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Gepubliceerd in:

01-05-2012 | Wetenschap

Adolescenten met ADHD leren plannen en organiseren

Auteurs: B. Boyer, M. Kuin, S. van der Oord

Gepubliceerd in: GZ - Psychologie | Uitgave 4/2012

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Samenvatting

Bij adolescenten met ADHD wordt de hyperactiviteit vaak minder dan in de kindertijd en komen de problemen met aandachtstekort, planning en organisatie meer op de voorgrond te liggen. Doordat juist in de adolescentie een groter beroep wordt gedaan op zelfstandigheid en de invloed van ouders minder wordt, kunnen deze problemen met planning en organisatie zorgen voor beperkingen op veel gebieden van functioneren. Zo kunnen problemen ontstaan op school, in de interactie met ouders en vrienden en is er veel comorbiditeit te zien met angst-, stemmings- en gedragsstoornissen (Barkley, 2004).
Aangezien evidence-based behandelingen ontbreken voor adolescenten met ADHD en positieve resultaten zijn gerapporteerd van behandeling van planning- en organisatievaardigheden bij volwassenen met ADHD (Safren et al., 2005), hebben wij een cognitief gedragstherapeutische behandeling ontwikkeld gericht op het verbeteren van deze planning- en organisatievaardigheden van adolescenten met ADHD. Aan de hand van een werkboek en huiswerkopdrachten worden de adolescenten in acht sessies getraind in het organiseren van hun leven. Om therapietrouw te vergroten is motiverende gespreksvoering in het protocol geïntegreerd (Kuin, Boyer, & Van der Oord, 2010). In dit artikel zullen de achtergrond en de inhoud van deze nieuwe behandeling voor adolescenten met ADHD worden besproken. Daarnaast zal het lopende onderzoek naar het effect van deze behandeling worden beschreven.
Voetnoten
1
inclusiecriteria voor deelname aan het onderzoek zijn: een klinische diagnose ADHD en voldoen aan de voorgestelde DSM-V-criteria van ADHD bij adolescenten en volwassenen (tenminste 4 van de 9 aandacht- ofwel hyperactiviteitsymptomen)
 
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Metagegevens
Titel
Adolescenten met ADHD leren plannen en organiseren
Auteurs
B. Boyer
M. Kuin
S. van der Oord
Publicatiedatum
01-05-2012
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
GZ - Psychologie / Uitgave 4/2012
Print ISSN: 1879-5080
Elektronisch ISSN: 1879-5099
DOI
https://doi.org/10.1007/s41480-012-0031-1