Introduction
Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder affecting approximately 5.7% of children in China. The disorder often results in academic underachievement, emotional instability, and behavioral issues. In an effort to address the challenges associated with ADHD management, a Canadian shared-care ADHD program was piloted in Beijing. This blog explores the barriers and facilitators identified in the implementation process, providing valuable insights for practitioners aiming to improve their skills or conduct further research.
Understanding the Shared-Care Model
The shared-care model is designed to integrate general practitioners (GPs) and specialists in the treatment of ADHD. This approach ensures that patients receive care at the appropriate level based on the complexity of their condition. The program aims to overcome the shortage of specialists and improve access to mental health care by training GPs to manage uncomplicated ADHD cases.
Barriers to Implementation
- Sociocultural Barriers: Parents often distrust GPs and prefer specialists, leading to long wait times and delayed treatment. Additionally, there is a lack of parental education on mental health issues, which hinders early detection and intervention.
- Structural Barriers: The absence of supportive internal policies and inadequate resources, including financial and human resources, pose significant challenges. Furthermore, the lack of an effective referral system between different hospital levels complicates patient management.
- Intervention-Related Barriers: The need for a detailed program outline and the limited availability of specialists for training are critical concerns. Online training, while convenient, may not suffice in developing the necessary skills for effective ADHD management.
Facilitators to Implementation
- Sociocultural Facilitators: The shared-care model aligns with healthcare providers' values and goals, fostering interest and engagement. Training programs for parents and teachers can enhance community education and support early intervention.
- Structural Facilitators: The compatibility of the program with hospital culture and government direction can facilitate overcoming structural barriers. Existing partnerships with schools can support the implementation of educational interventions.
- Intervention-Related Facilitators: The program's strong scientific foundation and clear objectives enhance its acceptability. Allocating adequate time for training preparation and evaluation can improve the effectiveness of the intervention.
Conclusion
Implementing a shared-care approach for ADHD in Beijing presents unique challenges and opportunities. By addressing the identified barriers and leveraging facilitators, practitioners can enhance the quality and accessibility of ADHD care. This program not only holds promise for improving ADHD management in China but also serves as a potential model for other developing countries.
To read the original research paper, please follow this link: Implementing a Canadian shared-care ADHD program in Beijing: Barriers and facilitators to consider prior to start-up.
