Table 3 Definitions of ‘psychoeducation’ presented in the included papers

Bachman et al., 2018 [25]

[Psychoeducation] is an approach that aims at improving the patients’ understanding and awareness of the disorder; it can offer insight into past difficulties and can improve the patient’s general functioning (Vidal et al., 2013). [The] major objective [of psychoeducation] is to provide patients with information about their disorder. These characteristics distinguish [psychoeducation] from other psychological interventions that focus more on cognitive and behavioural changes, such as cognitive behavioural therapy methods involving cognitive restructuring, behavioural change, or mindfulness meditation practice. (p.48)

De Oliveira et al., 2018 [34]

Psychoeducation is the process of communicating relevant information to the

population about a particular disorder (diagnosis, etiology, functioning), its treatment, and prognosis while seeking to clarify doubts and correct distorted beliefs. (p.283)

Hartung, et al., 2022 [33]

No definition provided, but psychoeducation was indirectly described through its goal:

The psychoeducation module was included because emerging adults with ADHD often have a limited understanding of the disorder, particularly regarding evidence-based treatments that exist for it. (p.414)

Hirvikoski et al. 2015 [26]

No definition was provided, but psychoeducation was indirectly described through its goal:

Psychoeducational interventions are aimed at empowering patients and their significant others with knowledge and directly ask patients to share in their own treatment (Hayes and Gantt 1992). (p.90)

Hirvikoski et al. 2017 [27]

Psychoeducation constitutes an approach to intervention providing information about ADHD and presents the opportunity to share experiences with people in a similar life situation, including the perspective of significant others. Importantly, and in contrast to most pharmacological and psychotherapeutical treatments, psychoeducation does not have the primary goal of reducing core symptoms, but aims at improving functional outcomes for the affected individual and to alleviate the burden of care on family members through collaborative management of everyday challenges (Dixon et al.,2001). (p.142)

Hoxhaj et al., 2018 [28]

No definition provided, but psychoeducation was indirectly described through its goal:

The psychoeducational approach differs clearly from the [mindfulness training] concept with regard to topics and strategies. (p.322) […] The aim of the [psychoeducation] group (D’Amelio et al., 2009) is to provide information on the causes, symptoms and treatment options for ADHD in adulthood as well as the activation of organizational skills and stress management techniques, improving compliance, self-esteem and mutual support between the participants in everyday problems. (p.323)

In de Braek, 2017 [29]

One major addition to [goal management training] for ADHD patients concerns the nature of “psycho-education,” that is, an explanation of the various cognitive functions and the clinical picture of ADHD in adults in general. (p.1132).

Because adults with ADHD often suffer from mood swings and low self-esteem, we added psychoeducation to [goal management training] to provide the patient with more insight into their condition. The aim of psychoeducation was to give the patients an additional tool to control their behavior and enable the selection of the most efficient coping strategy. The psychoeducation was concerned with various aspects of ADHD and various neurocognitive functions, like attention, memory, planning, distraction, and coping strategies, in particular. (p.1131).

Jang et al., 2021 [32]

No definition was provided.

Salomone et al., 2012 [30]

No definition was provided.

Vidal et al., 2013 [31]

Psychoeducation is another psychological approach different from CBT. This treatment is an intervention focused on the patients’ comprehension of their own disorder. Its objective is improving the patients’ understanding and awareness of the disease. (p.894)