Training of Awareness in ADHD: Leveraging Metacognition-Journal of Psychiatry and Brain Science-CSCIED科技核心评价数据库-手机版

Training of Awareness in ADHD: Leveraging Metacognition

Training of Awareness in ADHD: Leveraging Metacognition

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DOI	10.20900/jpbs.20240006
刊名	Journal of Psychiatry and Brain Science JPBS
年，卷(期)	2024, 9(5)
作者	Agatha Lenartowicz*,Brett DeSchepper,Gregory V. Simpson,
作者单位	Department of Psychiatry & Biobehavioral Sciences, OneMind Staglin Center for Cognitive Neuroscience, Semel Institute for Neuroscience and Human Behavior ; Think Now Inc., San Francisco, CA 94105, USA ;
摘要	Attention deficit hyperactivity disorder (ADHD) is a disorder that is prevalent in children and adults, with significant impact on life outcomes. Common treatment strategies include a combination of pharmacological and psychosocial interventions which have recognized limits to their effectiveness. Consequently, there exists interest in additional non-pharmacological interventions. In the current minireview we aim to complement existing surveys by focusing on a complementary approach, namely rooted in metacognition or the training of awareness. We review programs that incorporate metacognitive training of awareness in skill-training, psychosocial interventions, and mindfulness, and discuss existing assessments of metacognitive ability in ADHD. Existing data suggest that metacognitive approaches have potential in supporting symptom management in ADHD, with gains in objective assessments in near and far transfer tasks in educational research and high satisfaction from parents. Further research is warranted in assessment of the relative contribution of metacognitive elements relative to other treatment components, objective assessments of outcomes in psychosocial interventions, and efficacy in adult interventions.
Abstract	Attention deficit hyperactivity disorder (ADHD) is a disorder that is prevalent in children and adults, with significant impact on life outcomes. Common treatment strategies include a combination of pharmacological and psychosocial interventions which have recognized limits to their effectiveness. Consequently, there exists interest in additional non-pharmacological interventions. In the current minireview we aim to complement existing surveys by focusing on a complementary approach, namely rooted in metacognition or the training of awareness. We review programs that incorporate metacognitive training of awareness in skill-training, psychosocial interventions, and mindfulness, and discuss existing assessments of metacognitive ability in ADHD. Existing data suggest that metacognitive approaches have potential in supporting symptom management in ADHD, with gains in objective assessments in near and far transfer tasks in educational research and high satisfaction from parents. Further research is warranted in assessment of the relative contribution of metacognitive elements relative to other treatment components, objective assessments of outcomes in psychosocial interventions, and efficacy in adult interventions.
关键词	ADHD; awareness; metacognition; psychosocial; training; non-pharmaceutical
KeyWord	ADHD; awareness; metacognition; psychosocial; training; non-pharmaceutical
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Agatha Lenartowicz*,Brett DeSchepper,Gregory V. Simpson. Training of Awareness in ADHD: Leveraging Metacognition [J]. Journal of Psychiatry and Brain Science. 2024; 9; (5). - .

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