[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 6, Issue 3 (Vol6 No3 Fall 2019 - 2019) ::
J Child Ment Health 2019, 6(3): 256-268 Back to browse issues page
The Effect of Mindfulness-Based Group Intervention on Self-esteem and Social Problems in Students with Symptoms of Attention Deficit / Hyperactivity Disorder
Ashkan Naseh *
Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
Abstract:   (5868 Views)
Background and Purpose: Attention-deficit / hyperactivity disorder(ADHD) is one of the most common neurodevelopmental disorders in childhood and adolescence and problems related to self-esteem and social adjustment are common in people with this disorder. The purpose of the present study was to investigate the effect of mindfulness-based group intervention on self-esteem and social problems of students with symptoms of attention deficit / hyperactivity disorder.
Method: The research method was semi-experimental with pre-test and post-test with control group. The statistical population consisted of all male students of 13-14 years old with symptoms of attention deficit / hyperactivity disorder in nonprofit secondary schools in Rasht city during the academic year 2017-2018. Among the 127 students who accepted the invitation for research, youth self-report (YSR) of the Achenbach system of empirically-based assessment (Achenbach & Rescorla, 2001) was implemented. 30 students with high scores on the subscale of attention problems (T <65) were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The self-report form of the youth self-report and the Cooper smith self-esteem questionnaire (1967) were used for data collection. Students in the experimental group received mindfulness-based intervention in 8 weekly sessions, each session for 120 minutes, but the control group did not receive the intervention.
Results: Results of one-way covariance analysis showed that mindfulness-based group intervention significantly improved self-esteem (F = 12.59, P <0.001) and reduced social problems (F = 16.82, P <0.001) in students with symptoms of ADHD in the experimental group compared to the control group.
Conclusion: Based on the results of the present study, it can be concluded that mindfulness-based group intervention, by encouraging more positive and non-judgmental attitudes toward self and others, as well as by creating self-compassionate attitudes, have produced favorable changes in students' attitudes toward themselves and their communication styles.
 
Keywords: Mindfulness-based group intervention, self-esteem, social problems, students' attention deficit/ hyperactivity disorder symptoms
Full-Text [PDF 809 kb]   (1370 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/06/13 | Accepted: 2019/09/21 | Published: 2019/11/16
References
1. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (5th Ed.). Arlington: Author; 2013. [Link] [DOI:10.1176/appi.books.9780890425596]
2. Oh WO, Park ES, Suk MH, Song DH, Im Y. Parenting of children with ADHD in South Korea. Journal of Clinical Nursing. 2012; 21, 1932-1942. [Link] [DOI:10.1111/j.1365-2702.2011.03968.x]
3. Polderman TJ, Boomsma DI, Bartels M, Verhulst FC, Huizink AC. A systematic review of prospective studies on attention problems and academic achievement. Acta Psychiatrica Scandanavia. 2010; 122, 271-284. [Link] [DOI:10.1111/j.1600-0447.2010.01568.x]
4. Miranda A, Grau D, Rosel J, Meliá A. Understanding discipline in families of children with attention-deficit/hyperactivity disorder. The Spanish Journal of Psychology. 2009; 12 (2), 496-505. [Link] [DOI:10.1017/S1138741600001876]
