Effectiveness of Self-Compassion Intervention on Enhancing Self-Compassion and Psychological Well-Being of Children With Attention Deficit/Hyperactivity Disorder
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- ADHD
- Sponsor
- The University of Hong Kong
- Enrollment
- 100
- Locations
- 1
- Primary Endpoint
- Self-Compassion Scale for Children (SCS-C)
- Status
- Recruiting
- Last Updated
- 2 years ago
Overview
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:
- To investigate the underlying mechanism of the relationship between AD/HD traits and psychological well-being
- 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:
- AD/HD traits negatively predicts psychological well-being
- AD/HD traits positively predicts perceived criticism or rejection sensitivity
- Perceived criticism or rejective sensitivity negatively predicts psychological well-being
- Perceived criticism or rejective sensitivity mediates the relationship between AD/HD traits and psychological well-being
- Self-compassion moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being
- Growth mindset moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being
- 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.
Investigators
Eligibility Criteria
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
Outcomes
Primary Outcomes
Self-Compassion Scale for Children (SCS-C)
Time Frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion 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
Time Frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion 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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]
Positive and Negative Affect Schedule for Children (PANAS-C/P)
Time Frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]
Student's Life Satisfaction Scale (SLSS)
Time Frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
A scale consisting of 7 self-report items assessing children's life satisfaction \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]