Psychoeducation for adults with Attention Deficit Hyperactivity Disorder: A systematic review
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Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is characterized by the persistent manifestation of symptoms of inattention, hyperactivity and impulsivity. Non-pharmacological approaches are fundamental to developing effective skills for controlling and managing symptoms. This study aimed to characterize scientific publications that used psychoeducation as an intervention strategy for adults with ADHD. A systematic review was carried out, based on the PRISMA method, in the Scielo, PePSIC, PubMED, APA, SCOPUS and Web of Science databases, using the descriptors: “attention deficit disorder with hyperactivity”, “psychoeducation”, “health education” and “adult”. The search resulted in 648 articles and, after analyzing the eligibility criteria, 9 articles were selected and analyzed. In all studies, psychoeducation was used as an intervention for adults with ADHD. Furthermore, complementary strategies and the use of digital applications to transmit psychoeducational content were identified. Some studies specifically targeted adults in college settings, while others included family members in the interventions. The results revealed that psychoeducation is an effective strategy for adults with ADHD. The results indicated an improvement in the central symptoms of the disorder, in comorbid symptoms, as well as an increase in self-knowledge, awareness, motivation, autonomy and the individual's active participation in their own treatment. In short, the results highlight the importance of incorporating psychoeducation as an integral part of interdisciplinary work in promoting the health of adults with ADHD, with a view to developing more adaptive skills to deal with the disorder.
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