本文主旨為探究心理師在過動症的家長諮詢中，所採用的諮詢架構與內容、和家長的互動並建立合作關係的過程、所知覺到的家長狀態，及心理師在諮詢過程中的倫理抉擇與行動。本研究採取半結構的一對一深度訪談，共邀請七位心理師闡述其在過動症家長諮詢中的經驗，並以現象學研究方法進行研究資料的分析，分析後形成研究結果，並做綜合性的討論。研究結果：一、心理師的過動症家長諮詢架構因諮詢目的、次數等因素考量，而有不同的設計；然而諮詢內容常是相同，包括：過動症和藥物的衛教、心理師與家長對於過動症兒童觀點的交流、教養技巧的學習與調整等。二、心理師知覺家長在過動症家長諮詢時，對心理師有其過去經驗的投射，且在諮詢中呈現其各自的狀態，心理師覺知家長狀態並採用適合方式回應家長，以幫助家長投入諮詢中。三、心理師知覺到家長狀態有與過動症兒童共同受苦性、面對過動症兒童的衝突性、自身限制性與自我懷疑性等的特質。四、心理師於過動症家長諮詢中，常面臨時間有限下之諮詢焦點、合作關係、關照家長或討論兒童議題、治療完整性，及自身專業能力的挑戰，在諮詢的當下得衡量以做適當的倫理抉擇。
整體而言，依據研究結果進一步提出四項研究建議：1. 心理師應加家長諮詢納入過動症兒童的處遇計畫之中。2. 衛教是過動症家長諮詢的重要基礎之一，且衛教應包含過動症狀在兒童行為上的呈現樣貌、協助家長做出兒童處遇選擇等內容。 3. 諮詢中討論的教養技巧需要經歷討論、實作然後修訂的歷程。 4. 心理師在諮詢中面對家長呈現其情緒狀態時，評估可用的時間、兒童此時的狀態、家長狀態的嚴重及影響程度、還有哪些資源可以幫助家長處理其情緒狀態等，以回應諮詢現場家長的需要，做出當下平衡兒童及家長需求的倫理抉擇。最後，本研究以上述研究發現與討論，並對未來研究方向及實務工作方向提出建議。

This study aimed to explore the structure and content of consultation, the process of interaction and collaborative relationship building with parents, the parental status perceived, and the ethical choices and actions of psychologists during the parental consultation of children with ADHD. The participants consisted of seven psychologists. Through a series of semi-structured, one-on-on interviews with the subjects, the researcher applied the phenomenological approach of method to analyze the data collected. The findings indicated that: 1. The consultation structure is varied by the psychologist's purpose and the length of consultation, however there are similarities in terms of consultation content, including: ADHD and drug education, exchange of views between psychologists and parents on children with hyperactivity, learning and adjustment of parenting skills. 2. The psychologists perceive the parents’ projection of their past experience and their respective status present in the consultation, and respond to the parents in a suitable way to help the parents engage in the consultation. 3. The psychologists perceive the state of the parents as mutual suffering of children with ADHD, conflicting of children with ADHD, self-restriction and self-doubt. 4. Psychologists often face the challenges of consultation from focusing issue due to limited time, collaborative relationship, caring for parents or discussion for children's issues, treatment integrity, and their professional competence for making appropriate ethical choices in the consultation.
Further research suggestions based on the research results are:.1. Treatment plan for children with ADHD should include parental consultation. 2. Health education is one of the important foundation for parental consultation of children with ADHD, and it should include the appearance of hyperactive symptoms from children's behaviors, and assist parents in making choices for children's treatment. 3. The parenting skills discussed in the consultation need to go through discussions, practice, and revisions. 4. The psychologist evaluates the available time, the state of the child at the time, the severity and influence of the parental status, and what resources can help the parents respond to parents' needs and to make ethical choices that balance the needs of children and parents when the parents present their state in the consultation. Finally, based on research findings and discussions, future research directions and practical work are suggested.

