ADHD and Families: Transformative Learning and Parenting Support

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by persistent patterns of inattention, impulsivity, and hyperactivity that interfere with daily functioning and development (APA, 2022). Educating a hyperactive child disrupts the balance of family relationships. Indeed, ADHD can profoundly alter family structures by triggering intense emotions that are challenging to manage and by making interactions complex and problematic (Anastopoulos et al., 2009; Bullegas et al., 2023; Theule et al., 2011). Through participatory action research, this study explores the transformative potential of Parental Reflective Groups (PRG) as an innovative approach to provide parenting support for families dealing with ADHD (Bullegas & Mura, 2023; Mura & Bullegas, 2021). PRGs represent a methodological approach, aimed at facilitating critical reflection on parenting practices. Twenty parents of children with ADHD participated in a six-month PRG program that included pre-training and post-training semi-structured interviews to detect changes in frame of references (e.g. premises and meanings about parental identity, ADHD, parent-child relationship, etc.) and educational practices. The findings underscore the potential of PRGs in assisting participants in critically analyzing their perspectives and supporting them in a process of personal growth and empowerment.