Children's Naive Concepts of OCD and How They Are Affected by Biomedical Versus Cognitive Behavioural Psychoeducation

Butlin, B; Wilson, Charlotte

doi:10.1017/s1352465818000115

Cited by 7 publications

(4 citation statements)

References 45 publications

(51 reference statements)

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“…Yet, if the information provided is conflicting, children and parents may well be left with incoherent integration of the information provided and feel confused as to how to understand themselves or their children. Subsequently, this could affect expectations of coping, recovery and future development [13,[40][41][42][43].…”

Section: Discussionmentioning

confidence: 99%

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

et al. 2022

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Background Psychiatric classifications are understood in many different ways. For children with ADHD and their parents, psychoeducation is an important source of information for shaping their understanding. Moreover, psychoeducation is often taken by children and parents to represent how their story is understood by the therapist. As a result, the way psychoeducation is formulated may affect the therapeutic alliance, one of the most robust mediators of treatment outcome. In addition, psychoeducation may indirectly influence the way we understand psychological differences as a society. Methods To better understand how the classification ADHD is given meaning through psychoeducation, we analyzed 41 written psychoeducational materials from four different countries; the USA, UK, Netherlands and Hungary. Results We identified five patterns of how the materials construct the discourse on ADHD. Notably, tension between biomedical and psychosocial perspectives resulted in conflict within a single thematic stance on ADHD as opposed to a conflict between parties with a different vision on ADHD. There were only few differences between countries in the way they constructed the discourse in the materials. Conclusions These conflicts cause confusion, misrepresentation and decontextualization of ADHD. Ultimately, for those diagnosed with ADHD and their parents, conflicting information in psychoeducation materials may hamper their ability to understand themselves in the context of their difficulties.

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Section: Discussionmentioning

confidence: 99%

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

et al. 2022

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“…The relatively viable natural candidate is psychoeducation. Psychological education in primary interventions is expected to raise people’s awareness of pediatric OCD and help parents identify their children’s risk traits early [ 11 , 19 , 97 ]. However, these strategies have not been fully evaluated, and we have no idea whether psychoeducation is likely to be effective in protecting against pediatric OCD.…”

Section: Primary Secondary and Tertiary Prevention Of Pediatric Ocdmentioning

confidence: 99%

Early Identification and Intervention in Pediatric Obsessive-Compulsive Disorder

Liu

Fan

2023

Brain Sciences

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Obsessive-compulsive disorder (OCD) is a psychiatric disorder characterized by persistent thoughts with subsequent repetitive behaviors. Interventions that are effective for adult OCD cannot simply be generalized to pediatric OCD, since OCD in children and adolescents usually has a different clinical presentation, etiology and course from adult OCD. Delayed and inadequate treatment is associated with a worse prognosis, making the need for early identification and intervention in pediatric OCD very urgent. In this paper, we reflected on the current constraints that make early interventions for pediatric OCD unpromoted and reviewed the approaches with potential application for early identification and early intervention in pediatric OCD, categorized by three-level prevention stages corresponding to a clinical staging model. Since the etiology of pediatric OCD is still unclear, primary prevention is most lacking, and early interventions for pediatric OCD are currently focused on the secondary prevention stage, which aims to prevent the conversion of obsessive-compulsive symptoms into full-blown OCD; tertiary prevention mostly focuses on the alleviation of mild to moderate OCD, while interventions for co-morbidities are still in their infancy. We closed by considering the important research questions on this topic.

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“…For instance, for healthy individuals without OCD symptoms, but a positive family history of the condition (and/or Tics; Stage 0), we recommend watchful observation by the parents and/or the subject themselves and psychoeducation. Although these strategies have not yet been comprehensively evaluated, there is some evidence that, even at the minimal doses, psychoeducation modifies the individual's conceptualisations of OCD, and therefore the outcomes [79]. In contrast, approaches for individuals with subthreshold OCD (Stage I) have included a 3-hour cognitive behavioural workshop, which in one clinical trial reduced number of OCD symptoms at 5-month follow-up, and the extent of thought action fusion (TAF) at 1 and 5-month follow-up [80].…”

Section: A Stepped Care Approach According To Stagingmentioning

confidence: 99%

A Clinical Staging Model for Obsessive–Compulsive Disorder: Is It Ready for Prime Time?

Fontenelle

Yücel

2019

EClinicalMedicine

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Recent changes to the diagnostic classification of obsessive–compulsive disorder (OCD), including its removal from the anxiety/neurotic, stress-related and somatoform disorders chapters of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and International Classification of Diseases 11th Revision (ICD-11), are based on growing evidence of unique pathogenic signatures and linked diagnostic and treatment approaches. In this review, we build on these recent developments and propose a ‘clinical staging model’ of OCD that integrates the severity of symptoms and phase of illness for personalised case management. A clinical staging model is especially relevant for the early identification and management of subthreshold OCD - a substantial and largely neglected portion of the population who, despite having milder symptoms, experience harms that may impact personal relationships, work-related functioning and productivity. Research on the pathogenesis, classification and management of such cases is needed, including the development of new outcomes measures that prove sensitive to changes in future clinical trials. Early intervention strategies in OCD are likely to yield better long-term outcomes.

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Children's Naive Concepts of OCD and How They Are Affected by Biomedical Versus Cognitive Behavioural Psychoeducation

Abstract: Psychoeducation for childhood OCD is impactful. Despite its wide use by clinicians and mental health services, biomedical psychoeducation appears to have deleterious effects. Children's concepts of OCD merit attention but caution should be applied in how they are targeted.

Cited by 7 publications

References 45 publications

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

Early Identification and Intervention in Pediatric Obsessive-Compulsive Disorder

A Clinical Staging Model for Obsessive–Compulsive Disorder: Is It Ready for Prime Time?

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