Parent TrainingADHDNCT07777016
Development and Effectiveness of a Micro-Psychoeducation Program for Parents of Children With ADHD in Disaster Situations
A study testing articipants in the intervention group received the micro-psychoeducation program. in people with Parent Training and Psychoeducation, run by Kahramanmaras Sutcu Imam University.
Trial summary
Abstract Disasters are among the major crisis situations that adversely affect children's psychological well-being, emotional regulation, and adaptation. Children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) are considered particularly vulnerable during disasters because they are more likely to… Read more about this study
- Who is it for?
- Ages 6 to 12 yearsHealthy volunteers can take part
- Conditions the study is for
- Parent Training, Psychoeducation
- What is being tested?
- articipants in the intervention group received the micro-psychoeducation program.
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- No sites listed yet
- Study dates
- 15 Oct 2026to 15 May 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 6 to 12 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Children aged 6-12 years with a clinical diagnosis of attention-deficit/hyperactivity disorder (ADHD).
- Absence of severe comorbid psychiatric or neurological disorders. Stable treatment process. Parent is the child's primary caregiver. Ability of the parent to communicate effectively. Voluntary agreement to participate in the study.
Who cannot join
- Withdrawal from the study. Missing data that prevent the participant from being included in the analysis.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Development and Evaluation of the Effectiveness of a Micro-Psychoeducation Program for Parents of Children Diagnosed With ADHD in Disaster Situations
Abstract
Disasters are among the major crisis situations that adversely affect children's psychological well-being, emotional regulation, and adaptation. Children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) are considered particularly vulnerable during disasters because they are more likely to experience heightened anxiety, behavioral dysregulation, trauma-related symptoms, and difficulties adapting to rapidly changing environments. Effective parental support and appropriate psychosocial interventions are therefore essential for promoting resilience and facilitating recovery in this high-risk population.
Read more
Evidence suggests that disaster-related experiences may exacerbate emotional and behavioral difficulties among children with ADHD, especially when continuity of care and family support are disrupted. Parent-focused psychoeducation has been shown to strengthen parenting competencies, improve parent-child interactions, reduce behavioral difficulties, and increase parental confidence in managing challenging situations. Likewise, structured parent-training programs have demonstrated positive effects on family functioning, stress reduction, and children's behavioral outcomes. These findings underscore the importance of developing disaster-specific interventions that equip parents with the knowledge and skills necessary to support their children before, during, and after emergencies. Furthermore, the region in which this study will be conducted is located in an area with a high risk of natural disasters, particularly earthquakes, highlighting the practical significance of the research.
This study will employ a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a micro-psychoeducation program developed for parents of children with ADHD in disaster situations. The study sample will include at least 60 parents assigned to intervention and control groups. The psychoeducation program will consist of five structured sessions addressing disaster preparedness, crisis communication, behavioral management during emergencies, emotional regulation strategies, and post-disaster recovery. The intervention will be delivered by a researcher who is an authorized regional disaster trainer and has advanced academic and professional experience in disaster management and therapeutic interventions, in collaboration with child and adolescent psychiatry specialists. Data will be collected using the Personal Information Form, the Revised Berkeley Parenting Self-Efficacy Scale, the Disaster Preparedness Scale, the Psychological Preparedness for Disaster Threat Scale, and the Conners Parent Rating Scale.
Developing a structured disaster-focused psychoeducation program for parents of children with ADHD is expected to address an important clinical and public health need. The intervention is anticipated to improve parents' disaster preparedness, knowledge, awareness, and coping skills while strengthening their ability to support their children during disaster-related crises. Ultimately, the program is expected to contribute to reducing anxiety, stress, behavioral problems, and psychological distress among children with ADHD, thereby promoting healthier family adaptation and resilience throughout the disaster management process.
