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Attention Deficit Hyperactivity Disorder (ADHD) is a disorder with extremely complex etiology, not yet well defined but certainly multi-factorial. This study investigated the possible etiopathogenetic role of ADHD symptoms and psychopathology disorders in parents of children with ADHD. We present a case-control study of parents of 50 children affec...
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Objective
Trajectory approaches are a popular way of identifying subgroups of children and adolescents at high risk for developing alcohol use problems. However, mounting evidence challenges the meaning and utility of these putatively discrete alcohol trajectories, which can be analytically derived even in the absence of real subgroups. This study...
Citations
... The growing burden of ADHD increases the psychological strain on parents, with mothers of children with ADHD particularly affected by anxiety, depression, and stress (Ramli et al. 2007). Moreover, parents of ADHD children have a higher likelihood of depression compared to controls (Margari et al. 2013). Research on parent-child dynamics in ADHD has highlighted the influence of demographic factors like the child's age and sex, and the parents' marital and socioeconomic status on parents' psychological distress (Harrison et al. 2002). ...
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition in children in Saudi Arabia based on the results of the national mental health survey. ADHD significantly impacts the child and their family dynamics, particularly causing increased stress and diminished life quality for parents. In Saudi Arabia, there is a research gap regarding the quality of life and coping mechanisms of parents managing children with ADHD. This study assesses levels of depression and anxiety, quality of life, and coping strategies used by parents of children diagnosed with ADHD. Methods: We conducted a cross-sectional online survey with 151 parents of ADHD-diagnosed children, utilizing the WHOQOL-BREF for life quality, the brief-COPE for coping strategies, and the Patient Health Questionnaire (PHQ): depression (PHQ9-9 items) and generalized anxiety (GAD7-7 items) modules. Results: Among the parents surveyed, 36% reported moderate to severe depression, while 39.1% experienced moderate to high anxiety levels. Quality of life positively correlated significantly with higher household monthly income (HHI), employment status, sibling count, and effective coping strategies. Conversely, a parent's age, educational level, and particularly maternal status were inversely related to anxiety levels, with fathers displaying higher maladaptive coping scores. Conclusion: The study sheds light on the considerable anxiety and depression experienced by parents of children with ADHD, significantly affecting their quality of life. Lower parents' quality of life is associated with high levels of depression, anxiety, and ineffective coping strategies. These insights highlight the critical need for interventions to aid parental mental health, thereby improving their overall quality of life amidst ADHD challenges.
... The presence of ADHD in a child or adolescent has a major impact on their future, but also on family dynamics. It is now established that parents have higher levels of stress [146] and depressive symptomatology than parents of ordinary children [147], and a low sense of self-efficacy [148]. ...
tAttention Deficit Disorder with or without Hyperactivity (ADHD is a neurodevelopmental disorder which affects the day-to-day functioning of children and adults with this condition. Pharmacological treatment can reduce the symptoms associated with ADHD, but it has some limitations. The objective of this symposium is to determine the effects of non-pharmacological approaches on ADHD symptoms. Results indicate that the following intervention are promising approaches: cognitive behavioral therapy (CBT),mindfulness-based interventions (MBI), yoga, cognitive and metacognitive intervention, neurofeedback and parental training programs. Current research advocates multimodal approaches in conjunction with school or work accommodations integrating innovative technologies.
... Caregivers of children with ADHD also benefit from physical activity. The responsibilities associated with caring for children with developmental disorders often provoke increased stress, anxiety, depression, and poorer quality of life [28,48,49]. However, caregivers who engage in more physical activity are better able to manage the psycho-emotional challenges of caregiving. ...
Physical activity supports symptom management in children with ADHD and reduces the mental health burden associated with caregiving for children with ADHD. Survey-based research shows that COVID-19 reduced physical activity among diverse populations. This study used a qualitative approach situated within a socioecological framework to (1) understand how COVID-19 impacted physical activity of children with ADHD and their caregivers, to (2) identify barriers to their physical activity, and to (3) identify potential areas of support. Thirty-three participants were interviewed between October 2020 and January 2021. Content analysis revealed that physical activity declined for children and caregivers; significant barriers were social isolation and rising intrapersonal difficulties such as diminishing self-efficacy and energy levels and increased mental health difficulties. Worsening mental health further alienated caregivers and children from physical activity, undermining its protective effects on ADHD symptom management and mental wellbeing. Participants identified needing community support programs that offer virtual, live physical activity classes as well as psycho-emotional support groups. There is vital need to support physical activity opportunities during high-stress situations in families managing ADHD to buffer against diminishing mental wellbeing. This will promote further physical activity engagement and allow families to reap the cognitive, psychological, and emotional benefits.
