Feasibility of the Psychoeducational Programme SKILLS for the Child's Social Network for Patients Newly Diagnosed With ADHD: A Mixed‐Method Design Study

TL;DR

A new psychoeducational program called SKILLS-SN was tested for helping the social network of children with ADHD, showing it is feasible and well-received.

Contribution

The study introduces and evaluates a novel program targeting the wider social network of children with ADHD, not just parents.

Findings

Over 97% of participants completed both sessions of the SKILLS-SN program.

Most participants rated the program as good or excellent and would recommend it.

Qualitative feedback highlighted increased knowledge about ADHD as the most valued outcome.

Abstract

Attention‐deficit hyperactivity disorder (ADHD) presents challenges that both influence and are influenced by the child's environment. While non‐pharmacological interventions exist for youth and parents, brief and accessible programmes that also engage the wider social network are lacking. This study evaluated the feasibility of the psychoeducational programme SKILLS for the child's Social Network (SKILLS‐SN), focusing on implementation, acceptability, and preliminary outcomes. One hundred participants—including parents, grandparents, stepparents, and others in the child's network—attended the two‐session intervention at two sites, online or in person. Following the intervention, demographic data and satisfaction ratings were collected. Participants also completed pre‐ and post‐ratings of perceptions of the youth's ADHD, treatment, and challenges. Quantitative data were analyzed descriptively and with non‐parametric tests; an open‐ended response regarding opinions about SKILLS‐SN was analyzed with qualitative content analysis. Attendance was high, with over 97% completing both sessions; 17% of participants were non‐parents. Most rated SKILLS‐SN as good or excellent, and 99% would recommend it to others. Increased knowledge about ADHD was most valued. No significant changes were observed in participants' attitudes towards ADHD or treatment. The qualitative analysis identified three themes: programme strengths (e.g., useful as basic training), suggestions for improvement (e.g., more discussion time), and experienced impact (e.g., increased knowledge). SKILLS‐SN appears to be a feasible and acceptable brief psychoeducational programme for the child's social network. Future work should enhance participant interaction, broaden inclusion to school personnel and other key individuals, and further evaluate effectiveness and long‐term outcomes.

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