PDF 9-18 (Українська)


mental health
attention deficit hyperactivity disorder (ADHD)
psychological assistance
cognitive-behavioural therapy

How to Cite



The article is devoted to topical issues of providing professional psychological assistance in Ukraine. It is emphasized that in the conditions of social crises in the country, which take place against the background of the formation of the information society, the requirements for the quality and scientific provability of psychological technologies implemented in the work of psychological services are increasing. It is noted that the number of people suffering from various mental disorders in Ukraine is increasing, which exacerbates the issue of health care.

The main aspects of the article focus on helping parents of children with attention deficit hyperactivity disorder, in particular, those psychological technologies, the introduction of which would improve the overall psychological well-being of all family members to avoid negative consequences of ADHD in children and promote its development. It is pointed out that the positive dynamics of the development of a child with ADHD is facilitated by the creation of a system of positive behavioural guidance in the family. Such favourable conditions for child development in the family are often suboptimal for parents of children with ADHD, due to the high probability of disorders in themselves, their tendency to anxiety, depression, high levels of stress.

In such cases, CPT technologies (cognitive-behavioural therapy) and mindfulness practices are offered as effective means of psychological assistance to parents of children with ADHD. Examples of changes in the structure of the human brain with ADHD under the influence of CPT, which contributes to the improvement of general conditions in the symptoms of the syndrome, are empirically proven in neurological visual studies. Mindfulness techniques help to neutralise stress, increase emotional intelligence, tone, resilience, self-acceptance, quality of life in general. The mechanisms of action of mindfulness practices in anxiety, depression and stress are methodologically described on the basis of the provisions of the theory of interacting cognitive subsystems F. Bernard and S. Tizdale, through the functioning of ruminations (Z. Segal, M. William and J. Tizdale) and on the principles of theory Ukhtomsky.

On the basis of theoretical analysis, a conclusion was made about the feasibility of using in programs of psychological assistance to parents of children with ADHD cognitive-behavioral therapy techniques and mindfulness practices, which are effective non-drug tools in their health and resources.
PDF 9-18 (Українська)


Berch, V., Penman, D. (2014). Osoznannaya meditatsiya. Prakticheskoe posobie po snyatiyu boli i snizheniyu stressa. [Mindfulness for Health: A practical guide for relieving pain, reducing stress and restoring well-being]. Moscow: OOO «Mann, Ivanov i Ferber» [in Russian].

Vasilyuk, F. E. (1984). Psihologiya perezhivaniya (analiz preodoleniya kriticheskih situatsiy) [Psychology of experience (analysis of overcoming critical situations)]. Moscow: Izdatelstvo Moskovskogo universiteta [in Russian].

Hornostai, P.P. (1998). Psykholohiia zhyttievoi kryzy [Psychology of life crisis]. Kyiv : Ahropromvydav Ukrainy [in Ukrainian].

Hurlieva, T.S. (2018). Dovira v oposeredkovanomu spilkuvanni: psykholohichna dopomoha osobystosti v kryzovykh umovakh [Trust in indirect communication: psychological assistance to the individual in a crisis]. Aktualni problemy psykholohii. T. III: Konsultatyvna psykholohiia i psykhoterapiia. [Counseling psychology and psychotherapy]. Retrieved from Hurlieva_2018_Dovirav_oposeredkovanomu _spilkuvanni_psyxolohichna_dopomoha_osobystosti_v_ kryzovyx _umovax.pdf.

Davidenko, N. V. (2008). Psihologo-pedagogicheskaya pomosch seme rebenka s sindromom defitsita vnimaniya i giperaktivnostyu [Psychological and pedagogical assistance to the family of a child with attention deficit hyperactivity disorder] // Obrazovanie i semya: problemyi soprovozhdeniya – [Education and family: support problems]. Saint Petersburg [in Russian].

Zavadenko, N. N. (2018). Giperaktivnost i defitsit vnimaniya v detskom vozraste : ucheb. posobie dlya vuzov [Childhood attention deficit hyperactivity disorder]. Moscow: Izdatelstvo Yurayt [in Russian].