Read the detailed description
Purpose of the Study
The aim of this study is to develop a structured micro-psychoeducation program for parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder in disaster situations and to evaluate its effectiveness on parental self-efficacy, psychological preparedness for disasters, disaster readiness, and child behavior management. This research is intended to address the lack of parent-based interventions specifically targeting children with neurodevelopmental disorders within the increasingly important framework of modern disaster management and the concept of "holistic disaster preparedness."
Attention-Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood, with a global prevalence estimated to range between approximately five and seven percent. In a longitudinal study conducted by Ercan and colleagues, which followed 1,500 primary school students over four years, the prevalence rates of Attention-Deficit/Hyperactivity Disorder were reported as 13.38% in the first year, 12.53% in the second year, 12.22% in the third year, and 12.91% in the fourth year, indicating that similar rates have also been reported in Türkiye and highlighting its significance as a major public health issue .
Children diagnosed with Attention-Deficit/Hyperactivity Disorder experience difficulties in following instructions, increased risk-taking behaviors, and intense emotional reactions due to inattention, impulsivity, and hyperactivity, particularly in high-stress situations such as disasters. These characteristics place them in a high-risk group during disaster processes and make specialized interventions necessary.
Post-disaster studies have shown that children with Attention-Deficit/Hyperactivity Disorder are at higher risk for post-traumatic stress symptoms, anxiety, and behavioral problems. Research conducted after the 2023 Kahramanmaraş earthquakes reported increased levels of psychosocial impact among children diagnosed with Attention-Deficit/Hyperactivity Disorder, with more pronounced trauma and anxiety symptoms. Furthermore, these children are reported to be more sensitive to post-disaster stress due to difficulties in emotional regulation, and parental support is emphasized as a critical protective factor. However, despite the existence of post-disaster interventions, structured parent-based psychoeducation programs specifically designed for Attention-Deficit/Hyperactivity Disorder remain limited in the literature.
This study addresses this gap by considering disaster management within a modern framework that includes pre-disaster preparedness, disaster-time response, and post-disaster recovery processes. The developed micro-psychoeducation program aims to increase parents' knowledge regarding disasters, enable them to manage the behaviors of their children with Attention-Deficit/Hyperactivity Disorder more effectively during crises, and support the development of structured coping skills. Due to difficulties in attention, impulsivity, and behavioral control, children with Attention-Deficit/Hyperactivity Disorder often struggle to maintain safe behaviors during disasters, making parental intervention critical.
The main outcome of the program is to enhance parents' abilities in providing short and clear instructions during crises, redirecting attention, regulating behavior, and offering emotional support. Through these improvements, it is expected that children's adaptation levels during disasters will increase, while stress, anxiety, and behavioral problems will decrease. In addition, the program is expected to strengthen parental self-efficacy, improve family functioning, and support long-term psychological resilience.
In conclusion, this research aims to fill a significant scientific gap in the field of disaster-related parent interventions for children with Attention-Deficit/Hyperactivity Disorder by developing a short-term, applicable, and scalable micro-psychoeducation model. This model is expected to contribute to evidence-based practices in child mental health, nursing, and disaster management, and to provide a strong scientific foundation for interventions targeting high-risk groups.
Research Topic and Scope
The subject of this study is the development of a structured micro-psychoeducation program for parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder in disaster situations and the multidimensional evaluation of its effects on parental self-efficacy, disaster preparedness level, and child behavior management. The study responds to the need for parent-based interventions that address disaster preparedness, disaster-time response, and post-disaster recovery within a holistic disaster management framework. In this respect, the research aims to fill a significant gap in the literature, where structured disaster-focused parent education programs for children with Attention-Deficit/Hyperactivity Disorder are limited.
The study population will include parents living in Kahramanmaraş Province who have children aged six to twelve years with clinically confirmed Attention-Deficit/Hyperactivity Disorder. Participants will be selected according to inclusion and exclusion criteria, and participation will be entirely voluntary. Inclusion criteria include having a child aged six to twelve years diagnosed with Attention-Deficit/Hyperactivity Disorder, being the primary caregiver, having Turkish reading and comprehension skills, and providing informed consent. Exclusion criteria include refusal to participate, inability to attend program sessions regularly, and incomplete data collection. These criteria aim to ensure sample integrity, data quality, and internal validity.