謝誌 ………………………………………………………………………………………………………………………. I
中文摘要 ………………………………………………………………………………………………………………. III
英文摘要 ………………………………………………………………………………………………………………. IV
目次 ………………………………………………………………………………………………………………………. VI
表目次 …………………………………………………………………………………………………………………… VIII
圖目次 …………………………………………………………………………………………………………………… VIII
第一章 研究動機與目的 …………………………………………………………………………………… 1
第一節 問題意識與背景 ………………………………………………………………………….. 1
第二節 研究目的與問題 ………………………………………………………………………….. 3
第三節 名詞釋義 ……………………………………………………………………………………… 3
第二章 文獻探討 ………………………………………………………………………………………………. 7
第一節 過動症兒童的自身顯現 ………………………………………………………………. 7
第二節 過動症兒童在學校的顯現 …………………………………………………………… 12
第三節 過動症兒童父母的顯現 ………………………………………………………………. 15
第四節 專業人員與過動症兒童及其父母的遭逢 ……………………………………. 20
第三章 研究方法 ………………………………………………………………………………………………. 25
第一節 研究參與者 ………………………………………………………………………………….. 25
第二節 研究工具 ……………………………………………………………………………………… 26
第三節 研究程序 ……………………………………………………………………………………… 29
第四節 資料整理與分析 ………………………………………………………………………….. 31
第五節 研究倫理 ……………………………………………………………………………………… 32
第四章 研究結果與討論 …………………………………………………………………………………… 35
第一節 過動症兒童家長諮詢的架構與內容 …………………………………………… 35
第二節 諮詢中心理師與過動症兒童家長的互動 ……………………………………. 90
第三節 心理師知覺到過動症兒童家長所面臨的處境 ……………………………. 111
第四節 在諮詢與家長遭逢中，心理師的挑戰及其倫理抉擇 ………………… 130
第五節 綜合討論 ……………………………………………………………………………………… 152
第五章 結論與建議 …………………………………………………………………………………………… 159
第一節 研究結論 ……………………………………………………………………………………… 159
第二節 研究者的反思 ……………………………………………………………………………… 160
第三節 研究建議 ……………………………………………………………………………………… 162
第四節 研究限制 ……………………………………………………………………………………… 163
參考文獻 ………………………………………………………………………………………………………………. 165
中文文獻 ……………………………………………………………………………………………………… 165
英文文獻 ……………………………………………………………………………………………………… 167
附件一 研究參與邀請函 …………………………………………………………………………………… 178
附件二 研究參與同意書 …………………………………………………………………………………… 179

［中文文獻］
王子欣（2013）。遊戲治療的家長諮詢困境與因應。家庭教育與諮商學刊，1-22。
王淑玲（2003）。家長諮詢及家長抗拒諮詢的處理。諮商與輔導，216，11-14。
何美雪（2014）。探究遊戲治療師之家長諮詢運作架構。2014台灣遊戲治療學會年會暨遊戲治療專業認同與發展研討會。
呂秋蓮、陳明終、孟瑛如和田仲閔（2015）。國小普通班教師面對ADHD學生教學困擾與因應策略之現況調查與研究。特教論壇，19，85-101。
宋維村和候育銘（2000）。過動兒的認識與治療。臺北市：正中書局。
李宏鎰和蔡靜怡（2004）。注意力缺陷過動症兒童在魏氏兒童智力量表上的表現。中華心理衛生學刊，17（1），1-23。
李佩秦（2007）。Parent-child interaction of children with ADHD: research and clinical Implications。職能治療學會雜誌，25（1），34-44。
李佳燕（2015）。開學了－迎接「過動兒潮」。人本教育札記，317，74-77。
李依帆（2016）。淺談家長參與對注意力缺陷過動症學生之行為問題影響。南屏特殊教育，7，11-24。
李宜蓁（2014）。善用過動特質，中輟生變哈佛博士。親子天下雜誌，63，172-173。
李維倫和賴憶嫺（2009）。現象學方法論：存在行動的投入。中華輔導與諮商學報，25，275-321。
