The effects of a stress-management program on self-concept, locus of control, and the acquisition of coping skills in school-age children diagnosed with attention deficit hyperactivity disorder

Abstract

Problem: What is the effectiveness of a stress-management program on self-concept, locus of control, and acquisition of appropriate coping strategies in children with attention deficit hyperactivity disorder (ADHD)?

Methods: Forty-two children with ADHD (age range 9-12) were randomly assigned to a control group, a therapist-led group, or a group in which the stress-management techniques were taught by the parents. The subjects were pre- and posttested on self-concept, locus of control, and acquisition of coping skills.

Findings: Although there were no significant changes in any of the three groups for acquisition of coping skills, the children in the therapist-led group reported more appropriate coping strategies.

Conclusions: Involving parents in a cognitive-behavioral approach could improve parent-child relationships and further increase the opportunities for successful academic and social functioning.