Abstract:

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents (Barkley,2016). The American Psychiatric Association (APA, 2013) describes ADHD as a persistent pattern of inattention, hyperactivity, and impulsivity that manifests before the age of 12 years. Greenway and ReesEdwards (2020) reported that ADHD rates in classrooms have increased in recent years. Teachers were the professionals who detected ADHD more often than doctors and even more often than parents. The core symptoms of ADHD are often associated with additional symptoms (e.g., sleep problems, depressed mood, enactment/aggressive behavior), which in turn further reduce psychosocial functioning (Faraone et al, 2015). Overall, it is associated with high rates of psychiatric problems (e.g., conduct disorders) and physical (e.g., obesity) comorbidities (Fliers et al., 2013; Reale et al., 2017). Anxiety disorders are one of the most common comorbidities with an incidence of approximately 25-50% of ADHD patients (Pallanti, & Salerno, 2020). There are epidemiological and clinical studies showing high rates of anxiety disorder comorbidity in both children and adolescents (de la Barra, Vicente, Saldivia, & Melipillan, 2013) and adult ADHD patients (Van Ameringen, Mancini, Simpson, & Patterson, 2011). As (inadequately treated) ADHD negatively affects many long-term outcomes (e.g. academic performance, work status, traffic accidents), timely and adequate treatment is crucial (Arnold, Hodgkins, Kahle, Madhoo, & Kewley, 2020; Harpin et al., 2016; Vaa, 2014). Current clinical guidelines recommend an individualized multimodal and multidisciplinary treatment approach. Based on extensive psychoeducation, a framework of pharmacological and/or non-pharmacological interventions should be determined, which considers the patient's age, symptom severity, and individual needs. Emotional intelligence (EI) is the ability to perceive, manage and regulate emotions. This management process allows the individual to develop intellectually, socially, and emotionally (Brackett & Salovey, 2006). A meta-analysis by Puertas-Molero and colleagues (2020) showed that ΕΙ facilitates concentration and self-control of mental processes in stressful situations. Emotional and behavioural disorders are the main barriers for children with ADHD in coping with family and social environments. In addition to these barriers, social and emotional problems are common in children with ADHD (Llanes et al., 2020). Therefore, if a child develops emotional intelligence, i.e., being able to understand and manage emotions, it can significantly impact three aspects of critical thinking: the ability to analyze problems, understand cause-and-effect relationships, and plan actions (Bucich & MacCann, 2019). The intervention implemented is a psychoeducation and anxiety management programme, interspersed with emotional intelligence development activities, for children attending primary school in the Republic of Cyprus. Our sample consists of 10 children taking part in the intervention sessions. On average, it consists of 16 sessions of 45 minutes. The following questionnaires were administered before the intervention: the Spence Children's Anxiety Scale, CDI depression scale and Trait Emotional Intelligence Questionnaire, which were also completed after the end of the intervention. The results are currently being processed and will be presented at this conference.

Keywords:

ADHD, anxiety, depression, Emotional Intelligence, EQ.