5. Holmberg K, Bolte S. Do symptoms of ADHD at Ages 7 and 10 predict academic outcome at Age 16 in the general population? Journal of Attention Disorders. 2014; 18, 635- 645. [Link] [DOI:10.1177/1087054712452136]
6. Sawyer MG, Whaites L, Rey JM, Hazell PL, Graetz BW, Baghurst P. Health related quality of life of children and adolescents with mental disorders. Journal of the American Academy of Child and Adolescent Psychiatry. 2002; 41, 530-537. [Link] [DOI:10.1097/00004583-200205000-00010]
7. Bagwell CL, Molina BS, Pelham WE, Hoza B. ADHD and problems in peer relations. Journal of the American Academy of Child and Adolescent Psychiatry. 2001; 40, 1285-1292. [Link] [DOI:10.1097/00004583-200111000-00008]
8. Yoshimasu K, Barbaresi WJ, Colligan RC, Voigt RG, Killian JM, Weaver AL, Katusic SK. Childhood ADHD is strongly Associated with a broad range of psychiatric disorders during adolescence. Journal of Child Psychology & Psychiatry. 2012; 53(10), 1036-1043. [Link] [DOI:10.1111/j.1469-7610.2012.02567.x]
9. Fletcher JM. The effects of childhood ADHD on adult labor market outcomes. Health Economics. 2014; 23, 159-181. [Link] [DOI:10.1002/hec.2907]
10. Dalsgaard S, Mortensen PB, Frydenberg M, Thomsen PH. Long-term criminal outcome of children with attention deficit hyperactivity disorder. Criminal Behaviour and Mental Health. 2013; 23, 86-98. [Link] [DOI:10.1002/cbm.1860]
11. Sarver DE, McCart MR, Sheidow AJ, Letourneau EJ. ADHD and risky sexual behavior in adolescents. Journal of Child Psychology and Psychiatry. 2014; 55, 1345-1353. [Link] [DOI:10.1111/jcpp.12249]
12. Moya J, Stringaris AK, Asherson P, Sandberg S, Taylor E. The impact of persisting hyperactivity on social relationships. Journal of Attention Disorders. 2014; 18, 52-60. [Link] [DOI:10.1177/1087054712436876]
13. Barkley RA. Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York: The Guilford Press; 2015. [Link]
14. Eddy LD, Dvorsky MR, Molitor SJ, Bourchtein E, Smith Z, Oddo LE, Langberg JM. Longitudinal evaluation of the cognitive - behavioral model of ADHD in a sample of college students with ADHD. Journal of Attention Disorders. 2018; 22(4), 323-333. [Link] [DOI:10.1177/1087054715616184]
15. Houck G, Kendall J, Miller A, Morrell P, Wiebe G. Self-concept in children and adolescents with ADHD. Journal of Pediatric Nursing. 2011; 26(3), 239-247. [Link] [DOI:10.1016/j.pedn.2010.02.004]
16. Henriksen IO, Ranoyen I, Indredavik MS, Stenseng F. The role of self-esteem in the development of psychiatric problems: a three-year prospective study in a clinical sample of adolescents. Child Adolesc Psychiatry Ment Health. 2017; 11:68. [Link] [DOI:10.1186/s13034-017-0207-y]
17. Telles S, Singh N, Bhardwaj AK, Kumar A, Balkrishna A. Efect of yoga or physical exercise on physical, cognitive and emotional measures in children. Child Adolesc Psychiatry Ment Health. 2013; 7(1):37. [Link] [DOI:10.1186/1753-2000-7-37]
18. Mazzone L, Postorino V, Reale L, Guarnera M, Mannino V, Armando M, Vicari S. Self-esteem evaluation in children and adolescents suffering from ADHD. Clinical Practice and Epidemiology in Mental Health. 2013; 9, 96-102. [Link] [DOI:10.2174/1745017901309010096]
19. Cook J, Knight E, Hume I, Qureshi A. The self-esteem of adults diagnosed with attention-deficit/hyperactivity disorder (ADHD): A systematic review of the literature. ADHD Attention Deficit and Hyperactivity Disorders. 2014; 6(4), 249-268. [Link] [DOI:10.1007/s12402-014-0133-2]
20. Slomkowski C, Klein RG, Mannuzza S. Is self-esteem an important outcome in hyperactive children? Journal of Abnormal Child Psychology. 1995; 23(3):303-15. [Link] [DOI:10.1007/BF01447559]
21. Ray AR, Evans SW, Langberg JM. Factors Associated with Healthy and Impaired Social Functioning in Young Adolescents with ADHD. J Abnorm Child Psychol. 2017; 45(5): 883-897. [Link] [DOI:10.1007/s10802-016-0217-x]