孟瑛如、陳秀鳳和謝瓊慧（2011）。國小注意力缺失過動症學生之學校支持、教學調整及教養策略之調查研究。特教論壇，11，45-58。
孟瑛如、陳季翎和謝瓊慧（2013）。國小階段注意力缺陷過動症學生行為特徵調查研究。特教論壇，14，40-56。
孟瑛如、簡吟文、陳明終和呂秋蓮（2015）。普通教師對注意力缺陷過動症學生在教學困擾與因應策略模式之探討：以台灣北部地區國小為例。特教論壇，19，116-130。
孟瑛如和謝瓊慧（2012）。國小ADHD出現率、鑑定、藥物治療與教養措施之調查研究。特殊教育與輔助科技學報，5，1-34。
林玉華（2011）。心理動力導向兒童心理治療中的父母諮詢內涵與成效。臨床心理學刊，5(2)，47-63。
林佩鈴（2014）。ADHD兒童之家長於遊戲治療期間接受親職諮詢對其親子關係經驗之探究。2014台灣遊戲治療學會年會暨遊戲治療專業認同與發展研討會。
高淑芬（2013）。家有過動兒：幫助ADHD孩子快樂成長。臺北：心靈工坊。
張如穎（2009）。注意力缺陷／過動疾患。載於梁培勇主編，兒童偏差行為（第二版），65-129。
張閔翔（2010）。從海綿寶寶談ADHD（注意力缺乏/過動症）。嘉基院訊，137。http://www.cych.org.tw/cychweb/cych2/messenger_show.aspx?p_id=533
張碧凰（2000）。運用遊戲治療於一位過動兒之經驗。護理雜誌，47（6），88-94。
張懿心（2013）。嚴重情緒及衝動行為困擾兒童之遊戲治療介入與遊戲治療師之自我關照。2013台灣遊戲治療年會暨遊戲治療師專業成長與自我照顧研討會。
許玉芳（2013）。注意力缺失過動症兒童遊戲治療之個案研究。諮商與輔導，333，6-10。
許蕥竹（2014）。遊戲治療中的父母諮詢，諮商與輔導，316，29-32。
連廷嘉（1998）。諮詢理論初探。諮商與輔導，146，25-27。
陳侑浩和陸瑞玲（2011）。應用行為治療於一位注意力不足過動症個案之護理經驗。精神衛生護理雜誌，6（1），56-65。
陳玟伶、蔡曉婷和周汎澔（2015）。學齡期注意力缺陷過動症兒童之母親憂鬱及其相關因素之探討。護理雜誌，62（1），39-49。
陳美妙和張高賓（2014）。認知行為遊戲治療對ADHD兒童干擾行為之成效研究。家庭教育與諮商學刊，16，1-27。
陳益民（2014）。淺談HRV在ADHD兒童臨床醫學上之應用。東華特教，51，31-37。
陳培瑜（2015）。過動的孩子在偏鄉：孩子的無力，家長的無奈，老師的無能。人本教育札記，314，15-19
陳鈺弦和李宏鎰（2011）。從家長觀點探討注意力缺陷過動症兒童之症狀因應策略。應用心理研究，49，111-135。
湯素琴、龔萬菁、鄒國蘇和林郁融（2014）。兒童注意力缺陷過動疾患短期跨專業團體治療之療效。北市醫學雜誌，11（1），15-23。
黃傳永（2016）。兒童輔導中家長諮詢的運用－以注意力缺陷過動症兒童為例。輔導季刊，52（4）, 1-10。
黃瑋苓（2004）。班級中的寶貝--注意力缺陷過動症兒童。屏師特殊教育，8，10-17。
楊坤堂（1999）。注意力不足過動異常診斷與處遇。臺北：五南圖書。
葉雅馨和楊育浩（2004）。他，不是不安分（關於過動兒現況調查）。大家健康雜誌。http://www.jtf.org.tw/health/Show.asp?This=652
趙心暐和陳信昭（2006）。注意力不足過動症兒童之結構性短期遊戲治療：一個案例報告。諮商與輔導，244，23-31。
劉麗娟（2013）。遊戲治療中家長諮詢的運用。輔導季刊，49（1），54-59。
蔡明富（2009 A）。注意力缺陷過動症學生社會技巧之研究：以普通班教師觀點。東臺灣特殊教育學報，11，183-205。
蔡明富（2009 B）。接納「優」很大─從優勢訊息觀點談編製同儕接納ADHD學生課程。載於蔡明富、施相如編：解「動」與解「凍」─國中小同儕接納注意力缺陷過動症學生之課程彙編，1-18。台南市：台南市政府教育局。
蔡明富（2013）。ADHD資優標記與行為嚴重度相關訊息對國中學生知覺之影響。高雄師大學報：教育與社會科學類，65-90。
蔡明富和龔盈涵（2004）。注意力缺陷過動症學生在威廉斯創造力測驗表現之研究。特殊教育與復健學報，49-67。
蔡美馨（2007）。過動兒的教養妙方。臺北：新苗文化
蔡景宏和高淑芬（1999）。注意力不足過動障礎症兒童的追蹤研究文獻回顧。The Kaohsiung Journal of Medical Sciences，15（6），307-314。
鍾佳玘、趙國玉、林雪蓉和史麗珠（2017）。國小教師接受注意力不足過動症衛教課程之成效。台灣醫學，21（5），434-444。
龔韋勳和王文伶（2012）。特教人員對資優、ADHD與資優ADHD誤判的可能性：從直覺決策角度初探。資優教育季刊，011-019。

［英文文獻］
Adewuya A. O., and Famuyiwa O. O. (2007). Attention deficit hyperactivity disorder among Nigerian primary school children Prevalence and co-morbid conditions . European Child & Adolescent Psychiatry, 16(1), 10-15.
