
This scoping review explores psychoeducation interventions for adult ADHD, aiming to identify their characteristics, consider patient perspectives, examine covered themes, and define 'psychoeducation'. Ten studies were analyzed, revealing common themes like diagnosis information and coping skills, with notable omissions like gender-specific issues. Few interventions involved patient input, highlighting a need for user-centered approaches. The review underscores the lack of consensus on psychoeducation's definition and efficacy, emphasizing the necessity for shared understanding and patient involvement in intervention development. Further research should prioritize comprehensive understanding before systematic effect estimations.
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