ADHD is a neurodevelopmental disorder characterized by inattention, impulsivity, and hyperactivity. The severity of symptoms can affect the functioning of the individual and the whole family, with relational and affective consequences, and may also have an impact on parent’s abilities and resources.
Faced with such difficulties, it becomes important to provide effective interventions to support parents in facing these educational challenges. In this regard, the article aims to verify the possibility of using the reflective paradigm in the education of parents of children with ADHD.
Through a parent education program involving six families, some reflective conversations on relevant topics in the experience of family members are presented. The findings highlight the potential of reflective practices in supporting participants in critical analysis of their meaning perspectives and supporting them in a process of emancipation.
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