Educational intervention in the community for caregivers of children with attention deficit / hyperactivity disorder

Abstract

Background: Attention Deficit /Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is common in pediatric age. It can affect children's behavior and relationships with their primary caregivers.
Objective: to design educational intervention actions in the community for primary caregivers of infants with ADHD.
Methods: a mixed method study was conducted at the "Chiqui Gómez Lubian" University Polyclinic in Santa Clara, from 2016 to 2019. Theoretical methods were used: analytical-synthetic, systematization, inductive-deductive, modeling and systemic-structural; empirical methods: self-administered scales, open interview and questionnaire for experts.
Results: a predominance of medium coping and adaptation capacity in primary caregivers was noted. The most affected indicators of quality of life were emotions and behaviors, rest and sleep, and  readiness to provide care for his/her family member. An educational intervention program, based on the integration of Callista Roy's adaptation model and Dorothea Orem's educational support system, was designed in the community ; it was organized under five themes, with learning resources developed by using educational technologies.
Conclusions: the program was evaluated by experts as very appropriate for its contribution to adaptation, coping, quality of life and satisfaction of primary caregivers of children with ADHD, in adaptive modes, with a focus group and  interdisciplinary and systemic approach.