Treatment options for children with attention-deficit/hyperactivity disorder (ADHD) are limited. Some social work practitioners have attempted drama-based approaches to improve the functioning and well-being of such children. However, studies on such interventions are few, and their benefits to children with ADHD are uncertain. In this exploratory qualitative study, children with ADHD, their parents and a social worker were interviewed to investigate the perceived benefits of the Playback Theatre, a drama-based programme, particularly in terms of improvements in the executive functions that are often impaired in individuals with ADHD. Results of the study provided preliminary support that the Playback Theatre can improve all four dimensions of executive functions. Other improvements in social support and self-confidence of the children were also reported. The implications for future treatment model using the Playback Theatre, social work research and practice are discussed.

注意力缺陷/多動障礙症兒童的治療選擇不多，少數社會工作者嘗試以戲劇為本的工作手法來改善有關兒童的功能及身心健康。然而，有關戲劇為本的介入研究不足，其對注意力缺陷/多動障礙症兒童的幫助效果仍不確定。此項質性、探索性研究通過訪談注意力缺陷/多動障礙症兒童、家長及社工，探尋了解他們對一項戲劇為本的工作手法—— “一人一故事劇場” 的受益認知，尤其是對於注意力缺陷/多動障礙症兒童普遍存在的執行功能缺損的提升效果。初步的研究結果發現， “一人一故事劇場”對於執行功能所有的四個維度都有積極效果。此外，兒童在社交支持及自信心亦見改善。本文最後討論了運用 “一人一故事劇場”作為未來治療模型的相關社會工作研究及實務的啟示。

Mode of access: Internet.