... Upstream of the COVID-19 context, several studies found an increased risk of psychiatric symptoms in parents of children with psychiatric disorders themselves [15][16][17][18][19][20] . Some found the same symptoms in parents and children 15,18 . ...
... A Dutch study of 1866 children and their parents revealed that parental depressive and Attention Deficit Hyperactivity Disorder (ADHD) symptoms were further predicted by offspring depression and offspring ADHD, respectively 15 . Another study found that parents' symptoms were not always equivalent to their children's mental health issues 17 . An Italian case-control study of the parents of 50 children affected by ADHD and of 45 age-and gender-matched healthy children investigated parental psychatric disorders in ADHD children 17 . ...
... Another study found that parents' symptoms were not always equivalent to their children's mental health issues 17 . An Italian case-control study of the parents of 50 children affected by ADHD and of 45 age-and gender-matched healthy children investigated parental psychatric disorders in ADHD children 17 . Compared to parents of children without mental health issues, parents of ADHD children reported higher levels of depression (Odds ratio (OR) 2.36; 95% Confidence Interval (CI) 1. 31-4.26) and anxiety disorder (OR 2.01; 95% CI 1.05-3.79) ...
Several risk factors of children’s mental health issues have been identified during the pandemic of COronaVIrus Disease first appeared in 2019 (COVID-19). This study aims to fill the knowledge gap regarding the association between parents’ and children’s mental health issues during the COVID-19 school closure in France. We conducted a cross-sectional analysis of data collected in the SAPRIS-ELFE study during the COVID-19 pandemic in France. Using multinomial logistic regressions, we estimated associations between parents’ and children’s mental health issues. Symptoms of anxiety were assessed by the General Anxiety Disorder-7 (GAD-7) and depression by the Patient Health Questionnaire-9 (PHQ-9) for the parents. Hyperactivity/inattention and emotional symptoms in children were assessed by the Strengths and Difficulties Questionnaire (SDQ). The sample included 3496 children aged 8 to 9 years, of whom 50.0% were girls. During the school closure, 7.1% of responding parents had moderate to severe levels of anxiety and 6.7% had moderate to severe levels of depression. A total of 11.8% of the children had an abnormal hyperactivity/inattention score and 6.6% had an abnormal emotional symptoms score. In multivariate regression models, parental moderate to severe level of anxiety and moderate to severe level of depression were associated with abnormal hyperactivity-inattention score (adjusted Odds Ratio (aOR) 3.31; 95% Confidence Interval (CI) 2.33–4.70 and aOR 4.65; 95% CI 3.27–6.59, respectively) and abnormal emotional symptoms score in children (aOR 3.58; 95% CI 2.33–5.49 and aOR 3.78; 95 CI 2.47–5.78 respectively). Children whose parents have symptoms of anxiety and/or depression have an increased likelihood of symptoms of hyperactivity/inattention and emotional symptoms during school closures in France due to COVID-19. Our findings suggest that public health initiatives should target parents and children to limit the impact of such crises on their mental health issues.
... Among the variety of disorders learners with special needs (SN) may have, Attention Deficit Hyperactivity Disorder (ADHD) is the most common, and the number of children diagnosed with it continues to rise (Montague and Dietz, 2006). It is defined as a neuropsychological disorder characterized by an individual's inability to organize learning behaviors in order to achieve the expected results, and it may be expressed in a variety of learning processes or behaviors alongside certain multi-factorial perspectives (Goldstein and Naglieri, 2008;Francesco et al., 2013;Barkley, 2020). These pupils are usually assessed as having normative intelligence skills but requiring some changes that can be implemented in the classroom to help them learn more efficiently. ...
Given that teachers’ attitudes are an essential constituent of most academic and social processes taking place in their classrooms, the authors of the current study examined teachers’ attitudes and their origins specifically toward the inclusion of pupils with ADHD, taking into account demographic variables, teachers’ professionalism, and either a personal diagnosis of ADHD or prior acquaintance with it through relatives. The data, gathered from 475 participants’ responses to questionnaires, revealed that professional teacher training was only a secondary factor influencing attitudes regarding the inclusion of children with ADHD. A more prominent factor was teachers’ own diagnosis of ADHD or prior experience with children/relatives with ADHD. Study results are followed by practical suggestions for improving teacher education based on these findings.
... Behavioral disturbances in children with ADHD have been shown to be associated with maternal depression, and these behavioral problems also adversely affect parenting (31,32). Most studies have shown higher depressive findings in mothers of children with ADHD compared to mothers of children without ADHD (11,33,34). Additionally, children of depressive mothers exhibit more behavioral problems than those of non-depressive mothers (35). ...
... It was also found that there was a significant positive relationship between the ADHD symptoms of the children and the severity of the mother's anxiety symptoms (36). High anxiety in parents of children with ADHD adversely affects child and parent interaction (less parental warmth, Table 2 (34,37). Similarly, this study demonstrated that mothers of children with ADHD exhibited greater depressive and anxious symptoms than mothers of children without ADHD, and their anxiety and depression exacerbated their offspring's behavioral problems. ...
