THE IMPACT OF PSYCHOSOCIAL INTERVENTIONS ON THE DEVELOPMENT OF CHILDREN WITH ADHD: A COMPREHENSIVE REVIEW

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental illness that hinders attention, self-regulation, and adaptive functioning in domestic, educational, and social environments. Psychosocial interventions—such as behavioural parent training, behavioural classroom management, social skills training, cognitive-behavioral therapy (CBT), and intensive summer/clinic programs—address the contextual, learning, and skill deficiencies that medicine alone fails to adequately resolve. This review analysis consolidates outcome evidence from significant trials and systematic reviews regarding psychosocial interventions for children and adolescents with ADHD. Psychosocial therapies consistently diminish fundamental disruptive behaviours, strengthen parent-child interactions, and improve social and classroom performance; their impact on academic attainment is more limited and frequently necessitates school-based elements. Optimal outcomes are achieved through effectively executed behavioural interventions and the integration of psychosocial treatments with medication in meticulously coordinated, multimodal care. Deficiencies persist in long-term monitoring, elucidation of mechanisms connecting interventions to developmental pathways, cultural customisation, and implementation in resource-limited environments. Recommendations for clinical practice and subsequent research are presented.