Supporting Caregivers Of Children With ADHD: An Integrated Parenting Program: Therapist Guide

Supporting Caregivers Of Children With ADHD: An Integrated Parenting Program comes in a single volume.

Supporting Caregivers of Children with ADHD: An Integrated Parenting Program provides an evidence-based framework to address the challenges caregivers face when raising children with ADHD. Rooted in the developmental-transactional model, the program highlights the bidirectional relationship between caregiver well-being and child outcomes, emphasizing how effective parenting strategies and caregiver self-regulation can mitigate ADHD-related impairments. Given ADHD’s strong genetic and neurobiological basis, children often struggle with executive functioning, emotional regulation, and social interactions, which can create cycles of negative parent-child interactions. This manual integrates core behavioral principles, such as the ABC model (Antecedents, Behaviors, Consequences), with cognitive-behavioral therapy (CBT) techniques tailored to caregivers. It uniquely incorporates caregiver self-care, addressing the stress, emotional dysregulation, and organizational difficulties often present in caregivers themselves. The program draws on extensive research, including findings that warm and consistent parenting serves as a protective factor against poor outcomes, while caregiver challenges can exacerbate risks (Chronis-Tuscano et al., 2013; Harold et al., 2013). By equipping caregivers with tools to manage stress, foster positive interactions, and create structured, nurturing environments, the guide offers a holistic approach to improving family dynamics, fostering resilience, and supporting the child’s long-term success.

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Introduction

Chapter 1 – Module 1: Psychoeducation and Theoretical Foundations

Chapter 2 – Module 2: Special Time and Pleasant Activities Scheduling

Chapter 3 – Module 3: Maintaining a Consistent Schedule and Time Management

Chapter 4 – Module 4: Praise and Changing Your Thinking to Feel Better

Chapter 5 – Module 5: Planned Ignoring and Relaxation Skills

Chapter 6 – Module 6: Assertiveness, Effective Commands, and House Rules

Chapter 7 – Module 7: Time Out and Privilege Removal

Chapter 8 – Module 8: Working Effectively with the Schools

Chapter 9 – Module 9: Emotion Coaching

Chapter 10 – Module 10: Home Point Systems

Chapter 11 – Module 11: Review, Wrap Up, and Planning for the Future

Appendices

References

Front Matter

Introduction & Theoretical Background

Supporting Caregivers of Children with ADHD: An Integrated Parenting Program provides a comprehensive framework for addressing the unique challenges faced by caregivers of children with attention-deficit/hyperactivity disorder (ADHD). Grounded in extensive research and clinical practice, this program bridges behavioral, cognitive, and emotional interventions, recognizing ADHD as a neurodevelopmental condition influenced by both genetic predispositions and environmental contexts (Franke et al., 2012; Faraone et al., 2005).

ADHD is among the most heritable childhood disorders, with studies estimating heritability rates of 70 – 80% across the lifespan (Franke et al., 2012). While its biological basis is well-documented, evidence also underscores the critical role of parenting and family environments in moderating the functional impairments associated with ADHD (Johnston & Chronis-Tuscano, 2015). Children with ADHD often experience challenges with executive functioning, emotional regulation, and social interactions, which can evoke harsh or critical responses from caregivers, leading to a cycle of escalating difficulties (Mazursky-Horowitz et al.,

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Therapist Guidance

At Psychology Tools, we are proud to make many of the Treatments That Work™ titles available to our members. Each book is available to download chapter-by-chapter, and Psychology Tools members with a currently active subscription to our ‘Complete’ plan are licensed to share copies with their clients.

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References And Further Reading

Boyce, T. W. (2019). The orchid and the dandelion: Why some children struggle and how all can thrive. New York: Knopf.
Chronis, A. M., Lahey, B. B., Pelham Jr, W. E., Williams, S. H., Baumann, B. L., Kipp, H., et al. (2007). Maternal depression and early positive parenting predict future conduct problems in young children with attention-deficit/hyperactivity disorder. Developmental Psychology, 43(1), 70–82. doi:10.1037/0012-1649.43.1.70
Chronis-Tuscano, A., Clarke, T. L., O’Brien, K. A., Raggi, V. L., Diaz, Y., Mintz, A. D., et al. (2013). Development and preliminary evaluation of an integrated treatment targeting parenting and depressive symptoms in mothers of children with attention-deficit/hyperactivity disorder. Journal of Consulting and Clinical Psychology, 81(5), 918–925. doi:10.1037/a0032112
Faraone, S. V., Perlis, R. H., Doyle, A. E., Smoller, J. W., Goralnick, J. J., Holmgren, M. A., & Sklar, P. (2005). Molecular genetics of attention-deficit/hyperactivity disorder. Biological Psychiatry, 57(11), 1313–1323. doi:10.1016/j.biopsych.2004.11.024
Franke, B., Faraone, S. V., Asherson, P., Buitelaar, J., Bau, C.

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