Felt Needs of Parents of Children with Attention Deficit Hyperactive Disorder (ADHD) in Kerala, India

Abstract

Background: Attention-deficit/hyperactivity disorder (ADHD) presents significant challenges for children and their caregivers, requiring structured parenting strategies to manage symptoms effectively. This study examines the felt needs of parents of children with ADHD in Kerala, India, identifying key areas where parental support, training, and intervention programs can be enhanced. Methods: A structured felt needs assessment tool was developed to evaluate parental challenges, training needs, and family dynamics. The tool was validated through expert consultations, linguistic adaptations, and a pilot study, yielding a reliability score of Cronbach’s Alpha = 0.903. Data were collected from 86 parents of children diagnosed with ADHD, recruited from three institutions using DSM-IV criteria. Responses were analyzed using percentage distributions and normalized mean scores to determine the intensity of unmet needs. Results: Findings reveal high parental felt needs across multiple domains, with 97.7% of parents reporting limited awareness of ADHD and burden of child care, 93.1% struggling with daily living challenges, 91.9% expressing concerns over academic skills and 83.7% facing discipline-related difficulties. While domains such as communication (3.48), couple bonding (3.28), and role-sharing (3.18) show relatively higher normalized mean scores, a significant percentage of parents (40-55%) still reported difficulties, highlighting the need for interventions despite moderate scores. Cultural influences further exacerbate caregiving burdens, as women disproportionately shoulder household responsibilities, childcare, and elderly care, limiting their ability to engage in structured parenting programs. Gender norms restrict male participation in caregiving, reinforcing the necessity for culture-specific intervention strategies. Conclusion: This study underscores the urgent need for structured parental training programs, emphasizing psychoeducation, reinforcement strategies, and executive function support. Given the time constraints and gendered caregiving responsibilities in Indian households, interventions must be culturally sensitive and adaptable to traditional caregiving roles. Future studies should explore multi-centric approaches to improve intervention strategies and assess their long-term impact on family dynamics and child development outcomes.