22. Harpin V, Mazzone L, Raynaud JP, Kahle J, Hodgkins P. Long-term outcomes of ADHD. Journal of Attention Disorders. 2013; 20(4):295-305. [Link] [DOI:10.1177/1087054713486516]
23. Merrell KW, Boelter E. An investigation of relationships between social behavior and ADHD in children and youth: Construct validity of the Home and Community Social Behavior Scales. Journal of Emotional and Behavioral Disorders. 2001; 9(4), 260-269. [Link] [DOI:10.1177/106342660100900406]
24. Humphreys KL, Galán CA, Tottenham N, Lee SSS. Impaired social decision-making mediates the association between ADHD and social problems. Journal of Abnormal Child Psychology. 2016; 44(5), 1023- 1032. [Link] [DOI:10.1007/s10802-015-0095-7]
25. Mikami AY, Hinshaw SP. Resilient adolescent adjustment among girls: buffers of childhood peer rejection and attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology. 2006; 34, 825-839. [Link] [DOI:10.1007/s10802-006-9062-7]
26. Schoenberg PLA. Mindfulness Intervention for Attention-Deficit/Hyperactivity Disorder: Theory and Action Mechanisms. In S. J. Eisendrath (Eds.), Mindfulness-Based Cognitive Therapy. Switzerland: Springer; 2016. [Link] [DOI:10.1007/978-3-319-29866-5_17]
27. Baer RA. Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice. 2003; 10, 125-143. [Link] [DOI:10.1093/clipsy/bpg015]
28. Bogels SM, Hoogstad B, van Dun L, Schutter SD, Restifo K. Mindfulness Training for Adolescents with Externalizing Disorders and their Parents. Behavioural and Cognitive Psychotherapy. 2008; 36, 193-209. [Link] [DOI:10.1017/S1352465808004190]
29. Emavardhana T. Changes in self-concept, ego defense mechanism and religiosity following seven-day Vipassana meditationretreats. J Sci Study Relig. 1997; 36: 194-206. [Link] [DOI:10.2307/1387552]
30. Hölzel BK, Lazar SW, Gard T, Schuman-Olivier Z, Vago DR, Ott U. How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspect Psychol Sci. 2011; 6:537-59. [Link] [DOI:10.1177/1745691611419671]
31. Sharma MK, Sharma MP, Marimuthu P. Mindfulness-Based program for Management of Aggression among Youth. Indian J Psychol Med. 2016; 38(3): 213-216. [Link] [DOI:10.4103/0253-7176.183087]
32. Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, and Behavioral Neuroscience, 7(2), 109-19. [Link] [DOI:10.3758/CABN.7.2.109]
33. Chambers R, Gullone E, Allen NB. Mindful emotion regulation: An integrative review. Clinical Psychology Review. 2009; 29, 560-572. [Link] [DOI:10.1016/j.cpr.2009.06.005]
34. Gratz K L, Tull MT. Emotion regulation as a mechanism of change in acceptance- and mindfulness-based treatments. In Ruth A. Baer (Ed.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change. (pp. 107-133). Oakland, CA: Context Press/New Harbinger Publications; 2010. [Link]
35. McGill J, Adler-Baeder F, Rodriguez P. Mindfully in Love: A Meta-Analysis of the Association Between Mindfulness and Relationship Satisfaction. Journal of Human Sciences and Extension. 2016; Vol. 4, No 1. 89-101. [Link]
36. Gu J, Strauss C, Bond R, Cavanagh K. How do Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction Improve Mental Health and Wellbeing? A Systematic Review and Meta-Analysis of Mediation Studies, Clinical Psychology Review. 2015; [Link] [DOI:10.1016/j.cpr.2015.01.006]
37. Schutte NS, Malouff JM. Bobik C, Coston TD, Greeson C, Jedlicka C, Wendorf G. Emotional intelligence and interpersonal relations. The Journal of Social Psychology. 2001; 141(4), 523-536. [Link] [DOI:10.1080/00224540109600569]
38. Deci EL, Ryan RM. A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation, Vol. 38 (pp. 237-288). Lincoln, NE: University of Nebraska Press; 1991. [Link]
