-mother households are more likely to drop out of treatment early, fail to show improvement following treatment, and fail to maintain treatment gains. There are a number of factors related to poor progress and outcomes for single mother families who participate in BPT, including high levels of depression, stress, maladaptive cognitions, and practical barriers to participation as well as low levels of social support. The present study randomly assigned single-mothers of children with ADHD to a wait-list control group, a traditional BPT program, or an enhanced BPT program that addressed the putative factors that impact single-mother families during and after participation in BPT. Results indicated both parent training approaches were effective in reducing problematic child behavior, some areas of psychosocial impairment, parenting behavior, and some areas of parental adjustment relative to the wait-list control group. The enhanced BPT program also provided significant benefits in these areas relative to the traditional BPT group. Moreover, the enhanced BPT program resulted in increased single-mother and child attendance and completion, homework compliance, and satisfaction with the program. Moreover, the data suggested that BPT resulted in maintenance of gains at 3-month follow-up. Despite these findings, results also indicated that BPT does not normalize functioning for most children. These results are discussed in light of the current literature on effective treatments for single-mothers of children with ADHD. Future directions for empirical investigation for high-risk families are discussed.

Download or read book The Efficacy of Working Memory Training for Children and Adolescents with Attention deficit hyperactivity Disorder Combined Type Compared to Children and Adolescents with Attention deficit hyperactivity Disorder Primarily Inattentive Type written by Synthia Sandoval Puffenberger and published by . This book was released on 2011 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study investigated the efficacy of a computer based working memory training program for 51 children and adolescence between the ages of 7 and 17. All participants involved in the study were classified as having ADHD, with either the primarily inattentive or combined type. Parents and teachers provided ratings of executive function and ADHD symptoms of participants before treatment, one month and four months following treatment. Data in this study were analyzed by ADHD subtype to better determine if any differences could be found by subtype population. At post treatment parents rated the DSM Inattentive group as improving on measures of both executive function and ADHD symptoms. Parent reported changes appeared to persist at four month follow up for this group. Teachers also reported change from pre to post treatment for the DSM Inattentive group on the BRIEF Initiate scale. There were no reported significant changes for the DSM combined group by either parent or teacher report from pre to post treatment. Regression analysis using the Conners' scales of inattention, hyperactivity, and oppositional at pre treatment as predictors for change at post treatment and four month follow up found that by parent report for the DSM Combined group, ratings of hyperactivity and opposition at pre treatment were negatively related to change post treatment. However, according to teacher report, opposition, hyperactivity, and inattention were positively related to reported change post treatment for both the Inattentive and Combined subtypes of ADHD. This data suggest that this training may be beneficial as an adjunct treatment for children with ADHD to focus on executive functioning deficits. This training may be more beneficial for those diagnosed with the Inattentive type of ADHD, possibly due to the detrimental or interfering behaviors of hyperactive and impulsive symptoms found in the Combined type population. However, more research is necessary to determine the validity of the treatment effects found, as well as if these findings are enduring. It is also necessary to determine if these findings go beyond 3rd party report and if they can also be found through objective measures of the participants, (i.e. using the Automated Working Memory Assessment or the Tower of London).

Download or read book ADHD and Hyperkinetic Disorder written by Tobias Banaschewski and published by . This book was released on 2015 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pocketbook serves as a concise and practical guide to the management of ADHD for child and adolescent psychiatrists and child psychologists, paediatricians, trainees, psychiatric specialist nurses, interested general practitioners, and other mental health professionals. The pocketbook provides a user-friendly introduction to the clinical understanding, evaluation, and treatment of ADHD. This edition has been updated to include new DSM-5 diagnostic criteria (May 2013) and to reflect more published studies on ADHD in the adult population, along with new data on the CNS stimulant drug LDX (Lisdexamfetamine Dimesylate).

Download or read book Homework Success for Children with ADHD written by Thomas J. Power and published by Guilford Press. This book was released on 2001-01-01 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This manual presents the first empirically supported homework intervention approach specifically developed for families coping with ADHD in children in grades 1-6. Special features include detailed case examples; checklists for monitoring interventions; recruiting instruments and outcome measures; and reproducible parent handouts. Ideal for use with groups of parents and children, or with one family at a time, this manual is intended for school psychologists and counselors, clinical child psychologists and other mental health practitioners, and special education professionals.

Download or read book The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder written by Christine Adelaide Hanson and published by . This book was released on 2009 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who were identified as having ADHD and other co-morbid diagnoses. The study provided a replication of effects, since participants were assigned to the experimental group or waiting-list control group, with the waiting list control group completing training after the experimental group had finished. Parents and teachers completed paper and pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, post-treatment, and four month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. These effects were maintained at a four month follow-up period. Teacher ratings did not indicate any significant results. The majority of participants did not show clinically significant or reliable changes. There is some evidence, provided by parent report, that WM may lead to improvements in ADHD symptoms, working memory, and other types of executive functioning; however, more research is needed to determine the validity of these treatment effects, whether treatment effects are maintained over longer follow-up periods, and whether the improvements that are found are clinically significant and reliable.