Amiri, S., Shafiee-Kandjani, A. R., Noorazar, S. G., Ivrigh, S. R., & Abdi, S. (2016). Knowledge and attitude of parents of children with attention deficit hyperactivity disorder towards the Illness. Iran J Psychiatry Behav Sci, 10(2), e122.
Barkley, R. A. (1995/2002). Taking charge of ADHD: The complete authoritative guide for parents. New York: Guilford Press. 何善欣譯（2002/1995）。過動兒父母完全指導手冊。臺北：遠流。
Bental, B., and Tirosh, E.(2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology & Psychiatry, 48 (5), 455-463.
Bastiaens, L.(2011). Improvement in global psychopathology increases quality of life during treatment of ADHD with atomoxetine or stimulants. Psychiatric Quarterly, 82 (4), 303-308.
Bilgiç, A., Türkolu, S., Özcan, Ö., Tufan, A. E.,& Yilmaz, S.(2013). Relationship between anxiety, anxiety sensitivity and conduct disorder symptoms in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). European Child & Adolescent Psychiatry, 22(9), 523-532.
Brault, M.-C.,& Lacourse, É.(2012). Prevalence of Prescribed attention-deficit hyperactivity disorder medications and diagnosis among Canadian preschoolers and school-age children: 1994-2007. Canadian Journal of Psychiatry, 57(2), 93-101.
Chien IC, Lin CH, Chou YJ, Chou P (2012). Prevalence, incidence, and stimulant use of attention-deficit hyperactivity disorder in Taiwan, 1996-2005: A national population-based study. Social Psychiatry & Psychiatric Epidemiology, 47(12), 1885-1890.
Colton, D. L. and Sheridan, S. M.(1998). Conjoint behavioral consultation and social skills training: Enhancing the playbehaviors of boys with attention deficit hyperactivity disorder. Journal of Educational & Psychological Consultation, 9(1), 3-28.
Corcoran, J., Schildt, B., Hochbrueckner, R., & Abell, J. (2017). Parents of children with attention deficit/hyperactivity disorder: A meta-synthesis, part I. Child and Adolescent Social Work Journal, 34(4), 281-335.
Daley, D., Van Der Oord, S., Ferrin, M., Cortese, S., Danckaerts, M., Doepfner, M., Van den Hoofdakker, B. J., Coghill, D., Thompson, M., Asherson, P., Banaschewski, T., Brandeis, D., Buitelaar, J., Dittmann, R. W., Hollis, C., Holtmann, M., Konofal, E., Lecendreux, M., Rothenberger, A., Santosh, P., Simonoff, E., Soutullo, C., Steinhausen, H. C., Stringaris, A., Taylor, E., Wong, I.C.K., Zuddas, A. & Sonuga-Barke, E. J. (2018). Practitioner review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder. Journal of Child Psychology and Psychiatry, 59(9), 932-947.
