In families with children with ADHD the parent-child relationship is often disturbed and characterized by dysfunctional interactions. Many authors agree in considering the capacity of mentalization as a process crucial to the effectiveness of interventions on parenting and to promote changes in the parent/child relations. The objective of this research is to assess is to compare two types of treatment for parents of children with ADHD in school age (8-11 years): the Cognitive Behavioral Parent Training (PTCC) and an intervention that, though starting from the same theoretical basis, introduces content aimed to foster parental emotional attunement and to promote their mentalization skills (PTCC-M). Based on the results, the PTCC-M appears to have a specific effect in improving the sense of parental competence, the support of partner and tuning with the child. It will be discussed the strengths and limitations of the research.