Table 1 Summary of interventions
Demographic information about participants | ||||||
|---|---|---|---|---|---|---|
Author, year | Name | Sample size | Country, setting | Age, mean (range) | Gender, women | Employment |
Bachmann et al., 2018 [25] | mindfulness and psychoeducation on working memory in adult ADHD | Total n = 74 Final analysis n = 40 Mindfulness (MAP): n = 21 Psychoeducation (PE): n = 19 | Germany, outpatient setting | MAP: 40.1 PE: 40.26 | 22 (55%) | Not reported |
De Oliveira et al., 2018 [34] | Effectiveness of a psychoeducational booklet on ADHD in college students | Total n = 241 Health professionals: n = 25 ADHD in treatment: n = 35 General population: n = 181 | Brazil, online survey | 28.9 | 192 (79.7%) | Not reported |
Hartung et al., 2022 [33] | Organizational and Study Skills Intervention for College Students with ADHD | Total n = 30 | USA, university campus, two psychology training clinics | 22.6 (18–32) | 13 (43.3%) | Not reported |
Hirvikoski et al., 2015 [26] | Psychoeducational groups for adults and their significant others (PEGASUS) | Total n = 108 n = 81 included in the final analysis (41 with ADHD, 40 significant others) | Sweden, two outpatient tertiary psychiatric clinic | Participants with ADHD 37.56, (20–63) | Participants with ADHD 15 (36.6%) | Participants with ADHD, full-time employed, studying, or parental leave: 24 (58.54%) |
Hirvikoski et al., 2017 [27] | Psychoeducational groups for adults and their significant others (PEGASUS) | Total n = 179 ADHD: n = 87 significant others: n = 92 (SO) Intervention: ADHD: n = 48 SO: n = 49 TAU: ADHD: n = 39 SO: n = 43 | Sweden, two outpatient tertiary psychiatric clinics | Participants with ADHD Intervention (INT): 38.6 (19–59) TAU: 38.2 (20–65) | Participants with ADHD 52 (59.8%) | Participants with ADHD, Full-time employed or studying INT 36 (75.0%) TAU 26 (66.7%) |
Hoxhaj et al., 2018 [28] | Mindfulness group vs. psychoeducation group | Total n = 81 Mindfulness group (MAP): n = 41 Psychoeducation (PE): n = 40 | Germany, outpatient clinic | MAP: 40.51 PE: 38.5 | MAP: 23 (56%) PE (19 (47.5%) | Full-time employed, studying, or in an apprenticeship: MAP: 35 (85.4%) PE: 32 (80%) |
In de Braek et al., 2017 [29] | Goal management training and psychoeducation vs. group psychoeducation | Total n = 27 Goal management training and psychoeducation (GMT+): n = 12 Psychoeducation (PE): n = 15 | Netherlands, outpatient clinic | GMT+: 35.5 PE: 37.9 | GMT+: 5 (41.7%) PE: 5 (33.3%) | Not reported |
Jang et al., 2021 [32] | Chatbot (‘Todaki’) delivering psychoeducation and brief CBT | Total n = 46 Chatbot n = 23 Control n = 23 | Korea, outpatient clinic | Chatbot: 26.7 Control 22.87 | Chatbot 13 (57%) Control: 13(57%) | Full-time employed or studying: Chatbot: 10 (45%) Control: 7 (30%) |
Salomone et al., 2012 [30] | A biofeedback-based psychoeducation program | Total n = 21 Self-alert Training (SAT) n = 10 Attention Training (AT) n = 11 | Ireland, outpatient clinic | SAT: 32.4 AT: 33.2 | Not reported | Not reported |
Vidal et al., 2013 [31] | Group psychoeducation vs. group CBT | Total n = 32 Psychoeducation (PE): n = 17 Group CBT: n = 15 | Spain, outpatient clinic | PE: 39.53 Group CBT: 39.4 | PE: 11 (64.7%) Group CBT: 6 (40%) | Full-time employed or studying: PE:13 (76.47%) Group CBT: 11 (73.33%) |
Summary of study design | ||||||
Author, year | Name | Study design | Description of the intervention | Description of Comparison | Delivered by | Duration and structure |
Bachmann et al., (2018) [25] | Comparative study of mindfulness and psychoeducation | RCT, blinded assessor | Manualized group-based mindfulness (Zylowska et al., 2008) [59] | Based on highly structured psychoeducation manual (D’Amelio, 2009) [60] | Health profesionals | 8 weekly group sessions of 2.5 h |
De Oliveira et al., 2018 [34] | Effectiveness of a psychoeducational booklet on ADHD in college students | An online survey, of three populations | A brief online booklet with goals of increasing ADHD knowledge and removing barriers to seeking help | a. People in treatment for ADHD b. Professionals working with ADHD c. Population sample | online | Booklet length: 50 pages of illustrations and light text |
Hartung et al., 2022 [33] | Organizational and Study Skills Intervention for College Students with ADHD | Open trial | Manualized individual and group sessions of skills training and psychoeducation | No comparison or control group | Graduate student therapists | 6 group sessions and 2 individual sessions in 6 weeks. 3 optional sessions were offered to participants as well. Length not specified |
Hirvikoski et al., 2015 [27] | Psychoeducational groups for adults with ADHD and their significant others (PEGASUS) | Open feasibility trial | Manualized Highly structured psychoeducation groups, in groups of 20–30 individuals | No comparison or control group | Both health professionals and individuals with ADHD | 8 weekly group sessions of 2.5 h |
Hirvikoski et al., 2017 [26] | Psychoeducational groups for adults with ADHD and their significant others (PEGASUS) | RCT, waitlist control | Manualized Highly structured psychoeducation groups, in groups of 20–30 individuals | Treatment as usual; This was not monitored in this study. TAU group received PEGASUS the following semester. | Both health professionals and individuals with ADHD | 8 weekly group sessions of 2.5 h |
Hoxhaj et al., 2018 [28] | Mindfulness group vs. psychoeducation group | comparative RCT, blind assessor | Manualized group-based mindfulness (Zylowska et al., 2008) [59] | Based on highly structured Psychoeducation manual (D’Amelio, 2009) [60] | Health professionals | 8 weekly 2.5-hour group sessions |
In de Braek et al., 2017 [29] | Goal management training and psychoeducation vs. group psychoeducation | Comparative RCT | Goal management training and psychoeducation (GMT+): Manualized training to improve executive functioning (Levine, 2000). In groups of 6 to 8 individuals. | Only psychoeducation; same material but without training. | Neuropsychologists | 12 weekly two-hour group sessions, one individual, eleven group sessions |
Jang et al., 2021 [32] | Chatbot (‘Todaki’). psychoeducation and brief CBT | Randomised controlled feasibility trial | Interactive chatbot ‘Todaki’ | Bibliotherapy | Mobile app | 4 weeks |
Salomone et al., 2012 [30] | A biofeedback-based psychoeducation program | Randomised comparative trial | Self-alert training (SAT) Psychoeducation about attention, 20 min of biofeedback, and 10 min of computerized exercises daily. | Attention training (AT) psychoeducation about attention and 10 min of computerized sessions daily. | ‘trainers’ | 2 sessions with a trainer, length not specified, in addition to a daily training regime over 5 weeks |
Vidal et al., 2013 [31] | Group psychoeducation vs. group CBT | Randomised comparative pilot study | Structured didactic group psychoeducation. | Group CBT, based on Ramos-Quiroga et al. (2008) | Health profesionals | 12 weekly two-hour group sessions over 3 months |