Scand J Psychol. 2025 Oct 21. doi: 10.1111/sjop.70034. Online ahead of print.
ABSTRACT
Attention-deficit hyperactivity disorder (ADHD) presents challenges that both influence and are influenced by the child’s environment. While non-pharmacological interventions exist for youth and parents, brief and accessible programmes that also engage the wider social network are lacking. This study evaluated the feasibility of the psychoeducational programme SKILLS for the child’s Social Network (SKILLS-SN), focusing on implementation, acceptability, and preliminary outcomes. One hundred participants-including parents, grandparents, stepparents, and others in the child’s network-attended the two-session intervention at two sites, online or in person. Following the intervention, demographic data and satisfaction ratings were collected. Participants also completed pre- and post-ratings of perceptions of the youth’s ADHD, treatment, and challenges. Quantitative data were analyzed descriptively and with non-parametric tests; an open-ended response regarding opinions about SKILLS-SN was analyzed with qualitative content analysis. Attendance was high, with over 97% completing both sessions; 17% of participants were non-parents. Most rated SKILLS-SN as good or excellent, and 99% would recommend it to others. Increased knowledge about ADHD was most valued. No significant changes were observed in participants’ attitudes towards ADHD or treatment. The qualitative analysis identified three themes: programme strengths (e.g., useful as basic training), suggestions for improvement (e.g., more discussion time), and experienced impact (e.g., increased knowledge). SKILLS-SN appears to be a feasible and acceptable brief psychoeducational programme for the child’s social network. Future work should enhance participant interaction, broaden inclusion to school personnel and other key individuals, and further evaluate effectiveness and long-term outcomes.
PMID:41121671 | DOI:10.1111/sjop.70034
