Development and Effectiveness of a Micro-Psychoeducation Program for Parents of Children With ADHD in Disaster Situations

NCT07777016 | Not Yet Recruiting

• 1 other identifier: KSÜADHD
• Study Type: interventional
• Target: 60
• Locations: 0 countries
• Sites: N/A

Brief Summary

Abstract Disasters are among the major crisis situations that adversely affect children's psychological well-being, emotional regulation, and adaptation. Children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) are considered particularly vulnerable during disasters because they are more likely to experience heightened anxiety, behavioral dysregulation, trauma-related symptoms, and difficulties adapting to rapidly changing environments. Effective parental support and appropriate psychosocial interventions are therefore essential for promoting resilience and facilitating recovery in this high-risk population. Evidence suggests that disaster-related experiences may exacerbate emotional and behavioral difficulties among children with ADHD, especially when continuity of care and family support are disrupted. Parent-focused psychoeducation has been shown to strengthen parenting competencies, improve parent-child interactions, reduce behavioral difficulties, and increase parental confidence in managing challenging situations. Likewise, structured parent-training programs have demonstrated positive effects on family functioning, stress reduction, and children's behavioral outcomes. These findings underscore the importance of developing disaster-specific interventions that equip parents with the knowledge and skills necessary to support their children before, during, and after emergencies. Furthermore, the region in which this study will be conducted is located in an area with a high risk of natural disasters, particularly earthquakes, highlighting the practical significance of the research. This study will employ a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a micro-psychoeducation program developed for parents of children with ADHD in disaster situations. The study sample will include at least 60 parents assigned to intervention and control groups. The psychoeducation program will consist of five structured sessions addressing disaster preparedness, crisis communication, behavioral management during emergencies, emotional regulation strategies, and post-disaster recovery. The intervention will be delivered by a researcher who is an authorized regional disaster trainer and has advanced academic and professional experience in disaster management and therapeutic interventions, in collaboration with child and adolescent psychiatry specialists. Data will be collected using the Personal Information Form, the Revised Berkeley Parenting Self-Efficacy Scale, the Disaster Preparedness Scale, the Psychological Preparedness for Disaster Threat Scale, and the Conners Parent Rating Scale. Developing a structured disaster-focused psychoeducation program for parents of children with ADHD is expected to address an important clinical and public health need. The intervention is anticipated to improve parents' disaster preparedness, knowledge, awareness, and coping skills while strengthening their ability to support their children during disaster-related crises. Ultimately, the program is expected to contribute to reducing anxiety, stress, behavioral problems, and psychological distress among children with ADHD, thereby promoting healthier family adaptation and resilience throughout the disaster management process.

Conditions

Parent Training; Psychoeducation

Keywords

Parent Training,; attention deficit hyperactivity disorder; disaster

Outcome Measures

Primary Outcomes (1)

• Primary Outcome Measure 1 Change in Participants' Parental Self-Efficacy Scores

  The change in participants' parental self-efficacy scores will be assessed using the Berkeley Parenting Self-Efficacy Scale-Revised. The BPSE-R consists of 18 items rated on a 6-point Likert scale, with total scores ranging from 18 to 108. Higher scores indicate higher levels of parental self-efficacy. Assessments will be conducted at baseline and after the intervention.

  Assessment will be conducted at baseline and 8 weeks after the intervention.

Other Outcomes (1)

• Change in Parent Outcome Score Following the Dis

  From the initial assessment (baseline) to the post-intervention assessment, up to 8 weeks after baseline.

Study Arms (2)

control group

NO INTERVENTION

No intervention will be applied to this group; only pre-test and post-test assessments will be conducted.

Micro-psychoeducation

ACTIVE COMPARATOR

The developed micro-psychoeducation program will be implemented for this group over five sessions.

Behavioral: articipants in the intervention group received the micro-psychoeducation program.

Interventions

articipants in the intervention group received the micro-psychoeducation program. BEHAVIORAL

Psychoeducation Intervention Program The micro-psychoeducation program developed within the scope of this research is structured in accordance with the modern disaster management approach and encompasses the phases of pre-disaster preparedness, disaster-time intervention, and post-disaster recovery. The program consists of five sessions that include behavioral and emotional reactions in disaster situations, effective parent-child communication during crises, behavior regulation techniques, emotional regulation, and disaster preparedness practices. In addition, the program aims to strengthen coping and recovery skills to support the psychosocial well-being of both the child and the parent in the post-disaster period. Within this framework, the sessions are organized as follows: Session 1: Behavioral and Emotional Reactions of Children with ADHD in Disaster Situations (awareness and preparedness foundation) Session 2: Disaster Preparedness Processes and Family Disaster Planning (risk

Micro-psychoeducation

Eligibility Criteria

• Age: 6 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children aged 6-12 years with a clinical diagnosis of attention-deficit/hyperactivity disorder (ADHD).
• Absence of severe comorbid psychiatric or neurological disorders. Stable treatment process. Parent is the child's primary caregiver. Ability of the parent to communicate effectively. Voluntary agreement to participate in the study.

You may not qualify if:

• Withdrawal from the study. Missing data that prevent the participant from being included in the analysis.

Sponsors & Collaborators

• Kahramanmaras Sutcu Imam University: lead

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Central Study Contacts

vedat argın, Assistant Professor

CONTACT

+90 507 964 84 93; vedatargin27@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: This study will be conducted using a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a psychoeducation program developed for parents of children diagnosed with ADHD in disaster situations. Two groups, an intervention group and a control group, will be formed, and the independent effect of the intervention will be analyzed through comparative analysis.

Study Record Dates

• First Submitted: May 11, 2026
• First Posted: August 20, 2026
• Study Start (Estimated): October 15, 2026
• Primary Completion (Estimated): December 15, 2026
• Study Completion (Estimated): May 15, 2027
• Last Updated: August 20, 2026

Record last verified: 2026-08

Data Sharing

• IPD Sharing: Will not share