Parents in Control: Parental perceptions of problem behaviors before and after attending an ADHD-specific parent-training program

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

OBJECTIVE

To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors.

METHOD

Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD).

RESULTS

29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (-2.02, -0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils' behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (-0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study.

CONCLUSION

ADHD teacher training programs may be effective in initially improving ADHD teachers' knowledge. There is inconsistent evidence for their efficacy to reduce students' ADHD-type behaviors.

Mind-Mindedness and Stress in Parents of Children with Developmental Disorders

Relations between mind-mindedness (assessed using the describe-your-child interview) and stress were investigated in parents of children with developmental disorders (ADHD, n = 51, ASD, n = 23, Down's Syndrome, n = 38, and 22q11.2 Deletion Syndrome, 22q11.2DS, n = 32) and typically-developing children (n = 89). Mind-mindedness did not differ across diagnostic groups, and mind-mindedness predicted parenting stress across groups. Parenting stress was lowest in the typically-developing and Down's Syndrome groups. Across all groups, mind-minded and positive descriptions predicted lower parenting stress, and negative descriptions predicted higher stress. In the developmental disorder groups, describing the children with reference to their disorder was negatively correlated with mind-mindedness. Results are discussed with regard to interventions for families where children have developmental disorders.

The relationship between insomnia and trait anger and anger expression among adolescents

PROBLEM

Sleeplessness and inadequate sleep may cause an adolescent to experience reduced self-control and behavioral problems that include anger and an inclination toward crime. This study aimed to examine the relationship between insomnia and trait anger and anger expression among adolescents.

METHODS

The study was conducted with 749 students from 27 high schools who were selected by using the stratified cluster sampling method. The data were collected with an Individual Characteristics Form, the Trait Anger/Anger Expression Inventory, and the Insomnia Severity Index.

FINDINGS

The insomnia scores of 14.0% of the participants were over the clinical insomnia threshold of 15 points. A positive relationship was found between insomnia and trait anger, anger-in, anger-out scores but a negative relationship with anger control scores. It was observed that the determinants of the severity of insomnia were trait anger and anger-in, dozing off in class, feeling anger after a sleepless night, sleeping <6 h a night during the week and over the weekend.

CONCLUSION

It was found that 14.0% of the participants experienced insomnia and there was a two-way correlation between insomnia and anger among adolescents.