Parent Training

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.

This pilot study aims to investigate the effects of a four-week online feeding awareness training program for fathers of typically developing children aged 3-6 years. The study will examine changes in fathers' parental self-efficacy and feeding attitudes, as well as their children's eating and mealtime behaviors. The main research question is whether an online awareness training program for fathers can improve parental self-efficacy and feeding attitudes and contribute to positive changes in children's eating behaviors. Outcomes will be assessed at baseline, immediately after the intervention, and at a four-week follow-up.

HmT/LmG is a group course for 4-6 parental dyads and consists of 4 group sessions with psycho-education and skills training and 3 individual sessions per family (i.e., 1 session with the adolescent, 1 session with the parents, and 1 session with parents and adolescent together). We want to evaluate effectiveness and treatment process mechanisms applying self-reports, audio observation and interviews.