... Additionally, ADHD is considered an inherited disorder in which genes play a role in its pathogenesis (41). The mothers of children with ADHD exhibit higher clinical levels of ADHD symptoms than those of children without ADHD (27,34). Additionally, increased maternal ADHD symptoms have been linked to a greater severity of ADHD symptoms, emotional problems, and peer problems in children (42). ...
Aim:The mental health of parents is affected by the behavior of their children due to parent-child relationships. This study aimed to examine the marital adjustment, emotional problems, and attention deficit hyperactivity disorder (ADHD) symptoms in the mothers of children with ADHD, and the relationships of these parameters with each other and with the offspring’s behavioral problems.Methods:This study was conducted with 152 mothers, 90 of whom had children with ADHD, between October 2020 and April 2021. The Conners’ parent rating scale-revised long version (CPRS-RL) was used to rate the children’s symptoms. Mothers were evaluated using a sociodemographic information form, the Beck anxiety inventory (BAI), the Beck depression inventory (BDI), the adult ADHD self-report scale (ASRS), and the marriage adjustment scale (MAS). Statistical comparisons were made between the data obtained from scales and hospital records.Results:Significant associations were observed between oppositional and anxious-shy symptoms in children and the BAI and ASRS; between social problems and psychosomatic symptoms and the BAI, BDI, ASRS, and MAS; between restless-impulsive symptoms and BAI-BDI, ASRS, and MAS; between emotional lability and BAI, BDI, and ASRS; between inattention and BAI; and between hyperactivity-impulsivity and ASRS scores (p
... The association was partially accounted for by the negative influence of mental health problems on caregivers' self-efficacy with respect to their communication with children and their management of problematic behaviors in their children [17]. Studies have revealed that a high proportion of caregivers of children with ADHD experience mental health problems [6,[33][34][35][36]. The difficulty in managing the behaviors of children with ADHD (e.g., smartphone use) may further affect the mental health of caregivers during the COVID-19 pandemic. ...
This study examined the difficulty encountered by caregivers of children with attention-deficit/hyperactivity disorder (ADHD) in managing children’s smartphone use during the coronavirus disease 2019 (COVID-19) pandemic and the caregiver- and children-related factors that influence this difficulty. In total, 252 caregivers of children with ADHD were recruited into this study. The caregivers completed a research questionnaire to provide data regarding the difficulty they encountered in managing the smartphone use of children during the COVID-19 pandemic, their general mental health and parenting styles, and the ADHD and oppositional defiant disorder (ODD) symptoms of the children they are caring for. The results indicated that almost 45% of the caregivers of children with ADHD sometimes or often found it difficult to manage the smartphone use of children with ADHD during the COVID-19 pandemic. For the caregivers, a short duration of education, poor general mental health, unaffectionate/uncaring and overprotective parenting styles, older children, and inattention and ODD symptoms were significantly associated with increased difficulty in managing their children’s smartphone use during the COVID-19 pandemic. On the basis of the relevant factors identified in this study, an intervention should be developed to enhance the skills of caregivers of children with ADHD with respect to the management of children’s smartphone use during the COVID-19 pandemic.
... . Compared to mothers of typically developing youth, mothers of children and adolescents with ADHD tend to engage in fewer warm and affectionate interactions with their youngsters (Hutchison et al., 2016;Tripp, et al., 2007), are more likely to use psychologically coercive strategies such as guilt-and anxiety-induction to control youth behavior (Cartwright et al., 2011;Gau & Chang, 2013;Molina & Musich, 2016), and report experiencing significantly higher levels of depression (Thomas et al., 2015) and parenting-related stress (Biondic et al., 2019;Fischer, 1990;Schermerhorn et al., 2012;Williamson & Johnston, 2016). Although most research has focused only on mothers, a few studies have found heightened stress, depression, and parenting problems among fathers as well (e.g., Biondic et al., 2019;Margari et al., 2013;Williamson & Johnston, 2016). Such patterns concerning parental distress and disrupted parenting are troubling, given the importance of parenting to child and adolescent development and wellbeing; however, although difficulties in the parent-child relationship have been extensively observed, the nature of associations between ADHD and parenting are as yet not well-understood. ...
... Third, parents of children and adolescents with ADHD are more likely than parents of typically developing youth to experience depressive symptoms (Gau & Chang, 2013;Margari et al., 2013). The broader literature on parental depression suggests that higher rates of depression are positively associated with parenting stress (e.g., Nam et al., 2015;Norizan & Shamsuddin, 2010). ...