Zlyvkov, V. L. (2016). Psykhodiahnostyka osobystosti u kryzovykh zhyttievykh sytuatsiiakh. [Psychology of personality in critical life situations]. Kyiv : Pedahohichna dumka [in Ukrainian].

Koren, E. V. (2015). Giperkineticheskie rasstroystva (SDVG). [Hyperkinetic Disorders (ADHD)]. Moscow: Retrieved from [in Russian].

Monina, G. B. (2007). Giperaktivnyie deti: psihologo-pedagogicheskaya pomosch: monografiya. [Hyperactive children. Psychological and pedagogical assistance]. Saint Petersburg : Rech. [in Russian].

Nodelson, S. E. (2018). SDVG. Sindrom defitsita vnimaniya i giperaktivnosti. Semeynaya bolezn. [Attention deficit hyperactivity disorder. Family’s disease.] Samara : Izdatelskiy Dom «Bahra-M». [in Russian].

Psykhichne zdorovia na perekhidnomu etapi. Rezultaty otsiniuvannia ta rekomendatsii dlia intehratsii okhorony psykhichnoho zdorovia v systemu pervynnoi medychnoi dopomohy ta hromadski platformy v Ukraini [Mental health in transition. Evaluation of results and recommendations for the integration of mental health into the primary care system and community platforms in Ukraine]. (2018). Retrieved from rdf. [in Ukrainian].

Romanchuk, O. I. (2012). Maindfulnes-oriientovana KPT – novyi efektyvnyi metod poperedzhennia retsydyvu depresii. [Mindfulness-oriented CВT is a new effective method of preventing the recurrence of depression.] NeiroNeus. Retrieved from [in Ukrainian].

Romanchuk, O. (2008). Hiperaktyvnyi rozlad z defitsytom uvahy u ditei [Hyperactive disorder with attention deficit in children]. Lviv : Navchalno-reabilitatsiinyi tsentr «Dzherelo». [in Ukrainian].

Tytarenko, T. M. (2003). Zhyttievyi svit osobystosti: u mezhakh i za mezhamy budennosti [The world of individual: within and outside of everyday life]. Kyiv : Lybid. [in Ukrainian].

Tokhtamysh, O.M. (2010). Psykholohichnyi suprovid ditei doshkilnoho i molodshoho shkilnoho viku z hiperaktyvnistiu ta defitsytom uvahy. [Psychological support of preschoolers and primary school children with attention deficit hyperactivity disorder]. Candidate’s thesis. Kyiv [in Ukrainian].

Uhtomskiy, A. A. (2002). Dominanta. [Dominant]. Saint Petersburg : Piter. [in Russian].

Schats, I. K. (2005). Psihologicheskoe sostoyanie semi bolnogo rebenka. [The mental condition of a family of a sick child]. Retrieved from [in Russian].

Barkley, R. А. (2010). Attention Deficit Hyperactivity Disorder in Adults: The Latest Assessment and Treatment Strategies. Sudbury, MA: Jones and Bartlett. ISBN 978-0-7637-6564-4.

Barkley, R. А. (2013). Defiant Children: a Clinician’s Manual for Assessment and Parent Training, 3rd ed. New York: Guilford Publications. ISBN 978-1-57230-123-8.

Barkley, R. А. (2000). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. New York: Guilford Press. New York.

Barnard, P. J., Teasdale, J. D. (1989). Interacting cognitive subsystems: A systemic approach to cognitive-affective interaction and change. P. 1-39.

Brown, K. W., Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848.

Canadian ADHD Resource Alliance (CADDRA): Canadian ADHD Practice Guidelines, Fourth Edition (2018). Toronto ON; CADDRA.

Christopher, Br., Anthony, J. (2013). Psycho-biological Correlates of Improved Mental Health in Patients With Musculoskeletal Pain After a Mindfulness-based Pain Management Program. Clinical Journal of Pain, 29 (3), pp. 233–44.

Crescentini, C., Capurso, V. (2015). Mindfulness meditation and explicit and implicit indicators of personality and self-concept changes. Front Psychol. 29;6:44. doi: 10.3389/fpsyg.2015.00044.