The psychoeducation program will include behavioral responses of children with Attention-Deficit/Hyperactivity Disorder during disasters, effective parent-child communication during crises, behavior regulation techniques such as providing short and clear instructions, reward-based approaches, and attention redirection, emotional regulation skills, and disaster preparedness practices. The program content will be scientifically and clinically evaluated by at least two child and adolescent psychiatrists and two child development specialists prior to implementation, followed by pilot testing and final revisions before full application. The program is designed in a modular structure to ensure practicality and ease of use in daily life.
A quasi-experimental pretest-posttest control group design will be used. Pre- and post-intervention assessments will evaluate parental self-efficacy, disaster preparedness levels, and child behavior problems. The effectiveness of the program will be statistically analyzed, and its sustainability may be assessed through follow-up measurements. The findings will provide structured disaster management knowledge to parents across preparedness, response, and coping phases. The high vulnerability of children with Attention-Deficit/Hyperactivity Disorder in disaster situations due to inattention, impulsivity, and hyperactivity makes structured parental support essential.
Expected Contributions and Impact
This project will contribute to the development of a sustainable, applicable, and scalable parent education model for children with Attention-Deficit/Hyperactivity Disorder in disaster contexts. It will strengthen parental crisis management skills, improve child adaptation to disasters, and reduce psychosocial distress.
At the societal level, the project will increase awareness of the needs of children with special requirements in disaster preparedness and response. Due to its short-term, modular, and applicable structure, the program is expected to be easily implemented by healthcare professionals such as nurses and psychologists as well as educators across different institutions and regions, thereby contributing to the dissemination of disaster awareness.
From a scientific perspective, the project fills an important gap in the literature by integrating disaster management and child mental health into a novel model. Findings are expected to be disseminated through national and international publications and conferences and to serve as a foundation for future research.
From an economic perspective, reducing psychosocial problems following disasters is expected to decrease long-term healthcare utilization and associated costs. Thus, the project has the potential to create sustainable value at individual, societal, and system levels.
Implementation and Applicability
Upon completion of this project, an applicable, structured, and evidence-based micro-psychoeducation model will be developed for parents of children with Attention-Deficit/Hyperactivity Disorder in disaster situations. This model will enhance parental crisis management skills, improve decision-making during emergencies, and reduce behavioral and adaptation problems in children.
The program will be applicable in healthcare institutions, family health centers, hospitals, school health services, and guidance counseling units. Its modular and standardized structure will allow easy implementation by nurses, psychiatric teams, psychologists, and disaster response personnel. Digital support materials will further increase accessibility and nationwide dissemination.
Economically, early reduction of psychosocial problems in children with Attention-Deficit/Hyperactivity Disorder is expected to decrease healthcare utilization and psychiatric service demand, thereby reducing the burden on the healthcare system. Additionally, improved child adaptation and educational functioning will indirectly contribute to social productivity.
In conclusion, this project offers a high potential contribution to both clinical practice and public health through its integrated approach to disaster management and child mental health, its applicability within healthcare systems, and its scalability across different settings.
- Conditions
- Parent Training, Psychoeducation
- Being tested
- articipants in the intervention group received the micro-psychoeducation program.
- Keywords
- Parent Training,, attention deficit hyperactivity disorder, disaster
- Medical subject headings
- Attention Deficit Disorder with Hyperactivity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
articipants in the intervention group received the micro-psychoeducation program.Behavioural
Psychoeducation Intervention Program
The micro-psychoeducation program developed within the scope of this research is structured in accordance with the modern disaster management approach and encompasses the phases of pre-disaster preparedness, disaster-time intervention, and post-disaster recovery. The program consists of five sessions that include behavioral and emotional reactions in disaster situations, effective parent-child communication during crises, behavior regulation techniques, emotional regulation, and disaster preparedness practices. In addition, the program aims to strengthen coping and recovery skills to support the psychosocial well-being of both the child and the parent in the post-disaster period.
