Objective:

Attention Deficit Hyperactivity Disorder (ADHD) can be associated with limited understanding of the condition and poor social skills. Some evidence favors a psychoeducational approach, but little is known about the effectiveness of psychoeducation.

Methods:

Systematic review and meta-analysis of studies assessing psychoeducational interventions that aim to improve social skills of young people with ADHD.

Results:

Ten studies, including 943 participants, reported across 13 papers met the inclusion criteria. Although effect sizes were small, findings suggest the included interventions significantly improved social skills in young people with ADHD.

Conclusions:

Results show promise for psychoeducational behavioral interventions . However, the recommendations that can be developed from existing evidence are somewhat limited by the low quality of studies. Further rigorous trials are needed. In addition, future research should consider the long-term outcomes for these interventions, they should be iteratively co-designed and research should consider the context they intend to be delivered in.

中文翻译：

---

心理教育干预对提高患有多动症的年轻人社交技能的有效性：荟萃分析

 客观的：

注意力缺陷多动障碍 (ADHD) 可能与对该病症的了解有限和社交技能较差有关。一些证据支持心理教育方法，但人们对心理教育的有效性知之甚少。

 方法：

对评估心理教育干预措施的研究进行系统回顾和荟萃分析，这些干预措施旨在提高患有多动症的年轻人的社交技能。

 结果：

13 篇论文中报告的 10 项研究（包括 943 名参与者）符合纳入标准。尽管效果很小，但研究结果表明，所包含的干预措施显着提高了患有多动症的年轻人的社交技能。

 结论：

结果显示了心理教育行为干预的前景。然而，从现有证据中得出的建议在一定程度上受到研究质量低下的限制。还需要进一步严格的试验。此外，未来的研究应考虑这些干预措施的长期结果，应迭代地共同设计它们，并且研究应考虑它们打算实施的背景。