Van der Oord, S., Bögels, S. M., Peijnenburg, D. (2012). The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. //Journal of Child and Family Studies volume 21, Р. 39–147.

Griggs, M. S., Mikami, A. Y. (2011). Parental ADHD Predicts Child and Parent Outcomes Parental Friendship Coaching Treatment. // J Am Acad Child Adolesc. Psychiatry. 50(12): 1236–1246. doi: 10.1016/j.jaac.2011.08.004.

Grosswald, S. J., Stixrud, A. W. R., Stixrud, W., Travis, A. F., & Bateh, M. A. (2008). Use of transcendental meditation technique to reduce symptoms of attention deficit hyperactivity disorder (ADHD) by reducing stress and anxiety: An exploratory study. Current Issues in Education, 10, 1–16.

Haydicky, J., Wiener, J., Badali, P., Milligan, K. & Ducharme, J. (2012). Evaluation of a mindfulness-based intervention for adolescents withlearning disabilities and co-occurring ADHD and anxiety. Mindfulness, 3(2): p.151-164.

Hoofdakker, B. J van den, Nauta M. H., Veen-Mulders L. van der, Sytema S., Emmelkamp P., Minderaa R., Hoekstra P. (2010). Behavioral Parent Training as an Adjunct to Routine Care in Children with Attention-Deficit/Hyperactivity Disorder: Moderators of Treatment Response. //Journal of Pediatric Psychology, Volume 35, Issue 3.P.317–326,

Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness / J.Kabat-Zinn. Hyperion.

Mitchell, J.T., et al. (2013). A pilot trial of mindfulness meditation training for ADHD in adulthood: impact on core symptoms, executive functioning, and emotion dysregulation. Journal of Attention Disorders.

Moen, Ø. L. (2014). Everyday life in families with a child with ADHD and public health nurses’ conceptions of their role //Karlstad: Karlstads universitet, 2014., p. 66. http:// FULLTEXT01.pdf.

Mongia, M., Hechtman L. (2016). Attention-deficit hyperactivity disorder across the lifespan: review of literature on cognitive behavior therapy. Current Developmental Disorders Reports. 3(1): p.7-14.

Pfiffner, L.J., et al. (2007). A randomized, controlled trial of integrated home-school behavioral treatment forADHD, predominantly inattentive type. J Am Acad Child Adolesc Psychiatry. 46(8): p. 1041-1050.

Rogersa, M. A., Wiener, J., Marton, I., Tannock, R. (2009). Parental involvement in children's learning: Comparing parents of children with and without Attention-Deficit / Hyperactivity Disorder (ADHD) //

Segal, Z., Williams, M., Teasdale, J. (2002) Mindfulness-Based Cognitive Therapy for Depression. NY: The Guilford Press.

Smith, S. L. (2002) Parenting Children with Learning Disabilities, ADHD, and Related Disorders //

Solanto, M. (2011). Cognitive-Behavioral Therapyfor Adult ADHD: Targeting Executive Dysfunction. New York, NY: Guilford Press.

Theule J., Wiener J., Rogers M., Marton I. (2010). Predicting Parenting Stress in Families of Children with ADHD: Parent and Contextual Factors. // Journal of Child and Family Studies, Volume 20, Issue 5, pp 640–647.

Teasdale, J. D., Moore, R. G., Hayhurst, H., Pope, M., Williams, S., & Segal, Z. V. (2002). Metacognitive awareness and prevention of relapse in depression: Empirical evidence. Journal of Consulting and Clinical Psychology, 70(2), 275–287.

Van der Oord, S., Bögels, S. & Peijnenburg D. (2012). The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies volume 21, pages139–147.

Wang, X., Cao, Q., Wang, J., Wu, Z., Wang, P., Sun Li, Cai, T, Wang, Y. (2016). The effects of cognitive-behavioral therapy on intrinsic functional brain networks in adults with attention-deficit/hyperactivity disorder. //Behaviour Research and Therapy. P. 32-39.

Zylowska, L., et al. (2008). Mindfulness meditation trainingin adults and adolescentswith ADHD: a feasibility study. J Atten Disord. 11(6):p. 737-746.

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link -