Abstract
This article addresses the contribution of group social meetings for children with ADHD in promoting self-efficacy and improving social skills. This article is part of my doctoral research and is based on a review of current literature. ADHD is considered one of the most common disorders among students of various ages. Attention has physiological, psychological, and behavioral aspects, significantly impacting overall functioning, particularly in school. Children with ADHD face difficulties in academic performance and social domains, including challenges in social adaptation and forming social connections. Previous studies have indicated that many children diagnosed or characterized as having ADHD struggle significantly in both academic and social areas. We ask them to learn in a way that is unnatural for them, requiring great effort. We value and prioritize behaviors and abilities that do not align with their strengths. One proposed treatment option for children with ADHD is group intervention. group provides a sense of belonging, support, and acceptance, as opportunities to learn diverse behaviors, reflections, and modeling normative behavior. The article reviews previous studies on the impact of therapeutic groups and social meetings on children with ADHD - how these meetings help children improve their social skills and increase their sense of self-efficacy. In conclusion, if we can better understand how these children feel and act, we can create tailored learning environments and positive, adapted educational and social interactions, thereby aiding their personal development.
Published Version
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