... Maternal depressive symptoms were also significantly associated with higher levels of adolescents' ADHD symptoms as well as their problems with cognition and self-regulation. Thus, the current investigation provided further support for the welldocumented relation between youth ADHD and parental depression (e.g., Margari et al., 2013) as well as the relations between depression and parenting noted throughout the broader parenting literature (e.g., Lovejoy, 2000). These findings make it even more surprising that depressive symptoms are rarely a complementary focus of intervention for the parents of children with ADHD, though some investigations of cognitive-behavioral treatments for mothers of children with ADHD have indicated that such an approach may be effective (e.g., Chronis-Tuscano et al., 2013;Chronis-Tuscano et al., 2006). ...
Compared to parents of typically developing youth, parents of children and adolescents with ADHD tend to engage in fewer positive and more negative parenting behaviors. However, relatively few studies have tested process-oriented models to explain why such deficits in parenting are more common among these parents. In a sample of 107 mothers and their adolescents with ADHD (ages 11–15, mean age 12.6), the current study investigated whether difficulties associated with adolescents’ ADHD predicted greater parenting-related stress and problems in parenting behavior. Adolescents and their mothers completed questionnaires measuring parenting behavior, parental stress, adolescent executive functioning, adolescent ADHD symptoms, and maternal depression. Using path analysis, we tested a model in which mothers’ parenting stress mediated the relation between difficulties associated with adolescent ADHD (adolescent metacognitive and self-regulatory problems, maternal depressive symptoms) and parenting behavior (warmth, psychological control). We found that parenting stress was a significant mediator in several model associations. Findings suggest that parenting stress may be an important mechanism through which ADHD and associated problems predict problematic parenting. Furthermore, our findings suggest that maternal stress and factors that contribute to it (adolescent metacognitive and self-regulatory problems, maternal depressive symptoms) should be specifically addressed during interventions aimed at improving parenting and the parent–child relationship for adolescents with ADHD and their parents.
... The presence of a child with ADHD can create serious problems in the family system (Hetchman, 1981), and may adversely affect the parent-child relationship, especially in childhood (Epstein et al., 1983). In studies conducted with families of children with ADHD, high family stress (Norvilitis et al., 2002;Rogers et al., 2009) and low family functionality were detected (Börekçi, 2017;Churchill et al., 2018;Gökçen et al., 2011;Malkoff et al., 2011;Margari et al., 2013;Özyurt et al., 2015;Penuelas-Calvo et al., 2021;Scahill et al., 1999;Soysal et al., 2013;Uran & Kılıç, 2020). In the treatment of ADHD symptoms, the application of psychotherapy and psychosocial methods that include the family system as well as drug therapy prevents the child and other members from developing more serious problems (Aman, 2000;Hoza et al., 2000;Satterfield et al., 1987). ...
The main goal of the present study was to examine the effect of Structural Family Therapy (SFT) based psychoeducation program on family functionality in families of children with attention deficit hyperactivity disorder (ADHD). This study was an experimental study based on the pre-test, post-test, and follow-up test model, with experimental and control groups. Family functionality, which was the dependent variable of the study, was measured with the Mc Master Family Assessment Device (FAD). The independent variable of the research was the psychoeducation program applied only to the experimental group. The research consisted of parents who have children between 7-10 years of age diagnosed with ADHD. A 10-week psychoeducation program developed by the researcher based on SFT was offered to the experimental group. Mann-Whitney U and Wilcoxon Signed-Rank tests were used in the analysis of the data. The results obtained from the study found out a significant difference (p
... CBCL for lower primary relied on parent's perception of problems and YSR for upper children was by the children themselves on how they perceived their own problems. Many studies from across the globe indicate disagreement between parents rating their children using CBCL and children rating themselves using YSR [40][41][42][43][44][45]. Other studies suggest some agreements on CBCL by parents and YSR [46,47]. ...
Background
There is no Kenyan evidence on the relationship between mental illness and academic performance. We aimed to determine the effect of life skills training on mental health and academic performance.
Methods
We administered to 1848 primary school children a researcher designed socio-demographic questionnaire, and the Youth Self Report (YSR) and Child Behavior Checklist (CBCL) to their parents, followed by eight sessions of life skills training. We extracted data from the individual records of each child on overall performance pre and post training separated by one year. We conducted descriptive statistics, paired sample t-tests, multivariate linear regression analysis and linear mixed model analysis to assess changing patterns of academic performance and any predictive characteristics.
Results
There was significant (p < 0.05) improvement in overall academic performance (aggregate marks and all individual subjects) for both lower primary and upper primary classes after the life-skills training intervention. For lower classes (2-4 grades) increase in academic performance was significantly associated with fathers and mothers education levels, region and class. For upper classes, (5-7 grades) increase in academic performance was associated with region, class and age.
Conclusions
Life skills training is recommended as it could improve academic performance, but predicted by socio-demographic factors.