Dalsgaard, S., Mortensen, P. B., Frydenberg, M.,& Thomsen, P. H. (2013). Long-term criminal outcome of children with attention deficit hyperactivity disorder. Criminal Behaviour & Mental Health, 23(2), 86-98.
Döpfner, M., Breuer, D., Wille, N. M., Erhart, M., Ravens-sieberer, U. (2008). How often do children meet ICD-10/DSM-IV criteria of attention deficit-/hyperactivity disorder and hyperkinetic disorder? Parent-based prevalence rates in a national sample - results of the BELLA study. European Child & Adolescent Psychiatry, suppl 1, 17, 59-70.
DuPaul, G. J., Kern, L., Volpe, R., Caskie, G. I. L., Sokol, N., Arbolino, L., Van Brakle, J., Pipan, M.(2013). Comparison of parent education and functional assessment-based intervention across 24 months for young children with attention deficit hyperactivity disorder. School Psychology Review, 42(1), 56-75.
Edwards, G., Barkley, R. A., Laneri, M., Fletcher, K., & Metevia L. (2001). Parent-adolescent conflict in teenagers with ADHD and ODD. Journal of Abnormal Child Psychology, December 2001, 29（6）, 557-572.
Einarsson, E., Sigurdsson, J. F., Gudjonsson, G. H., Newton, A. K.,& Bragason, O. O. (2009). Screening for attention-deficit hyperactivity disorder and co-morbid mental disorders among prison inmates. Nordic Journal of Psychiatry, 63(5), 361-367.
Erchul, W. P., DuPaul, G. J., & Grissom, P. F.(2007). Relationships among relational communication processes and consultation outcomes for students with attention deficit hyperactivity disorder. School Psychology Review, 36(1), 111-129.
Ersan, E. E., Dogan, O., Dogan, S.,& Sümer, H.(2004). The distribution of symptoms of attention-deficit/hyperactivity disorder and oppositional defiant disorder in school age children in Turkey. European Child & Adolescent Psychiatry, 13(6), 354-361.
Epstein, J. N., Conners, C. K., Erhardt, D., Arnold, L. E., Hechtman, L., Hinshaw, S. P., Hoza, B., Newcorn, J. H., Swanson, J. M., & Vitiello, B. (2000). Familial aggregation of ADHD characters. Journal of Abnormal Child Psychology, 28（6）, 585-594.
Evans, S. W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A. (2007). Cumulative benefits of secondary school-based treatment of students with attention deficit hyperactivity disorder. School Psychology Review, 36(2), 256-273.
Fabiano, G. A., Pelham, W.E., Majumdar, A., Evans, S.W., Manos, M.J., Caserta, D., Girio-Herrera, E.L., Pisecco, S., Hannah, J.N.,& Carter, R.L.(2013). Elementary and middle school teacher perceptions of attention-deficit/hyperactivity disorder Prevalence. Child & Youth Care Forum, 42(2), 87-99.
Fiske, B.(2016). How ADHD made me a better CEO. Men's Health. 31(10), 83-85.
Fite, P., Evans, S., Cooley, J.,& Rubens, S. (2014). Further evaluation of associations between attention-deficit/hyperactivity and oppositional defiant disorder symptoms and bullying-victimization in adolescence. Child Psychiatry & Human Development, 45(1), 32-41.
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders, 10(2), 79-89.
Graziano, P., Geffken, G., & McNamara, J.(2011). Atypical behaviors and comorbid externalizing symptoms equally predict children with attention-deficit/hyperactivity disorder's Social Functioning. Child Psychiatry & Human Development, 42(4), 377-389.
Gwernan-Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson-Coon, J., Rogers, M., Cooper, P., Stein, K. and Ford, T. (2015). ADHD, parent perspectives and parent–teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279-300.
Hartnett, D. N., Nelson, J. M., & Rinn, A. N.(2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review, 26(2), 73-76.
Harvey, E. (2000). Parenting similarity and children with ADHD. Child and Family Behaviour Therapy. 22(3), 39–54.