Within this framework, the sessions are organized as follows:
Session 1: Behavioral and Emotional Reactions of Children with ADHD in Disaster Situations (awareness and preparedness foundation) Session 2: Disaster Preparedness Processes and Family Disaster Planning (risk
| Study group | Role | What they receive |
|---|---|---|
| control group | No intervention | No intervention will be applied to this group; only pre-test and post-test assessments will be conducted. |
| Micro-psychoeducation | Active comparator | The developed micro-psychoeducation program will be implemented for this group over five sessions. Receives: Behavioral: articipants in the intervention group received the micro-psychoeducation program. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Primary Outcome Measure 1 Change in Participants' Parental Self-Efficacy Scores
The change in participants' parental self-efficacy scores will be assessed using the Berkeley Parenting Self-Efficacy Scale-Revised. The BPSE-R consists of 18 items rated on a 6-point Likert scale, with total scores ranging from 18 to 108. Higher scores indicate higher levels of parental self-efficacy. Assessments will be conducted at baseline and after the intervention.
Measured: Assessment will be conducted at baseline and 8 weeks after the intervention.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Aug 2026
- Study start15 Oct 2026 (estimated)
- Primary completion15 Dec 2026 (estimated)
- Study completion15 May 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Parent TrainingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study will be conducted using a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a psychoeducation program developed for parents of children diagnosed with ADHD in disaster situations. Two groups, an intervention group and a control group, will be formed, and the independent effect of the intervention will be analyzed through comparative analysis.
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Kahramanmaras Sutcu Imam University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Vedat ARGIN, Kahramanmaras Sutcu Imam University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07777016
- Sponsor's protocol ID
- KSÜADHD
- Acronym
- ADHD
- Status last verified
- Aug 2026
- First submitted
- 11 May 2026
- Last updated
- 20 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Due to regulations on the protection of personal data, information will not be shared.
Study at a glance
From the registry record, last updated by the sponsor on 20 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Development and Evaluation of the Effectiveness of a Micro-Psychoeducation Program for Parents of Children Diagnosed With ADHD in Disaster Situations
- ClinicalTrials.gov ID
- NCT07777016
- Acronym / sponsor ID
- ADHD / KSÜADHD
- Conditions
- Parent Training, Psychoeducation
- Keywords
- Parent Training,, attention deficit hyperactivity disorder, disaster
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- Kahramanmaras Sutcu Imam UniversityUniversity, hospital or other
- Study start
- 15 Oct 2026 (estimated)
- Primary completion
- 15 Dec 2026 (estimated)
- Study completion
- 15 May 2027 (estimated)
- First posted
- 20 Aug 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Abstract
Disasters are among the major crisis situations that adversely affect children's psychological well-being, emotional regulation, and adaptation. Children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) are considered particularly vulnerable during disasters because they are more likely to experience heightened anxiety, behavioral dysregulation, trauma-related symptoms, and difficulties adapting to rapidly changing environments. Effective parental support and appropriate psychosocial interventions are therefore essential for promoting resilience and facilitating recovery in this high-risk population.
Evidence suggests that disaster-related experiences may exacerbate emotional and behavioral difficulties among children with ADHD, especially when continuity of care and family support are disrupted. Parent-focused psychoeducation has been shown to strengthen parenting competencies, improve parent-child interactions, reduce behavioral difficulties, and increase parental confidence in managing challenging situations. Likewise, structured parent-training programs have demonstrated positive effects on family functioning, stress reduction, and children's behavioral outcomes. These findings underscore the importance of developing disaster-specific interventions that equip parents with the knowledge and skills necessary to support their children before, during, and after emergencies. Furthermore, the region in which this study will be conducted is located in an area with a high risk of natural disasters, particularly earthquakes, highlighting the practical significance of the research.
