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Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorder

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dc.contributor.advisor Roets, H. E. (Hester Elizabeth) Clark, Mavis 2015-01-23T04:24:33Z 2015-01-23T04:24:33Z 1999-11
dc.identifier.citation Clark, Mavis (1999) Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorder, University of South Africa, Pretoria, <> en
dc.description.abstract Much has been said and written over recent years about Attention-Deficit/Hyperactivity Disorder. There is a certain amount of confusion as to what exactly the condition constitutes and controversy continues to rage regarding treatment. A significant number of children appear to be affected. Previously, parents and teachers ·were blamed for failing to discipline effectively. Often, the difficulties remained undiagnosed and untreated. Thanks to the wisdom of so many experts who have generously shared their knowledge and considerable expertise, there is an increased awareness of ADHD. Although there is no cure, there are ways to manage the difficulties. However, early diagnosis and intervention is critical. Since many different symptoms are associated with the disorder, a multi-modal treatment plan has been found to lead to a better outcome. For the purpose of this study, a multi-modal programme was planned to address the needs of a small group of children with ADHD and their parents. The intention was to empower the parents, within a supportive group environment, by providing them with knowledge about the disorder and guidelines for managing the difficult behaviour. In addition, an attempt was made to change the negative behaviour patterns of the children through the medium of story-telling. It was hoped that by reducing the levels of parental stress, parents would be more competent to cope with their educational demands, so that their children could be guided more positively towards adulthood. The results of the programme were positive. Teachers and parents reported better behaviour by the children. The parents' stress levels were reduced. The parents expressed greater understanding about the disorder and a hopefulness that they could better manage their children. They felt they had benefitted from the advice given by other parents who were facing similar challenges. However, they felt that a short-term programme was insufficient to address all their needs and they expressed a need for ongoing support. In view of the chronicity of the disorder and the constantly changing needs of the child on his journey towards adulthood, cognisance was taken of the fact that longterm intervention is essential. en
dc.format.extent 1 online resource (xiv, 268 leaves) : illustrations
dc.language.iso en
dc.subject Attention deficit disorder en
dc.subject Attention-deficit/hyperactivity disorder en
dc.subject Educational task en
dc.subject Parental stress en
dc.subject Parent-child relationship en
dc.subject Parental involvement en
dc.subject Multi-disciplinary team en
dc.subject Multi-modal intervention en
dc.subject Medical management en
dc.subject Psychological management en
dc.subject Communication en
dc.subject Discipline en
dc.subject Support groups en
dc.subject Therapeutic story-telling en
dc.subject Educational management en
dc.subject Stimulant medication en
dc.subject Self-image en
dc.subject.ddc 371.93
dc.subject.lcsh Attention-deficit hyperactivity disorder en
dc.subject.lcsh Hyperactive children -- Psychology en
dc.subject.lcsh Attention-deficit-disordered children -- Psychology en
dc.subject.lcsh Parent-child interaction therapy en
dc.subject.lcsh Child psychotherapy -- Parent involvement en
dc.subject.lcsh Parents of exceptional children en
dc.subject.lcsh Communication in families en
dc.subject.lcsh Storytelling en
dc.title Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorder en
dc.type Thesis
dc.description.department Psychology of Education D.Ed. (Psychology of Education)

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