Well Parent Japan（WPJ）は、ADHDを持つ子どもを育てる保護者を対象に、イギリスで開発されたNew Forest Parenting Programme（NFPP）を日本の文化やニーズに合わせて再構築した支援プログラムです。全13回のグループセッションで構成されており、保護者自身の心の健康（ウェルビーイング）を高める要素も取り入れています。多施設で実施された実用的なランダム化比較試験（RCT）により、WPJには以下の効果があることが確認されました：

• 養育ストレスや家庭内の緊張の軽減
• 養育行動や育児に対する自信（育児効力感）の向上
• 費用対効果の高さ

プログラムの概要と最新の取り組みについては、パンフレットをご覧ください (クリックして表示) 。

現在は、沖縄県の中頭教育委員会との連携のもと、県内の学校を通じたWPJの導入に向けた実装研究を行っています。この取り組みでは、教師向けの教育用ビデオも組み込まれています。

詳細については、研究責任者の島袋静香（wpj@oist.jp）までお問い合わせください。

2024年4月には、WPJの開発・評価・実装を通じて、ADHDのある子どもの保護者支援に大きく貢献したことが認められ、島袋静香博士が文部科学大臣表彰（科学技術振興部門）を受賞しました。

「沖縄県出身の島袋静香博士、科学技術分野の文部科学大臣表彰の受賞が決定」

The major focus of our research is altered reinforcement sensitivity in ADHD, especially the effects of reward cues and schedules of reinforcement on the learning and behavior of children. 

Professor Tripp has proposed that people with ADHD respond differently to the cues that predict reward and to the receipts of reward. Our brain imaging research shows results consistent with this hypothesis. We are currently conducting several behavioral studies, using game-like computer tasks, to investigate this further. 

We have also shown that children with ADHD have difficulty adjusting their behaviors to reward availability (when rewarded behavior changes from one situation to another), have difficulty waiting for delayed reward, learn more slowly when reward is infrequent, and are more sensitive to punishment, compared to their typically developing peers. Children with ADHD also show increased emotional reactivity to both positive and negative consequences. We are continuing to investigate the effects of reward on how children learn and maintain behavior.

In addition, we are developing a questionnaire to evaluate children's sensitivity to reward and punishment, which can eventually be used in clinical settings. 

These studies have important implication for treatment. A systematic use of positive and negative consequences is encouraged to help increase desired behavior in children with ADHD. These strategies should be adjusted based on how children respond to reward and punishment.    

Many children with ADHD experience social difficulties. Language difficulties, especially in social situations, are also common although often go unnoticed. Using newly developed tasks, we study how children use language while giving instructions and having conversations. We also study how children solve interpersonal problems, how they perceive their and others' responsibilities in conflict situations, and factors related to these.  Findings from these studies will have important implications on psychosocial treatment aimed at reducing difficulties children with ADHD often experience in social situations.