背景:尽管心理教育团体干预越来越多地用于诊断为注意力缺陷多动障碍(ADHD)的成年人,仍然缺乏针对这些干预措施的可行性和可接受性指标的全面审查.此外,尽管先前的研究已经探索了多动症的心理教育的各个方面,比如它的定义和方法,有限的研究集中在与这些干预措施相关的结果测量和患者经验的综合上。因此,本范围审查旨在绘制针对被诊断患有ADHD的成人的心理教育团体干预措施的现有证据.目的是全面概述可行性指标,可接受性,和结果测量用于心理教育团体干预。
方法:在七个书目数据库中对该主题进行了全面的结构化文献检索,并对产生的记录进行了独立筛选,他们的数据由两位审稿人提取。我们遵循系统评价和Meta分析的首选报告项目扩展范围审查(PRISMA-S),以确保此范围审查的透明度和严谨性。
结果:搜索产生了7510条记录。8项研究符合纳入标准。这些纳入的研究是在欧洲国家和美国进行的。其中,六项研究采用随机对照设计,一个公开的可行性试验,一个是事后干预设计。所有研究报告了一些可行性和可接受性指标。虽然所有的研究都报道了ADHD症状的严重程度作为结果指标,一些人还报告了与心理或心理健康问题有关的结果,生活质量,关于多动症的知识变化,或者自尊的水平,功能,和减值。
结论:这项范围审查显示,就患者对团体干预的满意度而言,心理教育团体干预通常是患者可以接受的。所有纳入研究报告了一些可行性指标,一些人报告出勤率高,辍学率相对较低。大多数研究报告了对ADHD和心理健康症状的积极影响,提示这些干预措施对患有ADHD的成年人有益。然而,在可行性指标的报告方面存在一些差距,可接受性,以及跨研究采用的结果测量。
BACKGROUND: Although psychoeducational group interventions are increasingly used for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD), a comprehensive
review focused on the feasibility and acceptability indicators of these interventions remains lacking. Furthermore, although previous research has explored various aspects of psychoeducation for ADHD, such as its definition and approaches, limited research has focused on the synthesis for outcome measures and patients\' experiences related to these interventions. Therefore, this scoping
review aims to map the existing evidence reported on psychoeducational group interventions for adults diagnosed with
ADHD. The objective is to provide a comprehensive overview of feasibility indicators, acceptability, and outcome measures used in psychoeducational group interventions.
METHODS: A comprehensive structured literature search on the topic was performed in seven bibliographic databases, and the resulting records were independently screened, and their data extracted by two reviewers. We followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-S) to ensure the transparency and rigor of this scoping review.
RESULTS: The searches yielded 7510 records. Eight studies met the inclusion criteria. These included studies were conducted in European countries and the United States. Among these, six studies used a randomized control design, one an open feasibility trial, and one a pre-post intervention design. All the studies reported some feasibility and acceptability indicators. While all the studies reported on the severity of symptoms of ADHD as an outcome measure, some also reported on outcomes related to psychological or mental-health problems, quality of life, changes in knowledge regarding ADHD, or the level of self-esteem, functioning, and impairment.
CONCLUSIONS: This scoping
review revealed that psychoeducational group interventions are generally acceptable for patients in terms of patient satisfaction with the group intervention. All included studies reported some feasibility indicators, with some reporting good attendance and relatively low dropout rates. Most studies reported positive effects on ADHD and mental health symptoms, suggesting that these interventions are beneficial for adults with
ADHD. However, several gaps exist regarding the reporting on the feasibility indicators, acceptability, and outcome measures employed across studies.