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Chapter 11 - Enhancing Engagement and Motivation with Adolescents with ADHD and Their Parents

The Supporting Teens’ Autonomy Daily (STAND) Model

from Part III - Family Intervention for Specific Child and Adolescent Mental Health Problems

Published online by Cambridge University Press:  18 February 2021

By
Margaret H. Sibley  and
Patrick A. LaCount
Edited by
Jennifer L. Allen ,
David J. Hawes  and
Cecilia A. Essau
Jennifer L. Allen
Affiliation:
University of Bath
David J. Hawes
Affiliation:
University of Sydney
Cecilia A. Essau
Affiliation:
Roehampton University, London
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Summary

Family therapies for adolescents with attention deficit hyperactivity disorder (ADHD) face notorious engagement problems related to population-specific barriers. Supporting Teens’ Autonomy Daily (STAND) is an empirically-supported engagement-focused therapy for parents and teens with ADHD. In this chapter, we step into the lives of adolescents with ADHD and their parents, uncovering why therapeutic behavior change historically eluded this population. We describe the STAND model and discuss specific strategies that therapists can employ to enhance parent and teen engagement. Our approach draws from social psychology research on human motivation, change-oriented therapies such as motivational interviewing (MI), research on therapy homework and habit formation, behavioral principles and our own trial and error working with families. We share the results of three clinical trials that established STAND’s efficacy and discuss limitations and future directions for the evolving STAND model. We invite readers to collaborate with us in this process, creating their own brand of STAND to improve the lives of families.

Keywords

ADHDAdolescenceParentingTherapy EngagementMotivational Interviewing
Type
Chapter
Information
Family-Based Intervention for Child and Adolescent Mental Health
A Core Competencies Approach
 , pp. 136 - 151
Publisher: Cambridge University Press
Print publication year: 2021

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