Effectiveness of Self-Compassion Intervention on Enhancing Self-Compassion and Psychological Well-Being of Children With Attention Deficit/Hyperactivity Disorder

NCT ID: NCT06352801

Last Updated: 2024-04-09

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 100 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-12-28
• Study Completion Date: 2026-05-31

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.

Conditions

ADHD; Self-Compassion; Psychological Well-Being

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: PREVENTION
• Blinding Strategy: NONE

Study Groups

Self-Compassion Intervention 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. Participants will receive intervention in Phase 1.

Group Type: EXPERIMENTAL

Self-Compassion Intervention

Intervention Type: BEHAVIORAL

Children participants are expected to learn the concepts of self-compassion and strategies of applying self-compassion to their daily lives.

Wait-list Control Group

Participants will receive the same intervention in Phase 2.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Self-Compassion Intervention

Children participants are expected to learn the concepts of self-compassion and strategies of applying self-compassion to their daily lives.

Intervention Type: BEHAVIORAL

Other Intervention Names

My DEER Compassion

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

• Minimum Eligible Age: 9 Years
• Maximum Eligible Age: 12 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

The University of Hong Kong

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Locations

The University of Hong Kong

Hong Kong, , Hong Kong

Site Status: RECRUITING

Countries

Hong Kong

Central Contacts

Kwan Lok TANG

Role: CONTACT

tangkl1020@gmail.com

+852-66532947

Kar Man SHUM

Role: CONTACT

Facility Contacts

Kwan Lok TANG

Role: primary

tangkl1020@gmail.com

+852-66532947

References

Downey G, Lebolt A, Rinco´n C, Freitas AL (1998) Rejection sensitivity and children's interpersonal Dweck, C. S. (1999). Self-theories: Their Role in Motivation, Personality, and Development. Psychology Press. Ebesutani, C., Regan, J., Smith, A., Reise, S., Higa-McMillan, C., & Chorpita, B. F. (2012). The 10-item positive and negative affect schedule for children, child and parent shortened versions: application of item response theory for more efficient assessment. Journal of Psychopathology and Behavioural Assessment, 34, 191-203. Hooley, J. M., & Teasdale, J. D. (1989). Predictors of relapse in unipolar depressives: expressed emotion, marital distress, and perceived criticism. Journal of Abnormal Psychology, 98(3), 229. Huebner, E. S. (1991). Initial development of the student's life satisfaction scale. School Psychology International, 12(3), 231-240. Lai, K. Y., Leung, P. W., Luk, E. S., Wong, A. S., Law, L. S., & Ho, K. K. (2013). Validation of the Chinese strengths and weaknesses of ADHD-symptoms and normal-behaviours questionnaire in Hong Kong. Journal of Attention Disorders, 17(3), 194-202. Raes, F. (2010). Ruminating and worrying as mediators of the relationship between self-compassion and anxiety and ' depression. Personality and Individual Differences, 48, 757-761.

Reference Type: BACKGROUND

Other Identifiers

EA230530

Identifier Type: -

Identifier Source: org_study_id