This study will employ a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a micro-psychoeducation program developed for parents of children with ADHD in disaster situations. The study sample will include at least 60 parents assigned to intervention and control groups. The psychoeducation program will consist of five structured sessions addressing disaster preparedness, crisis communication, behavioral management during emergencies, emotional regulation strategies, and post-disaster recovery. The intervention will be delivered by a researcher who is an authorized regional disaster trainer and has advanced academic and professional experience in disaster management and therapeutic interventions, in collaboration with child and adolescent psychiatry specialists. Data will be collected using the Personal Information Form, the Revised Berkeley Parenting Self-Efficacy Scale, the Disaster Preparedness Scale, the Psychological Preparedness for Disaster Threat Scale, and the Conners Parent Rating Scale.
Developing a structured disaster-focused psychoeducation program for parents of children with ADHD is expected to address an important clinical and public health need. The intervention is anticipated to improve parents' disaster preparedness, knowledge, awareness, and coping skills while strengthening their ability to support their children during disaster-related crises. Ultimately, the program is expected to contribute to reducing anxiety, stress, behavioral problems, and psychological distress among children with ADHD, thereby promoting healthier family adaptation and resilience throughout the disaster management process.
Detailed description
Purpose of the Study
The aim of this study is to develop a structured micro-psychoeducation program for parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder in disaster situations and to evaluate its effectiveness on parental self-efficacy, psychological preparedness for disasters, disaster readiness, and child behavior management. This research is intended to address the lack of parent-based interventions specifically targeting children with neurodevelopmental disorders within the increasingly important framework of modern disaster management and the concept of "holistic disaster preparedness."
Attention-Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood, with a global prevalence estimated to range between approximately five and seven percent. In a longitudinal study conducted by Ercan and colleagues, which followed 1,500 primary school students over four years, the prevalence rates of Attention-Deficit/Hyperactivity Disorder were reported as 13.38% in the first year, 12.53% in the second year, 12.22% in the third year, and 12.91% in the fourth year, indicating that similar rates have also been reported in Türkiye and highlighting its significance as a major public health issue .
Children diagnosed with Attention-Deficit/Hyperactivity Disorder experience difficulties in following instructions, increased risk-taking behaviors, and intense emotional reactions due to inattention, impulsivity, and hyperactivity, particularly in high-stress situations such as disasters. These characteristics place them in a high-risk group during disaster processes and make specialized interventions necessary.
Post-disaster studies have shown that children with Attention-Deficit/Hyperactivity Disorder are at higher risk for post-traumatic stress symptoms, anxiety, and behavioral problems. Research conducted after the 2023 Kahramanmaraş earthquakes reported increased levels of psychosocial impact among children diagnosed with Attention-Deficit/Hyperactivity Disorder, with more pronounced trauma and anxiety symptoms. Furthermore, these children are reported to be more sensitive to post-disaster stress due to difficulties in emotional regulation, and parental support is emphasized as a critical protective factor. However, despite the existence of post-disaster interventions, structured parent-based psychoeducation programs specifically designed for Attention-Deficit/Hyperactivity Disorder remain limited in the literature.
This study addresses this gap by considering disaster management within a modern framework that includes pre-disaster preparedness, disaster-time response, and post-disaster recovery processes. The developed micro-psychoeducation program aims to increase parents' knowledge regarding disasters, enable them to manage the behaviors of their children with Attention-Deficit/Hyperactivity Disorder more effectively during crises, and support the development of structured coping skills. Due to difficulties in attention, impulsivity, and behavioral control, children with Attention-Deficit/Hyperactivity Disorder often struggle to maintain safe behaviors during disasters, making parental intervention critical.
