Effect of Video Psychoeducation Intervention on Negative Parental Attributions of Parents of Children With Attention-Deficit/Hyperactivity Disorder (ADHD)
Abstract
Previous research suggests that parents of children with Attention-Deficit/Hyperactivity disorder (ADHD) experience higher levels of negative parental attributions, which refers to the parents’ view that their child’s misbehavior is intentional and consistent (Williamson & Johnston, 2015). As negative parental attributions increase, so does the child’s misbehavior (Dix & Grusec, 1985; Dix, Ruble, Grusec, & Nixon, 1986). The current study sought to investigate the effectiveness of a brief psychoeducational video intervention on negative parental attributions and levels of ADHD knowledge. Thirty-five parents of children between the ages of 5 and 13 that had been diagnosed with ADHD within the past 12 months completed measures assessing levels of parent stress, negative attributions, and ADHD knowledge. They also viewed one of two psychoeducational videos, one with a focus on neurobiological models of ADHD (experimental, n = 18) and one with a broader approach to ADHD (n = 17), and then completed the same questionnaires 2 weeks later. Results found that there was a significant positive relationship between parent stress and negative parental attributions for both groups. There were no significant main effects or interaction effects of the intervention. There was also no significant increase in ADHD knowledge among participants in either group. These results inform us that more research is needed to develop effective psychoeducation interventions in order to decrease negative parental attributions among parents of children with ADHD to improve treatment outcomes and parent-child relationship quality.
Subject Area
Clinical psychology|Psychology|Individual & family studies
Recommended Citation
Mulligan, Victoria R, "Effect of Video Psychoeducation Intervention on Negative Parental Attributions of Parents of Children With Attention-Deficit/Hyperactivity Disorder (ADHD)" (2024). ETD Collection for Fordham University. AAI31244191.
https://research.library.fordham.edu/dissertations/AAI31244191
