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Mentalization-based group intervention for parents of children with attention-deficit/hyperactivity disorder
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Silber, Madelyn J.. Mentalization-based group intervention for parents of children with attention-deficit/hyperactivity disorder. Retrieved from https://doi.org/doi:10.7282/t3-nwpf-sm92

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TitleMentalization-based group intervention for parents of children with attention-deficit/hyperactivity disorder
NameSilber, Madelyn J. (author); Conway, Francine (chair); Lyon, Stephanie (member); Malberg, Norka (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2021-08 (degree)
SubjectClinical psychology, ADHD, Attention-deficit/hyperactivity disorder, Children, Group, Mentalization, Parents
Extent125 pages : illustrations
DescriptionAttention-Deficit/Hyperactivity Disorder (ADHD) affects 6.1 million children and adolescents in the United States (Conway, 2015) and 7.2% of the worldwide population (Thomas et al., 2015). Typically diagnosed in childhood, ADHD is a lifelong disorder that is associated with significant negative effects in adulthood. Treatment for ADHD commonly focuses on observable symptoms of inattention and impulsivity, yet this disorder is also associated with difficulties in the ability to mentalize or understand reactions and behaviors of the self and others as motivated by feelings and intentions. Parents of children with ADHD also have more difficulties with mentalization than non-ADHD parents (Johnston, Hommersen, and Seipp, 2009; Mazzeschi et al., 2019). This particular deficit can cause significant challenges in the parent/child relationship. Outcome data from one of the largest ADHD treatment studies identified the need for interventions with longer-term treatment gains and the essential need to intervene at the level of parenting (Hinshaw and Arnold, 2015). The following intervention seeks to fill this need by providing a protocol for a mentalization-based group intervention for parents of children with ADHD with the goals of providing psychoeducation about ADHD and the concept of mentalization, helping parents better identify when breakdowns in mentalization occur in their interactions with their child, and recognizing and fostering mentalization in their child to ultimately improve the parent/child relationship and reduce the child’s ADHD symptoms. Outcome measures are included to study the effectiveness of this intervention at the Cultivating Compassion Project, the psychodynamic ADHD clinic at Rutgers University’s Center for Psychological Services.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-nwpf-sm92
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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