Impact of Psycho-Educational Program on Stress and Self Concept Among Parents of Children with Attention Deficit Hyperactivity Disorder

Abstract

Attention deficit hyperactivity disorder is the most common neurobehavioral disorder among school age children. This study aimed to evaluate the impact of psycho- educational program on stress and self-concept among parents of ADHD children. A quasi-experimental design was utilized in this study. A Convenient sample of thirty parents of children with attention deficit hyperactivity disorder who were attending with their children to the out-patient clinic at El-Abbassia Mental Health Hospital. Five tools were used to conduct the current study, Socio-Demographic Characteristics and Medical Data Sheet, Parents Stress Index, Self Concept Scale, The Conner's parent Rating Scale (CPRS) and Pre/Posttest Knowledge Questionnaire. The results showed that there was a highly statistically significant difference between pre-post program regarding child domains and parent domains. Finding also revealed that there was a highly statistically significant difference between total self concept pre and post program. More than two thirds of the studied subjects had high level of knowledge post program; however there were statistically significant correlations among different domains of parents stress index. In conclusion Psycho-educational program significantly improves level of parent’s knowledge, self concept and reduce level of parents stress post program as compared to pre program. Necessity of collaboration between health team members, parents and school members for early recognition, assessment and management of ADHD, this can redirect the educational and psychosocial development of most children with ADHD .

Keywords: ADHD, Parents Stress, Self Concept