ADHD, Psychological Well-Being, Self-Compassion
Conditions
Brief summary
The study aims to investigate the underlying mechanism between Attention Deficit/Hyperactivity Disorder traits (AD/HD traits) and psychological well-being through studying the role of perceived criticism, rejection sensitivity, self-compassion and growth mindset. It also aims to explore the effectiveness of self-compassion intervention on enhancing self-compassion and psychological well-being of children with AD/HD in Hong Kong. The study will contribute to the current understanding of the supportive measures for children with AD/HD, and hopefully help to mobilize more resources to preserve children with AD/HD's mental health. The intervention program includes the following components: Participants will be randomly assigned to the self-compassion intervention group or the waitlist control group. The intervention group consists of two parts: children training session and parent group sessions. All children participants will complete a total of 6 training sessions, and each session will last around 90 minutes. Parents of the children participants will also complete a total of 3 group sessions, and each session will last around 90 minutes. To investigate the intervention effectiveness, children will be asked to complete a questionnaire assessing their levels of self-compassion, emotional regulation, as well as psychological well-being in terms of life satisfaction, positive and negative affect. Parents and teachers of participants will also be asked to complete a questionnaire covering children's emotional regulation, positive and negative affect. Questionnaire data collection will be conducted prior to the intervention (i.e., Time 1), immediately after the 6-session student and 3-session parent sessions (i.e., Time 2), and 2 months after the intervention (i.e., Time 3, a 2-month follow up). It takes approximately 20-30 minutes for children and parents to complete their questionnaires. Study Objectives: 1. To investigate the underlying mechanism of the relationship between AD/HD traits and psychological well-being 2. To explore the effectiveness of self-compassion intervention on enhancing self-compassion and psychological well-being of children with AD/HD in Hong Kong Hypotheses: 1. AD/HD traits negatively predicts psychological well-being 2. AD/HD traits positively predicts perceived criticism or rejection sensitivity 3. Perceived criticism or rejective sensitivity negatively predicts psychological well-being 4. Perceived criticism or rejective sensitivity mediates the relationship between AD/HD traits and psychological well-being 5. Self-compassion moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being 6. Growth mindset moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being 7. Children with AD/HD from self-compassion intervention group yield greater improvement in self-compassion, emotional regulation and psychological well-being, than waitlist-control group.
Interventions
BEHAVIORALSelf-Compassion Intervention
Children participants are expected to learn the concepts of self-compassion and strategies of applying self-compassion to their daily lives.
Sponsors
The University of Hong Kong
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Intervention Group: In Phase 1, children participants receive a 6-session self-compassion intervention training, plus parents of the participants receive a 3-session parent group. once to twice a week, 90 minutes per session. Wait-list Control: receives the same intervention in Phase 2
Eligibility
Sex/Gender
ALL
Age
9 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
* Upper primary students * Clinical diagnosis, suspected cases of AD/HD, or having AD/HD symptoms * Able to read, write and communicate in Chinese
Exclusion criteria
* Hearing, visual, or physical impairments that might hinder participation in the intervention * Clinical diagnosis and suspected cases of Autism Spectrum Disorder (ASD) * Prior or current participation in a psychotherapeutic treatment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Positive and Negative Affect Schedule for Children (PANAS-C/P) | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention | The PANAS, is a self-reported adjective checklist that contains two 5-item subscales designed to measure positive and negative affect. Children, parents and teachers will be asked to complete the scale \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\] |
| Self-Compassion Scale for Children (SCS-C) | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention | A scale consisting of 12 self-report items assessing children's self-compassion \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\] |
| Behavioural ratings on children's executive functions | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention | Parents and teachers will be asked to complete Behaviour Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including emotional regulation \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\] |
| Student's Life Satisfaction Scale (SLSS) | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention | A scale consisting of 7 self-report items assessing children's life satisfaction \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\] |
Countries
Hong Kong
Outcome results
None listed