39. Atkinson BJ. Mindfulness Training and the Cultivation of Secure, Satisfying Couple Relationships. Couple and Family Psychology: Research and Practice. 2013; Vol. 2, No. 2, 73-94. [Link] [DOI:10.1037/cfp0000002]
40. Shapiro, S. L., Schwartz, G. E., & Bonner, G. Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine. 1998; 21(6), 581-599. [Link] [DOI:10.1023/A:1018700829825]
41. Yousefian F, Asgharipour N. Comparative effectiveness of group mindfulness-based cognitive therapy and group cognitive-behavioral therapy on self-esteem of girl students. Journal of Fundamentals of Mental Health. 2013; 15(3): 205-15. [Persian]. [Link]
42. Biegel GM, Brown KW, Shapiro SL, Schubert CM. Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology. 2009; 77(5), 855-866. [Link] [DOI:10.1037/a0016241]
43. Tan L, Martin G. Taming the adolescent mind: preliminary report of a mindfulness-based psychological intervention for adolescents with clinical heterogeneous mental health diagnoses. Clinical Child Psychology and Psychiatry. 2012; 18(2), 300-312. [Link] [DOI:10.1177/1359104512455182]
44. Rasmussen MK, Pidgeon AM. The direct and indirect benefits of dispositional mindfulness on self-esteem and social anxiety. Anxiety, Stress & Coping. 2011; 24, 227-233. [Link] [DOI:10.1080/10615806.2010.515681]
45. Tabatabaienejad FS, Golparvar M, and Aghaei A. Compare effectiveness of positive mindfulness therapy, mindfulness-based cognitive therapy and cognitive-behavioral therapy on social anxiety and communication skills of female students with depression. Quarterly journal of social work. 2018; 7 (3); 05-16. [Persian]. [Link]
46. Beauchemin J, Hutchins TL, Patterson F. Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review. 2008; 13(1): 34-45. [Link] [DOI:10.1177/1533210107311624]
47. Flook L, Goldberg SB, Pinger L, Davidson RJ. Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Dev Psychol. 2015; 51(1): 44-51. [Link] [DOI:10.1037/a0038256]
48. Feuerborn LL, Gueldner B. Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research. Mindfulness. 2019; 10(9),1707-1720 [Link] [DOI:10.1007/s12671-019-01101-1]
49. Achenbach TM, Rescorla LA. Manual for the ASEBA School - Age Forms and Profiles. Burlington: University of Vermont: 2001. [Link]
50. Minaei A. [Manual for the ASEBA School Age Forms and Profiles. Adaptation and
51. Standardization for the Manual by Thomas M. Achenbach & Leslie A. Rescorla.] 1st ed. Tehran: Ministry of Education and Training. The National Organization for Exceptional Education and Training; 2005. [Persian]. [Link]
52. Beh Pajooh A. Soleymani M, Afrooz Gh, Lavasani, GhA. A study on the impact of social skill training on social adjustment and academic performance in slow learners. Journal of Educational Innovations. 2010; 9(33):163-186. [Link]
53. Mazaheri, A, Rezakhani, S. The effectiveness of communication skills training on the increase of self-esteem and decrease of parent-child conflicts among female high school students. Research in Educational Systems. 2017; 37: 131-150. [Link]
54. Zylowska L. The Mindfulness Prescription for Adult ADHD. Boston: TRUMPETER: 2012. [Link]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Naseh A. The Effect of Mindfulness-Based Group Intervention on Self-esteem and Social Problems in Students with Symptoms of Attention Deficit / Hyperactivity Disorder. J Child Ment Health 2019; 6 (3) :256-268
URL: http://childmentalhealth.ir/article-1-895-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 3 (Vol6 No3 Fall 2019 - 2019) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.05 seconds with 43 queries by YEKTAWEB 4645