Hechtman, L. (1996). Families of Children with Attention deficit hyperactivity disorder: A Review. The Canadian Journal of Psychiatry, 41(6), 350-360.
Heriot, S. A., Evans, I. M., & Foster, T. M. (2001). An interactional approach to intervention research with children diagnosed with ADHD. Journal of Child & Family Studies, 10(3), 287-299.
Holcomb-McCoy, C. and Bryan, J. (2010). Advocacy and empowerment in parent consultation: Implications for theory and practice. Journal of Counseling & Development, 88(3), 259-268.
Hoza, B., Owens, J. S., Pelham, W. E., Swanson, J. M., Conners, C. K., Hinshaw, S. P., Arnold, L. E., & Kraemer, H. C. (2000). Parent cognitions as predictors of child treatment response in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 28（6）, 569-583.
Jitendra, A. K., DuPaul, G. J., Volpe, R. J., Tresco, K. E., Junod, R. E. V., Lutz, J. G., Cleary, K. S., Flammer-Rivera, L. M., & Mannella, M. C. (2007). Consultation-based academic intervention for children with attention deficit hyperactivity disorder: School functioning outcomes. School Psychology Review, 36(2), 217-236.
Keown, L. J. (2012). Predictors of boys' ADHD symptoms from Early to middle childhood: The role of father-child and mother-child interactions. Journal of Abnormal Child Psychology, 40（4）, 569-581.
Keown, L. J. and Woodward, L. J. (2002). Early parent-child relations and family functioning of preschool boys with pervasive hyperactivity. Journal of Abnormal Child Psychology, 30(6), 541-553.
Koerting, J., Smith, E., Knowles, M. M., Latter, S., Elsey, H., McCann, D. C., Thompson, M. & Sonuga-Barke, E. J. (2013). Barriers to, and facilitators of, parenting programmes for childhood behaviour problems: A qualitative synthesis of studies of parents’ and professionals’ perceptions. European Child and Adolescent Psychiatry, 22, 653–670.
Lauth, G. W. and Schlottke, P. F. (2002/2003). Training mit aufmerksamkeitsgestorten Kindern. Weinheim: Psychologie Verlags Union 楊文麗、葉靜月譯。兒童注意力訓練手冊。臺北: 張老師文化。
Lauth, G. W. , Schlottke ,P. F. , & Naumann, K. (1998/2005) Rastlose Kinder,ratlose Eltern. Hilfen bei Überaktivität und Aufmerksamkeitsstörungen. München: dtv. 楊文麗、葉靜月譯。兒童注意力訓練父母手冊。臺北：張老師文化。
Lawrence, K., Estrada, R. D., & McCormick, J. (2017). Teachers' experiences with and perceptions of students with attention deficit/hyperactivity disorder. Journal of Pediatric Nursing, 36, 141-148.
Lawrence, V., Houghton, S.,& Tannock, R.(2002). ADHD outside the laboratory: Boys’ executive function performance on tasks in videogame play and on a visit to the zoo. Journal of Abnormal Child Psychology, 30(5), 447-462.
Lifford, K. J., Harold, G. T., & Thapar, A. (2008). Parent-Child relationships and ADHD symptoms: A longitudinal Analysis. Journal of Abnormal Child Psychology, 36, 285-296.
Lim, S. (2009). Kool kids positive parents: A school-based early intervention and prevention program for children with challenging behaviour and emerging conduct disorder. ACQuiring Knowledge in Speech, Language & Hearing, 11(3), 160-162.
Mautone, J. A., Marcelle, E., Tresco, K. E., & Power, T. J. (2015). Assessing the quality of parent-teacher relationships for students with ADHD. Psychology in the Schools, 52(2), 196-207.
Mautone, J. A., Marshall, S. A., Sharman, J., Eiraldi, R. B., Jawad, A. F., & Power, T. J. (2012). Development of a family--school intervention for young children with attention deficit hyperactivity disorder. School Psychology Review, 41(4), 447-466.
Mikami, A. Y. and Hinshaw, S. P.(2006). Resilient adolescent adjustment among girls: Buffers of childhood peer rejection and attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 34 (6), 825-839.
