Parent/Caregiver Experiences of a CAMHS ADHD Assessment Pathway: A Qualitative Service Evaluation

Abstract

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by impulsivity, inattention, and hyperactivity. Although the literature has explored the parental impact of living with a child diagnosed with ADHD, less is known about the ADHD assessment journey for children and the parental experiences of this. A recent service evaluation suggested that exploring parental perceptions of a child’s ADHD assessment pathway could be beneficial in understanding experiences, gathering ideas for future service development, and collecting service user feedback. Aims and Objective: The aims were to (a) explore the broad experiences of parents/caregivers accessing the ADHD assessment pathway for their child and (b) explore experiences of remote appointments during the assessment process in consideration of the COVID-19 pandemic. Methods: Twelve parents of children who had experienced an ADHD assessment within a CAMHS pathway participated in a telephone-based semi-structured interview. This involved gathering experiences of the CAMHS ADHD pathway from a parental perspective. The evaluation implemented a qualitative design. Qualitative data was analyzed through thematic analysis. Results: Results revealed seven main themes. Regarding general experiences of the pathway, parent/caregiver interview responses indicated a sense of relief, feeling understood, and the service being child-focused during the assessment. Difficulties were highlighted within the themes, such as long waiting lists impacting on the child and parent as well as lengthy assessments. In reference to COVID-19 and remote/telephone appointments, interview responses indicated some positives of having remote appointments, such as comfort and convenience. Thus, the strengths of face-to-face communication were highlighted.