The Effectiveness of Parent-Child Interaction Treatment Group of Therapy Program for Children with ADHD

• Main Authors: Hsiu-po Yang, 楊琇博
• Other Authors: Ming-Chiou Liou
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/88420184198096321048

碩士 === 國立臺南大學 === 教育學系輔導教學碩士班 === 93 === Abstract The research was aimed to evaluate the counseling effect on ADHD children by parent-child interaction treatment. The research was basically a qualitative research and a quantitative method was also included in the research. The findings were : 一、 the difficulties in interpersonal interaction which ADHD children face were: it was hard for them to discern their bad behavior; the interaction frequency was high so as to accumulate more negative experiences; they had the concept that good grades led to good interpersonal relationship; they were not good at expressing their emotion; they did not know what caused bad interpersonal relationship. The model which damaged interpersonal relationship was: value substantial rewards; it was hard to discern their problems; it was hard to accept others’ suggestion; negated themselves by consequence. The behavior model was: when they were curious about some objects, they would take them without the owner’s permission; had retrogressive or anxious behavior; solved the problems by oral or bodily attack; the ability to connect events was not good, they usually showed the fragmental response; their oral expression and behavior model was hard to be changed according to different time, place and people; they had difficulties in controlling their emotion and were easily irritated or too happy; they could not pay attention when communicating with others; with time increase on interpersonal interaction, the frequency of clash was higher than that of normal children; they could not control themselves to obey the rules. 二、the factors which influenced the parent-child interaction were: (一) in the aspect of parents—the personal characteristics were: fragility、doubt and took the devaluate mechanism; easily irritated、uncertainty and out of control emotionally; endurance of anxiety was not good; the desire to control was strong; sensitive and had low self-esteem. The method adopted under different conditions were: the parents blamed their children when they were in bad emotion or had less patience; when the parents didn’t have much time to take care of their child, they would give the child substantial rewards; when the parents had less patience or could not bear what their child did, they took the jobs; the parents were worried about their child performance of study, thus they valued the performance of schoolwork at home. (二) in the aspect of ADHD children—the characteristics under parent-child interaction: the children were reckless of their parent’s suggestion, and they could not pay attention and often missed something; the ability to control impulse was bad、attention deficit hyperactivity disorder; easily irritated、disturbed others; had less obedience; became uneasy、shy and retrogressive when they were frustrated. The way to communication was to: easily accept their parent’s ideas; refuse their parent’s ideas; is good at explaining and analyzing things; often change topics. The parent-child interaction influenced ADHD children in the following ways: the children had less self confidence; they didn’t know how to do things; they had the dependent mentality; they refused interference; disliked schoolwork. 三、 the interpersonal interaction changes after the subjects participate in the parent-child interaction treatment were: (一) the changes of parents: understood their children more. the changes of children: had close body language with their parents、answered questions after clear thinking、expressed their ideas、finished the course、praised others、accepted the instructor’s suggestion、noticed other people’s rights、noticed their strong and weak points、provided their ideas or suggestions. (二) After the subjects participate in the group and six weeks after the group, there was a difference on family and school interpersonal interaction of members from A、B and C group. The difference was shown as follows: individual change—the disturbance in class from subject A decreased and this condition maintained for six weeks after the group. Subject B thought that their parents like them more. Subject C made greater progress, they paid more attention and liked to participate. Besides, they maintained this attitude for six weeks after the group. The parents thought that the ability to control oneself of subject C increased. The instructors thought that subject A could respect their ideas and had less clash with the classmates. They could maintain this attitude for six weeks after the group. The progress subject B and C made was: they could obey the rules demanded by the teachers. But subject B could not maintain it for six weeks after the group. The classmates thought that numbers who were willing to accept A and B increased. Six weeks after the group, more than one half of the class could accept A. Subject C could make more good friends and his performance became better. 四、The effect on improving the interpersonal interaction of ADHD children by parent-child interaction treatment was restricted to interpersonal relationship. The effect on counseling did not exist. There was no instant and counseling effect on improving interpersonal anxiety, interpersonal relationship and accommodation in society. The instant counseling effect by parent-child interaction treatment was restricted to the average severity of children’s behavior at home. The counseling effect could not last for a long period of time. There was also no instant and long-term counseling effect of ADHD children at home and in school. Finally, according to the results of the research, some suggestions for the applications of education and guidance, the implications of the class guidance program for education, and the suggestions for future research were proposed.