玩耍应对多动症：提高儿童和家长的知识水平并改进他们的策略

IF 1.7 Q3 PSYCHIATRY Journal of Behavioral and Cognitive Therapy Pub Date : 2024-06-01 DOI:10.1016/j.jbct.2024.100496

Stéphanie Vanwalleghem , Rafika Zebdi

{"title":"玩耍应对多动症：提高儿童和家长的知识水平并改进他们的策略","authors":"Stéphanie Vanwalleghem , Rafika Zebdi","doi":"10.1016/j.jbct.2024.100496","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><p>The aim of this study was to assess the benefits of a psychoeducational game for the ADHD knowledge and coping strategies of children and parents, and its effects on ADHD symptoms and executive functioning.</p></div><div><h3>Method</h3><p>34 parents’ and 34 children’s knowledge of ADHD and coping strategies (7–13 years old, 26 boys), and children’s ADHD symptoms and executive functioning were measured before and after a four-week control phase and after a four-week test phase during which the families played with the game.</p></div><div><h3>Results</h3><p>(1) An improvement of children’s knowledge about ADHD was found; (2) both parents and children showed an increase in their reported number of coping strategies; (3) small improvements in ADHD symptoms and executive functioning were reported by the parents.</p></div><div><h3>Conclusions</h3><p>Playing was beneficial for both the children and their parents. However, the results underline the children’s difficulty in describing their ADHD and in perceiving the help provided by their parents.</p></div>","PeriodicalId":36022,"journal":{"name":"Journal of Behavioral and Cognitive Therapy","volume":"34 2","pages":"Article 100496"},"PeriodicalIF":1.7000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Playing to cope with ADHD: Improving knowledge and strategies among children and parents\",\"authors\":\"Stéphanie Vanwalleghem , Rafika Zebdi\",\"doi\":\"10.1016/j.jbct.2024.100496\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><p>The aim of this study was to assess the benefits of a psychoeducational game for the ADHD knowledge and coping strategies of children and parents, and its effects on ADHD symptoms and executive functioning.</p></div><div><h3>Method</h3><p>34 parents’ and 34 children’s knowledge of ADHD and coping strategies (7–13 years old, 26 boys), and children’s ADHD symptoms and executive functioning were measured before and after a four-week control phase and after a four-week test phase during which the families played with the game.</p></div><div><h3>Results</h3><p>(1) An improvement of children’s knowledge about ADHD was found; (2) both parents and children showed an increase in their reported number of coping strategies; (3) small improvements in ADHD symptoms and executive functioning were reported by the parents.</p></div><div><h3>Conclusions</h3><p>Playing was beneficial for both the children and their parents. However, the results underline the children’s difficulty in describing their ADHD and in perceiving the help provided by their parents.</p></div>\",\"PeriodicalId\":36022,\"journal\":{\"name\":\"Journal of Behavioral and Cognitive Therapy\",\"volume\":\"34 2\",\"pages\":\"Article 100496\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Behavioral and Cognitive Therapy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2589979124000143\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral and Cognitive Therapy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2589979124000143","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHIATRY","Score":null,"Total":0}

引用次数: 0

摘要

本研究旨在评估心理教育游戏对儿童和家长多动症知识和应对策略的益处，以及对多动症症状和执行功能的影响。方法在为期四周的对照阶段和为期四周的测试阶段前后，分别测量了34名家长和34名儿童（7-13岁，26名男孩）的多动症知识和应对策略，以及儿童的多动症症状和执行功能。结果(1) 发现儿童对多动症的认识有所提高；(2) 家长和儿童报告的应对策略数量均有所增加；(3) 家长报告多动症症状和执行功能略有改善。然而，结果表明，儿童在描述自己的多动症和感知父母提供的帮助方面存在困难。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Playing to cope with ADHD: Improving knowledge and strategies among children and parents

Objective

The aim of this study was to assess the benefits of a psychoeducational game for the ADHD knowledge and coping strategies of children and parents, and its effects on ADHD symptoms and executive functioning.

Method

34 parents’ and 34 children’s knowledge of ADHD and coping strategies (7–13 years old, 26 boys), and children’s ADHD symptoms and executive functioning were measured before and after a four-week control phase and after a four-week test phase during which the families played with the game.

Results

(1) An improvement of children’s knowledge about ADHD was found; (2) both parents and children showed an increase in their reported number of coping strategies; (3) small improvements in ADHD symptoms and executive functioning were reported by the parents.

Conclusions

Playing was beneficial for both the children and their parents. However, the results underline the children’s difficulty in describing their ADHD and in perceiving the help provided by their parents.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