Montoya, A., Colom, F., & Ferrin, M. (2011). Is psychoeducation for parents and teachers of children and adolescents with ADHD efficacious? A systematic literature review. European Psychiatry, 26(3), 166-175.
Mrug, S., Molina, B., Hoza, B., Gerdes, A., Hinshaw, S., Hechtman, L.,& Arnold, L.(2012). Peer rejection and friendships in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40(6), 1013-1026.
Mullet, D.R., and Rinn, A.N.(2015). Giftedness and ADHD: Identification, misdiagnosis, and dual diagnosis. Roeper Review, 37(4), 195-207.
Murray, D. W., Rabiner, D., Schulte, A., &Newitt, K. (2008). Feasibility and integrity of a parent-teacher consultation Intervention for ADHD Students. Child & Youth Care Forum, 37(3), 111-126.
Nadeem, E. and Jensen, P. S.(2009). Teacher consultation research in attention deficit hyperactivity disorder: A cause for congratulation or consolation?. School Psychology Review, 38(1), 38-44.
Narkunam, N., Hashim, A. H., Sachdev, M. K., Pillai, S. K., & Ng, C. G. (2014). Stress among parents of children with attention deficit hyperactivity disorder, a Malaysian experience. Asia-Pacific Psychiatry, 6(2), 207-216.
Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J. L., & Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34(1), 87-106.
Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M.-F., Kuehn, S. M.,& Robaey, P.(2011). How do children with ADHD (mis)manage their real-life dyadic friendships? A multi-method investigation. Journal of Abnormal Child Psychology, 39(2), 293-305.
Norton, C. C. & Norton B. E.(2002/2009). Reaching children through play therapy：An experiential approach. 陳碧玲、王璇璣、蔡幸芳、張巍鐘、蕭雅云、陳信昭譯。經驗取向遊戲治療。臺北：五南出版社。
Pajo, B. and Cohen, D. (2013). The problem with ADHD: Researchers' constructions and parents' accounts. International Journal of Early Childhood, 45(1), 11-33
Pelham, W. E. and Lang, A. R. (1999). Can your children drive you to drink? Stress and parenting in adults interacting with children with ADHD. Alcohol Research & Health, 23(4), 292-298.
Ray, D. C.(2011/2014). Advance play therapy: Essential conditions, knowledge, and skills for child practice. 許智傑、謝政廷（譯）（2014）。進階遊戲治療。臺北市：洪業文化。
Redmond, S. M., Ash, A. C., Hogan, T. P., Nippold, M.,& Pruitt-Lord, S.(2015). Consequences of co-occurring attention-deficit/hyperactivity disorder on Children's language impairments. Language, Speech & Hearing Services in Schools, 46(2), 68-80.
Ronk, M. J., Hund, A. M.,& Landau, S. (2011). Assessment of social competence of boys with attention-deficit/hyperactivity disorder: Problematic peer entry, host responses, and evaluations. Journal of Abnormal Child Psychology, 39 (6), 829-840.
Rowe, J.(2010). Dealing with psychiatric disabilities in schools: A description of symptoms and coping strategies for dealing with them. Preventing School Failure, 54(3), 190-198.
Russell, G., Rodgers, L., Ukoumunne, O., Ford, T.(2014). Prevalence of parent-reported ASD and ADHD in the UK: Findings from the millennium cohort study. Journal of Autism & Developmental Disorders, 44(1), 31-40.
Rydell, A.M. (2010). Family factors and children's disruptive behaviour: An investigation of links between demographic characteristics, negative life events and symptoms of ODD and ADHD . Social Psychiatry and Psychiatric Epidemiology, 45(2), 233-44.
Sabatino, C. A.(2009). School social work consultation models and response to intervention: A perfect match. Children & Schools, 31(4), 197-206.
Sanders, M. and Burke, K. (2014). The 'hidden' technology of effective parent consultation: A guided participation model for promoting change in families. Journal of Child & Family Studies, 23 (7), 1289-1297.
Sarit, G-S., Gadow, K.D., DeVincent, C.J., & Crowell, J.(2010). Anxiety symptoms in boys with autism spectrum disorder, attention-deficit hyperactivity disorder, or chronic multiple tic disorder and community controls. Journal of Autism & Developmental Disorders, 40(8), 1006-1016.
