Störungstypische Erziehungsfaktoren bei Aufmerksamkeits- und Angststörungen im Kindes- und Jugendalter
Ein systematischer Überblick
Abstract
Zusammenfassung. Theoretischer Hintergrund: Die Erziehungsfaktoren Negativität und Kontrolle werden sowohl im Zusammenhang mit der Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung (ADHS) als auch mit Angststörungen (AS) diskutiert. Fragestellung: Unklar ist bislang, ob ADHS und AS gleichermaßen mit negativer Erziehung zusammenhängen oder ob verschiedene Erziehungsfaktoren bei den jeweiligen Störungsbildern eine störungstypische Rolle spielen. Methode: Einschlägige Studien aus dem Zeitraum von 1994 bis 2014 wurden systematisch analysiert. Neben generellen Zusammenhängen wurden moderierende Faktoren ermittelt. Ergebnisse: Während kindliche ADHS verstärkt mit elterlicher Negativität, zum Teil aber auch mit Kontrolle, assoziiert ist, zeigt sich bei kindlichen AS insbesondere ein Zusammenhang mit elterlicher Kontrolle. Die Ergebnisse werden von verschiedenen Faktoren wie Erhebungsmethode (Fragebogen vs. Beobachtung) und Medikation moderiert. Schlussfolgerungen: Störungstypische Zusammenhänge zwischen kindlicher Psychopathologie und Erziehungsfaktoren betonen die Relevanz gegenüberstellender Forschung von ADHS und AS und können Implikationen für eine störungsorientierte Psychotherapie haben.
Abstract.Theoretical Background: The parenting factors negativity and control have been discussed in relation to both attention deficit hyperactivity disorder (ADHD) and anxiety disorders (AD). Research Question: So far, it has not been clarified whether ADHD and AD are influenced by negative parenting in general or if specific parenting factors affect specific disorders. Method: Research from 1994 to 2014 was collected and systematically analyzed. Relations in general were examined and moderating factors were identified. Results: While childhood ADHD appears to be related to parental negativity, but partly also to parental control, childhood AD is especially related to control. The results are moderated by several factors such as method of assessment (e. g., questionnaire vs. observation) and medication. Conclusion: Disorder-specific relations between child psychopathology and parenting factors stress the importance of comparative research on ADHD and AD and can have implications for disorder-specific therapy.
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