Management of ADHD in Children and Young People – Chapter 5: Psychoeducation and behavioural management (ebook)


Chapter 5 – Psychoeducation and behavioural management (ebook)

This chapter will introduce the reader to three different types of non-pharmacological intervention for ADHD: (1) psychoeducation, (2) behavioural parent training and (3) school-based interventions. For each intervention approach we will consider three important questions:

Why might this intervention approach work?

What is currently available in the UK?

Is there robust evidence to support the intervention?

The chapter will also discuss other important considerations such as parent-, child-, therapist- and service-specific factors that might limit the effectives of interventions, and offer some discussion of future directions in this area.

About the book

This book is an accessible and practical guide on all aspects of assessment of children and young people with Attention Deficit Hyperactivity Disorder (ADHD) and how they can be managed successfully. The multi-professional team of authors discusses referral, assessment and diagnosis, psychological management, pharmacological management, and co-existing conditions, as well as ADHD in the school setting. New research on girls with ADHD is also featured. Case scenarios are included that bring these topics to life.

From the Foreword by Dr Duncan Manders:

The topics covered in this book reflect the questions clinicians working in the specialities of child and adolescent psychiatry or paediatrics frequently want answered and so would be ideal for training grade clinicians. The authors have used their expertise of delivering teaching to ensure that their content is clear and understandable to all. This book is not a simple introduction to the subject; clinicians from all backgrounds in children’s services, and at all levels of seniority will find something of value or interest, whether it be seeking validation for their current clinical practice or new insights into how to approach clinical challenges. As the science basis expands, our understanding of the neurobiology of this condition will increase; however, th eneed for access to the experience of clinicans who have been delivering care to this group of children and young people will remain irreplaceable. This book thoroughly fulfills that need.


Readership: neurodisability and community paediatricians, child and adolescent psychiatrists, specialist nurses, psychologists,  education professionals and  parents and carers.