Schottelkorb, A. A., and Ray, D. C.(2009). ADHD symptom reduction in elementary students: A single-case fffectiveness design. Professional School Counseling, 13(1), 11-22.
Sciberras, E., Ohan, J.,& Anderson, V. (2012). Bullying and peer victimisation in adolescent girls with attention-deficit/hyperactivity disorder. Child Psychiatry & Human Development, 43(2), 254-270.
Segal, E. S. (2001). Learned mothering: Raising a child with ADHD. Child & Adolescent Social Work Journal, 18(4), 263-279.
Schaffer, H. R. (2003/2007). Introducing child psychology. Oxford: Blackwell Publishing. 任凱、陳仙子譯。兒童發展心理學。臺北：學富。
Schultz, B. K., Evans, S. W., & Serpell, Z. N. (2009). Preventing failure among middle school students with attention deficit hyperactivity disorder: A survival analysis. School Psychology Review, 38(1), 14-27.
Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41(1), 23-46.
Sheridan, S. M., and Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family–school connections and interventions (2nd ed.). New York, NY: Springer.
Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial & Special Education, 17, 341-354.
Silva, D., Houghton, S., Hagemann, E., Jacoby, P., Jongeling, B., & Bower, C. (2015). Child attention deficit hyperactive disorder co morbidities on family stress: Effect of medication. Community Mental Health Journal, 51(3), 347-353.
Smith, E., Koerting, J., Latter, S., Knowles, M. M., Mccann, D. C., Thompson, M., & Sonuga-barke, E. J. (2015). Overcoming barriers to effective early parenting interventions for attention‐deficit hyperactivity disorder (ADHD): Parent and practitioner views. Child: Care, Health and Development, 41(1), 93-102.
Sochos, A. and Yahya, F. (2015). Attachment style and relationship difficulties in parents of children with ADHD. Journal of Child & Family Studies, 24(12), 3711-3722.
Tarver, J., Daley, D., & Sayal, K. (2014). Beyond symptom control for attention‐deficit hyperactivity disorder (ADHD): What can parents do to improve outcomes?. Child: Care, Health and Development, 41(1), 1-14.
Thompson, C. L. and Henderson, D. A. (2007/2008). Counseling children (7th ed.). Belmont, CA: Wadsworth. 王亦玲、蔡曉雯、陳昭伶、柳心琪、蘇倫慧、危芷芬譯。兒童諮商。臺北：禾楓書局。
Treuting, J. J., and Hinshaw, S. P.(2001). Depression and self-esteem in boys with attention-deficit/hyperactivity disorder: Associations with comorbid aggression and explanatory attributional mechanisms. Journal of Abnormal Child Psychology, 29 (1), 23-39.
Tripp, G., Schaughency, E. A., Langlands, R., & Mouat, k. (2007). Family interactions in children with and without ADHD. Journal of Child & Family Studies, 16(3), 385-400.
Vitanza, S. and Guarnaccia, C. A. (1999). A model of psychological distress for mothers of children with attention-deficit hyperactivity disorder. Journal of Child & Family Studies, 8(1), 27-45.
Volpe, R. J.,DuPaul, G. J.,Jitendra, A. K., & Tresco, K. E. (2009). Consultation-based academic interventions for children with attention deficit hyperactivity disorder: Effects on reading and mathematics outcomes at 1-year follow-up. School Psychology Review, 38(1), 5-13.
Wells, K. C., Pelham, W. E., & Kotkin, R. A.(2000). Psychosocial treatment strategies on the MTA study: Rationale, methods, and critical issues in design and implementation. Journal of Abnormal Child Psychology , 28 (6), 483-505.
Wymbs, B. T., Pelham, W. J., Molina, B. G., Gnagy, E. M., Wilson, T. K., & Greenhouse, J. B. (2008). Rate and predictors of divorce among parents of youths with ADHD. Journal of Consulting and Clinical Psychology, 76, 735–744.
Zentall, S. S., and Lee, J.(2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: “Clever is and clever does”. Learning Disability Quarterly, 35(4), 248-259.