Self Concept And Intervention In Children With Attention Deficit Hyperactivity Disorder

Part 1Objectives:To investigate the characteristics of the self-awareness level of children with attention deficit hyperactivity disorder(ADHD)with different subtypes and different IQ levels,and to find out the factors influencing the ADHD children’s self-awareness.Methods:The cases were collected in the pediatric department of Shanghai mental health center and meet the diagnostic criteria for ADHD in DSM-5.The demographic information of the ADHD children was collected after informed consent.The Piers-Harris child self-awareness scale(PHCSS)and SAND-C neuropsychological impairment self-rating scale were selected to assess the ADHD children’s self-awareness level.The self-consciousness of ADHD children in different age groups was compared,and the self-consciousness data of ADHD children also compared and analyzed with the healthy control group to explore the characteristics of the self-consciousness of the ADHD children,and the differences of self-consciousness between ADHD children with different subtypes and different IQ.In this study,the executive functions of the ADHD children were evaluated by the Stroop color word association test,the Wisconsin card sorting test(WCST),the Behavior Rating Inventory of Executive Function(BRIEF),memorizing numbers and decoding.The social functions of the ADHD children were evaluated by the WEISS questionnaire of function.Accordingly,the relationships between the self-awareness and executive function and social function of ADHD children were analyzed by the correlation analysis and regression analysis.R esults:all dimensions and total scores of the self-consciousness scale of ADHD children were significantly lower than those with normal development(P<0.05,P<0.01).In terms of memory,language,attention and total score of the SAND-C scale,the children with ADHD were significantly lower than those with normal development(P<0.05).In addition,the ADHD children with lower IQ had more problems of cognitive function self-perception than tho.se with medium and higher IQ(P<0.01).There were significant differences in the two dimensions(intelligence and school and physical and physical attributes)of the three subtype ADHD children’s self-awareness(P<0.05),The attention deficit type was significantly lower than the mixed type(P<0.05).The results showed that social dysfunction and self-management deficits were risk factors for the ADHD children’s self-consciousness,while attention and work memory in executive function were protective factors.Conclusions:the level of self-consciousness of children with ADHD was lower than that of normal children.The children with ADHD had more learning problems,anxiety,inferiority,social difficulties and negative emotions,and less intelligent and attention-deficit children were more pronounced.However,children with ADHD were able to recognize their difficulties in neuropsy chological defects,and their ability of self-perception of neuropsychological defects is suitable.The low self-consciousness of children with ADHD were affected by their attention,working memory,social function and self-management ability.Part 2Objectives:The intervention program of self-consciousness deficiency was written to conduct group treatment and verify the efficacy of the intervention program for the children with ADHD.Methods:The intervention program was based on the theory of group therapy and self-consciousness,combined with the results of the previous evaluation as the basis for the preparation of the intervention manual.The intervention manual serves were used as a tool for intervention by self-conscious groups.To verify the efficacy,The ADHD children were selected and randomly divided into the intervention group and the control group.The control group received working memory software training.The self-conscious intervention group received group intervention,including self-cognition,evaluation and behavior,emotional awareness and regulation,self-management and executive function training.The intervention program was divided into 8 times and each time lasted about 60 minutes.Two group ADHD children were assessed at baseline and after 8 weekends respectively to verify the efficacy of the intervention program. The assessment included general demographic data,Piers-Harris children’s self-concept scale(PHCSS),Subjective Awareness of Neuropsychological Deficits questionnaire for Children(SAND-C),Weiss Functional Impairment Scale-Parent form(WFIRS-P),Behavior Rating Inventory of Executive Function(BRIEF),Wisconsin Card Sorting Test(WCST),Stroop color word association test,Recall and decoding in the Wechsler intelligence testResults:The group intervention program for children with ADHD was written in this study.29 children with ADHD were enrolled in the intervention group in the control study,including 25 children with ADHD completing the intervention,and 13 children with ADHD completed the intervention in the control group.The total scores of ADHD children’s intelligence,school situation and self-consciousness in the group intervention group were significantly improved after intervention(P<0.05).After 8 weeks,two groups of children with ADHD had significant interaction effect in the self-consciousness scale of well-being and satisfaction dimensions(F=4.893,P=0.034).Through the principal component analysis,no significant difference was found in working memory software intervention group before and after study time,but the self-conscious intervention group had significant differences(P<0.01).Similarly,the total score interaction effect of the self-consciousness scale was also significant(F=4.069,P=4.052),the results of the principal component analysis showed that there was no significant difference in the working memory software intervention group,but the self-conscious intervention group had significant differences(P<0.01).Conclusions:The self-awareness intervention group therapy has certain feasibility and can improve the ability of self-consciousness of children with ADHD,which can be applied to the intervention of children with ADHD.