No description available.

Many more boys with ADHD are seen in clinical settings, at a ratio of approximately 9 boys to every girl. While it is recognised that girls genuinely present less frequently with symptoms of ADHD, epidemiological studies suggest that the ratio is closer to 4:1 in community samples. It is apparent that significant numbers of girls with ADHD do not receive professional help.;This study investigated the influence of a child's gender on a sample of female teachers (N = 46) and mothers ( N = 61) ratings of concern about the inattentive, hyperactive and impulsive behaviours associated with ADHD, and the oppositional behaviours that frequently co-occur. Participants rated their concern in response to the behaviour of a fictional 7-year-old child on an amended behavioural rating scale (Conners' Rating Scale-Revised: Long version).;Teachers gave significantly higher ratings of concern in response to ADHD and oppositional behaviours for a fictional 7-year-old boy compared with those for a girl. No differences were found between mothers' ratings of concern for girls and boys.;The results are discussed in relation to previous research into the different ways in which boys and girls present with ADHD, and the effect that this might have on recognition and referral rates. The way in which the behaviours associated with ADHD are judged and rated, and possible differences in help-seeking behaviours in relation to boys and girls with ADHD are also addressed. The limitation of the study are discussed, and the implications of the findings are presented in terms of clinical practice, service design, and suggestions for future research.

The present study examined the meta-emotion parenting styles of parents or carers of adolescents and how they are related to adolescent functioning related to both internalising and externalising difficulties. The study consisted of 196 students who were 16 to 18 years old and who attended college within or near London. They responded to the Difficulties in Emotion Regulation Scale, Strengths and Difficulties Questionnaire and Meta-Emotion Questionnaire, which was standardised during this study. The Meta- Emotion Questionnaire was found to be a reliable and valid tool. Consistent with hypotheses, there were four meta-emotion parenting styles identified within the questionnaire, labeled emotion-coaching (EC), disapproving (DP), dismissive (OM) and laissez-faire (LF) parenting. Each parenting style was found to be related to different adolescent functioning scores. Consistent with hypotheses, EC parenting resulted in the best levels of functioning and DP and OM parenting resulted in generally negative functioning scores for adolescents. Surprisingly, LF parenting did not result in a strongly negative effect on adolescent outcomes, resulting in the conclusion that relabeling the factor Emotional Encouragement (EE) may be more appropriate with further studies indicated for quantifying Laissez-Faire parenting. Implications on the other parenting styles are discussed.

No description available.

No description available.

Growing numbers of preschool children are being referred to mental health services with symptoms of Attention Deficit Hyperactivity Disorder (ADIID), and medication is increasingly being used to treat them (Zito, Safer, dosReis et al., 2000). However, there is limited evidence for the short- and long- term efficacy of medication (Greenhill, Kollins. Abikoff et al., 2006), concerns over adverse effects (Wigal, Greenhill, Chuang, et al., 2006) as well as ethical objections to medical intervention at such an early stage in development (Perring, 1997). Consequently, there is a need to provide effective psychosocial interventions for this population (Conners, March, Frances, Wells, & Ross, 2001). A literature review of preschool ADHD (Chapter 2) identified three parent-training (PT) programmes that have demonstrated effectiveness in reducing ADHD symptoms, and concluded that PT may provide an effective first-line intervention for preschoolers with ADHD symptoms. The three empirical studies (Chapters 3,4, and 5) evaluated the efficacy of one of these programmes - the Incredible Years (I Y) BASIC PT programme - within a community sample of preschool children with signs of early emerging conduct problems and ADHD. Study one (Chapter 3) examined the short-term efficacy of the lY intervention, using a randomised controlled group design. Following the delivery of the programme, the intervention group was associated with significantly lower levels of parent-reported ADHD symptoms, compared to a wait-list control group. The second empirical study (Chapter 4) examined the longitudinal stability of intervention-Mated gains. Results demonstrated that improvements were maintained at 12- and 18- month follow-ups. Early Intervention for Preschool ADI ID and Conduct Problems xv The third study (Chapter 5) explored potential predictors, moderators, and mediators of outcome within this sample. Moderator analyses failed to uncover significant associations between risk factors and outcome, suggesting that the intervention was effective even for the most disadvantaged families. Predictor analysis suggested that those with the most severe levels of ADHD at baseline were most likely to benefit from intervention. Maternal depression was associated with poorer long-term outcome at 18-month follow-up, although it was not associated with initial treatment response. Mediator analyses indicated that enhanced positive parenting skill was a significant partial mediator of outcome, suggesting that positive parenting is one of the key mechanisms contributing to intervention success. The short-term efficacy, longitudinal stability, and lack of outcome moderators suggest that the lY is a valuable and stable intervention when delivered as a preventive intervention for preschool children presenting with ADHD symptoms, even for families traditionally considered to be 'hard to treat'.

No description available.

In this qualitative research study the focus is on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder. Three respondents specialising in sensory integration in the Durbanville area were involved. Individual semi-structured interviews were conducted with each of the respondents in order to gain knowledge on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder by a professional other than an occupational therapist. After permission had been obtained, the interviews were captured on video tape and transcribed for use in the empirical study. Seven themes were identified from the interviews and a literature control was done with each of the themes. The researcher did not attempt to generalise the results of the research, but tried to reflect on the information that the respondents provided. The researcher summarised the findings of the empirical study and made recommendations. / Social Work / M. Diac (Play Therapy)

In this qualitative research study the focus is on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder. Three respondents specialising in sensory integration in the Durbanville area were involved. Individual semi-structured interviews were conducted with each of the respondents in order to gain knowledge on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder by a professional other than an occupational therapist. After permission had been obtained, the interviews were captured on video tape and transcribed for use in the empirical study. Seven themes were identified from the interviews and a literature control was done with each of the themes. The researcher did not attempt to generalise the results of the research, but tried to reflect on the information that the respondents provided. The researcher summarised the findings of the empirical study and made recommendations. / Social Work / M. Diac (Play Therapy)

The aim of this study was to create awareness of the emotional needs of children diagnosed with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the emotional needs of children. Semi-structured interviews and two projective techniques were used to conduct the empirical study. Valuable data was also collected from the biographical questionnaires completed by the parents. Based on the data collected and analysed, findings were made which were verified by means of a second literature study. This was followed by conclusions which served as the basis for recommendations that were made in the form of guidelines to the parents, with the aim to make the parents aware of the emotional needs of their children diagnosed with ADHD. These guidelines will be made available to the parents at a seminar that will be held on acceptance of this research. / Social Work / M.Diac. (Play Therapy)