The main outcome of the program is to enhance parents' abilities in providing short and clear instructions during crises, redirecting attention, regulating behavior, and offering emotional support. Through these improvements, it is expected that children's adaptation levels during disasters will increase, while stress, anxiety, and behavioral problems will decrease. In addition, the program is expected to strengthen parental self-efficacy, improve family functioning, and support long-term psychological resilience.
In conclusion, this research aims to fill a significant scientific gap in the field of disaster-related parent interventions for children with Attention-Deficit/Hyperactivity Disorder by developing a short-term, applicable, and scalable micro-psychoeducation model. This model is expected to contribute to evidence-based practices in child mental health, nursing, and disaster management, and to provide a strong scientific foundation for interventions targeting high-risk groups.
Research Topic and Scope
The subject of this study is the development of a structured micro-psychoeducation program for parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder in disaster situations and the multidimensional evaluation of its effects on parental self-efficacy, disaster preparedness level, and child behavior management. The study responds to the need for parent-based interventions that address disaster preparedness, disaster-time response, and post-disaster recovery within a holistic disaster management framework. In this respect, the research aims to fill a significant gap in the literature, where structured disaster-focused parent education programs for children with Attention-Deficit/Hyperactivity Disorder are limited.
The study population will include parents living in Kahramanmaraş Province who have children aged six to twelve years with clinically confirmed Attention-Deficit/Hyperactivity Disorder. Participants will be selected according to inclusion and exclusion criteria, and participation will be entirely voluntary. Inclusion criteria include having a child aged six to twelve years diagnosed with Attention-Deficit/Hyperactivity Disorder, being the primary caregiver, having Turkish reading and comprehension skills, and providing informed consent. Exclusion criteria include refusal to participate, inability to attend program sessions regularly, and incomplete data collection. These criteria aim to ensure sample integrity, data quality, and internal validity.
The psychoeducation program will include behavioral responses of children with Attention-Deficit/Hyperactivity Disorder during disasters, effective parent-child communication during crises, behavior regulation techniques such as providing short and clear instructions, reward-based approaches, and attention redirection, emotional regulation skills, and disaster preparedness practices. The program content will be scientifically and clinically evaluated by at least two child and adolescent psychiatrists and two child development specialists prior to implementation, followed by pilot testing and final revisions before full application. The program is designed in a modular structure to ensure practicality and ease of use in daily life.
A quasi-experimental pretest-posttest control group design will be used. Pre- and post-intervention assessments will evaluate parental self-efficacy, disaster preparedness levels, and child behavior problems. The effectiveness of the program will be statistically analyzed, and its sustainability may be assessed through follow-up measurements. The findings will provide structured disaster management knowledge to parents across preparedness, response, and coping phases. The high vulnerability of children with Attention-Deficit/Hyperactivity Disorder in disaster situations due to inattention, impulsivity, and hyperactivity makes structured parental support essential.
Expected Contributions and Impact
This project will contribute to the development of a sustainable, applicable, and scalable parent education model for children with Attention-Deficit/Hyperactivity Disorder in disaster contexts. It will strengthen parental crisis management skills, improve child adaptation to disasters, and reduce psychosocial distress.
At the societal level, the project will increase awareness of the needs of children with special requirements in disaster preparedness and response. Due to its short-term, modular, and applicable structure, the program is expected to be easily implemented by healthcare professionals such as nurses and psychologists as well as educators across different institutions and regions, thereby contributing to the dissemination of disaster awareness.
From a scientific perspective, the project fills an important gap in the literature by integrating disaster management and child mental health into a novel model. Findings are expected to be disseminated through national and international publications and conferences and to serve as a foundation for future research.
From an economic perspective, reducing psychosocial problems following disasters is expected to decrease long-term healthcare utilization and associated costs. Thus, the project has the potential to create sustainable value at individual, societal, and system levels.
Implementation and Applicability
Upon completion of this project, an applicable, structured, and evidence-based micro-psychoeducation model will be developed for parents of children with Attention-Deficit/Hyperactivity Disorder in disaster situations. This model will enhance parental crisis management skills, improve decision-making during emergencies, and reduce behavioral and adaptation problems in children.
