Relationship of Mothers' Recognition of Attention Deficit Hyperactivity Disorder (ADHD), Parenting Stress and Family Support in Children Diagnosed with ADHD

Purpose:The purpose of this study was to examine the effects of a parenting program applying CBT (Cognitive Behavior Therapy) on parenting behavior, parent satisfaction, and ADHD (Attention Deficit Hyperactivity Disorder) symptoms perceived by mother of children with a tendency to ADHD. Methods: The study was a one-group pretest-posttest design. The participants were 21 mothers in G city who have children with a tendency to ADHD. The mothers received the parenting program applying CBT for 2 sessions a week over 4 weeks. Data were collected from December, 2011 to January, 2012 and analyzed using paired t-test with the SPSS/WIN 18.0 program. Results: After attending the parenting program applying CBT, significant differences were found between pre and post test in parenting behavior (t=-2.16, p=.043) and ADHD scores (t=2.38, p=.027). Conclusion: The results indicate that the parenting program applying CBT is an effective nursing intervention to improve mothers' parenting behavior and decreasing ADHD symptoms perceived by mother of children with a tendency to ADHD. However a quasiexperimental research design with control group is necessary.

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Effects of a Parenting Program Applying Cognitive Behavior Therapy for Mothers of Children with a Tendency to ADHD

Kim

Park

Sung

2013

J Korean Acad Psychiatr Ment Health Nurs

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Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

Park

2017

J Korean Acad Nurs

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This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0)If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium. Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

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A Structural Equation Model on Quality of Life of Mothers of Children with Attention Deficit Hyperactivity Disorder

Park¹,

Jeon²

2017

Child Health Nurs Res

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The aim of this study was to explore how characteristics of ADHD children affect social support for mothers, parenting stress, parenting sense of competence, coping, and quality of life. The conceptual model was based on the Lazarus and Folkman's stress-evaluation-coping theory. Methods: Data were collected 208 mothers of children with ADHD. Data were analysed using SPSS 18.0 and AMOS 18.0 programs. Results: The proposed model was good fit for the data based on the model fit indices. Parenting stress, parenting sense of competence and coping directly affected quality of life but characteristics of the children and social support had only an indirect effect. The explanatory power of these variables was 52.1%. Conclusion: The results of this study indicate that nursing strategies to increase social support for mothers with ADHD children, lowers parenting stress, improves parenting sense of competence, and guides the parents to choose appropriate coping. In particular, as social support has the strongest influence on the quality of life, it is necessary to develop nursing intervention programs that utilize social support for parents with ADHD children.

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Relationship of Mothers' Recognition of Attention Deficit Hyperactivity Disorder (ADHD), Parenting Stress and Family Support in Children Diagnosed with ADHD

Cited by 4 publications

References 17 publications

Effects of a Parenting Program Applying Cognitive Behavior Therapy for Mothers of Children with a Tendency to ADHD

Effects of a Parenting Program Applying Cognitive Behavior Therapy for Mothers of Children with a Tendency to ADHD

Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

A Structural Equation Model on Quality of Life of Mothers of Children with Attention Deficit Hyperactivity Disorder

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