Plan My Life Together; a Group Training for Adolescents With ADHD
Study Details
Study Description
Brief Summary
This observational study is a first orientation on the effects and feasibility of a group training to plan and organize for adolescents with ADHD. This study focuses on the following questions:
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Is there an improvement on planning skills after training?
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Are there fewer ADHD characteristics after training?
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Is there an improvement on self-esteem after training?
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How feasible is a group training for adolescents with ADHD?
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How satisfied are practitioners and adolescents about the training?
Based on the effect-size of the individual training variant, the literature on the effect of group treatment and the adolescent target group, in which the peer group gets more important, the hypothesis is that the group training Plan My Life Together will have a medium to large effect on planning skills. Furthermore, positive effects on ADHD characteristics and self-esteem are also expected. The assumption is that Plan My Life Together is feasible and suitable.
| Condition or Disease | Intervention/Treatment | Phase |
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Detailed Description
Attention deficit and/or hyperactivity and impulsivity disorder (ADHD) has a high prevalence in the adolescence. In this age stage, where independence and personal responsibility become increasingly important, ADHD is characterized mainly by problems in executive functions and there are often problems in planning schoolwork.This is frequently accompanied by tensions in the family. More co-morbidity also develops, including problems in self-image, as a result of negative feedback from the environment. Individual behavioral treatment has been found to be effective in reducing ADHD symptoms. In the ADHD guidelines (cognitive) behavioral therapy aimed at planning and organization, with consideration for motivational interviewing elements, is recommended for adolescents.
In the individual training Plan My Life, adolescents learn to plan their school and homework better through CBT and motivational interviewing, so that they have fewer problems with their ADHD characteristics and have more positive experiences. The training is proven effective, few adolescents drop out, and parents and practitioners are positive about the training. The training was developed and studied on an individual basis.
There may be advantages to offering this training in a group setting. Among other things, the group can serve as a catalyst and experiences can be shared. Group therapy has been shown to work for several mental disorders, in some cases even better than the individual therapy. It is obvious that in adolescence the group is relatively even more important. Also, group treatment can be more efficient.
Study Design
Outcome Measures
Primary Outcome Measures
- Change in the subscale scores plan/organize - self rated (from BRIEF-2, see description)) [Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)]
Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Adolescent version Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24
- Change in the subscale score plan/organize - parent rated (from BRIEF-2, see description) [Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)]
Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Parent version Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24
Secondary Outcome Measures
- Change in AVL - parent rated (see description) [Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)]
ADHD Vragenlijst - ouders (ADHD rating scale, Dutch version) Higher scores indicate more ADHD-symptoms. Range: 0 - 72
- Change in RSES - self rated (see description) [Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)]
Rosenberg Self Esteem Scale - Adolescent version Higher scores indicate more self-esteem. Range: 0-40
- Change in RSES - parent rated (see description) [Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)]
Rosenberg Self Esteem Scale - Parent version Higher scores indicate more self-esteem. Range: 0-40
Other Outcome Measures
- Scale questions on satisfaction [Only at T2 (=27 weeks after start study)]
Scale questions for practitioners and adolescents to measure satisfaction with the group training Higher scores indicate more satisfaction. Range: 1-10.
Eligibility Criteria
Criteria
Inclusion Criteria:
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adolescents with an ADHD classification according to the DSM-5.
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age 12 to 16 years.
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outpatient treatment at the GGZ-NHN (specialized mental health care)
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currently following secondary regular education
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Intention to participate in the group and willingness to fill out questionnaires several times.
Exclusion Criteria:
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a DSM 5 classification of autism
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acute crisis situation (acute suicidality, acute psychotic symptoms, addiction problems requiring immediate treatment, or unsafe home situation)
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Insufficient mastery of the Dutch language.
Contacts and Locations
Locations
No locations specified.Sponsors and Collaborators
- GGZ Noord-Holland-Noord
- Universiteit Leiden
Investigators
- Principal Investigator: Manon van Hensbergen, MSc, GGZ Noord-Holland-Noord
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- GGZNHN