Development and Effectiveness of a Micro-Psychoeducation Program for Parents of Children With ADHD in Disaster Situations

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.