The program will be applicable in healthcare institutions, family health centers, hospitals, school health services, and guidance counseling units. Its modular and standardized structure will allow easy implementation by nurses, psychiatric teams, psychologists, and disaster response personnel. Digital support materials will further increase accessibility and nationwide dissemination.
Economically, early reduction of psychosocial problems in children with Attention-Deficit/Hyperactivity Disorder is expected to decrease healthcare utilization and psychiatric service demand, thereby reducing the burden on the healthcare system. Additionally, improved child adaptation and educational functioning will indirectly contribute to social productivity.
In conclusion, this project offers a high potential contribution to both clinical practice and public health through its integrated approach to disaster management and child mental health, its applicability within healthcare systems, and its scalability across different settings.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- This study will be conducted using a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of a psychoeducation program developed for parents of children diagnosed with ADHD in disaster situations. Two groups, an intervention group and a control group, will be formed, and the independent effect of the intervention will be analyzed through comparative analysis.
| Arm | Type | Receives |
|---|---|---|
| control group | No intervention | –No intervention will be applied to this group; only pre-test and post-test assessments will be conducted. |
| Micro-psychoeducation | Active comparator | Behavioral: articipants in the intervention group received the micro-psychoeducation program.The developed micro-psychoeducation program will be implemented for this group over five sessions. |
Who may qualify
- Ages
- 6 to 12 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (2 listed)
- Children aged 6-12 years with a clinical diagnosis of attention-deficit/hyperactivity disorder (ADHD).
- Absence of severe comorbid psychiatric or neurological disorders. Stable treatment process. Parent is the child's primary caregiver. Ability of the parent to communicate effectively. Voluntary agreement to participate in the study.
Key exclusion criteria (1 listed)
- Withdrawal from the study. Missing data that prevent the participant from being included in the analysis.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| articipants in the intervention group received the micro-psychoeducation program.Psychoeducation Intervention Program The micro-psychoeducation program developed within the scope of this research is structured in accordance with the modern disaster management approach and encompasses the phases of pre-disaster preparedness, disaster-time intervention, and post-disaster recovery. The program consists of five sessions that include behavioral and emotional reactions in disaster situations, effective parent-child communication during crises, behavior regulation techniques, emotional regulation, and disaster preparedness practices. In addition, the program aims to strengthen coping and recovery skills to support the psychosocial well-being of both the child and the parent in the post-disaster period. Within this framework, the sessions are organized as follows: Session 1: Behavioral and Emotional Reactions of Children with ADHD in Disaster Situations (awareness and preparedness foundation) Session 2: Disaster Preparedness Processes and Family Disaster Planning (risk | Behavioural | Micro-psychoeducation |
Primary outcome
Primary Outcome Measure 1 Change in Participants' Parental Self-Efficacy Scores
Time frame: Assessment will be conducted at baseline and 8 weeks after the intervention.
The change in participants' parental self-efficacy scores will be assessed using the Berkeley Parenting Self-Efficacy Scale-Revised. The BPSE-R consists of 18 items rated on a 6-point Likert scale, with total scores ranging from 18 to 108. Higher scores indicate higher levels of parental self-efficacy. Assessments will be conducted at baseline and after the intervention.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 20 Aug 2026.
- Individual participant dataSharing planned: No. Due to regulations on the protection of personal data, information will not be shared.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Questions about this trial
What is this clinical trial studying?
A study testing articipants in the intervention group received the micro-psychoeducation program. in people with Parent Training and Psychoeducation, run by Kahramanmaras Sutcu Imam University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 20 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact vedat argın, Assistant Professor (+90 507 964 84 93, vedatargin27@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Primary Outcome Measure 1 Change in Participants' Parental Self-Efficacy Scores (time frame: Assessment will be conducted at baseline and 8 weeks after the intervention.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 20 Aug 2026.