ebook_ADHD2019

80 Rohde, Buitelaar, Gerlach & Faraone PARENT-TEEN THERAPYTO IMPROVE EXECUTIVE FUNCTION DEFICITS AND ADHD A different approach to working with parent and teen together (in dyads or groups) focuses not on making and sustaining friendships, but on helping parents and teens to collaborate in improving their interactions focused on the adoles- cent’s executive function and ADHD impairments. Primary focus of this program is on improving parent-teen interactions to support the teen’s developing execu- tive functions and autonomy to deal effectively with homework and related tasks. Margaret Sibley 22 describes this excellent manualized program in her book Paren- t-Teen Therapy for Executive Function Deficits and ADHD. Unlike many didactic approaches, this program is firmly grounded in the Moti- vational Interviewing (MI) approach which emphasizes therapist-family partnership in equal relationships between therapist and family members; therapist compas- sion and empathic acceptance of parent and teen as they are, despite their ongoing ambivalence about making changes and despite possible differences in their values from values of the therapist; and evocation: drawing reasons and ideas for change from the family rather than from a therapist imposing a plan for change on parents and teens. Sibley’s book provides detailed guidance and materials for a therapist to offer a menu of specific modules from which parent and teen together can select which modules will best fit their current needs and concerns. This program developed at Florida International University provides practical suggestions for the therapist to offer content and a process to address the expressed concerns of the parent and teen and to adapt those to their particular aims and circumstances. ADDITIONAL RESOURCES AND CONCLUDING COMMENT Additional resources for developing psychosocial interventions for those with ADHD and their families are listed in the reference list for this article. This chapter closes with two brief comments: it is generally understood that the combination of finely tuned medication with carefully tailored psychosocial treatments is the usually the best intervention for those with ADHD. However, it is also true that if medication treatment for ADHD is not accompanied by com- petent education of patient and family, as well other psychosocial supports, treat- ment is not only less effective, but medication treatment is often not continued by the patient on a sustained basis, despite the fact that ADHD is usually a chronic disorder.