F90.1 F91.3 F90.0
Conditions
Interventions
Group 1: psychoanalytic longterm treatment (no medication)
Group 2: behavioral therapy /medical treatment
Group 3: treatment as usual (psychiatric treatment)
Group 4: untreated controll group
Sponsors
Sigmund-Freud-Institut
Eligibility
Sex/Gender
All
Age
5 Years to 11 Years
Inclusion criteria
Inclusion criteria: disturbens of activity and attention, hyperkinetic conduct disorder, conduct disorders
Exclusion criteria
Exclusion criteria: schizophrenia, psychosis, developmental disorder
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Diagnostic System for Mental Disorders in Children and Adolescents (DISYPS-KP, Döpfner & Lehmkuhl, 2003). The DISYPS-KP – Diagnostic System for mental Disorders in Children and Adolescents – consists of different types of data: a parental questionnaire (that can be used as a structured parent interview), a teacher questionnaire and a self-reporting questionnaire (for children aged 11-18). The clinical assessment is performed by clinicians and psychological professionals using the DISYPS-KP checklists for ADHD and ODD which are related to the stipulated in DSM-IV and ICD-10. Three measurement thresholds: pre-measurement, post-measurement and follow-up measurement, one year after finishing treatment. | — |
Secondary
| Measure | Time frame |
|---|---|
| Conners Teacher Rating Scale. The Conners Teacher Rating Scale (CTRS-S) (Conners, 2001) includes four subscales: Hyperactivity, Attention Deficit, Conduct-Problem, and ADHD-Index. The CTRS-S has been found to be sensitive to changes in children with ADHD before and after (medical) treatment in the general school-age population (e.g., Pearson et al., 2003). Conners Parent Rating Scale. The Conners Parent Rating Scale (CPRS-S) (Conners, 2001) includes four subscales: Hyperactivity, Attention Deficit, Conduct-Problem, ADHD-Index. The CTRS-S has been found to be sensitive to changes in children with ADHD before and after (medical) treatment in the general school-age population (e.g., Pearson et al., 2003). Children were examined by use of different questionnaires and psychological tests. Intelligence was assessed using the Culture Fair Test, CFT-20R (Weiß, 2008). The child’s behavior during examination was reported by the observation questionnaire “behavior during examination” (VWU, Döpfner, Schurmann & Frölich 1998). Using the “d2 Test of attention” (Brickenkamp & Zillmer, 1998), we obtained a consistent and valid measure of visual scanning accuracy and speed. Furthermore, we applied the projective “Schweinchen-Schwarzfuss Test” as a psychoanalytically proven instrument for children. This narrative story stem test, including 17 cards with black and white drawings, features a little pig with a black foot as the main character (Corman, 1995). The test was tape recorded and transcribed, permitting the researchers to consider the inner psychic states and fantasies of the child. Moreover, the Inventory for the Assessment of the Quality of Life in Children and Adolescents, ILK (Mattejat, 2006) was completed by children as well as by parents and therapists. The ILK addresses seven different areas of life such as school, family and friendship, and provides the opportunity to compare the different perspectives. Regarding the assessment of children with ADHD and ODD, comorbi | — |
Countries
Germany
Contacts
Public ContactKatrin Luise Läzer
Sigmund-Freud-Institut
Outcome results
None listed