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

NCT06352801 | Recruiting

• 1 other identifier: EA230530
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

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. 1.To investigate the underlying mechanism of the relationship between AD/HD traits and psychological well-being
2. 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
3. 3.AD/HD traits negatively predicts psychological well-being
4. 4.AD/HD traits positively predicts perceived criticism or rejection sensitivity
5. 5.Perceived criticism or rejective sensitivity negatively predicts psychological well-being
6. 6.Perceived criticism or rejective sensitivity mediates the relationship between AD/HD traits and psychological well-being
7. 7.Self-compassion moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being
8. 8.Growth mindset moderates the relationship between perceived criticism or rejection sensitivity and psychological well-being
9. 9.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

Outcome Measures

Primary Outcomes (12)

• Self-Compassion Scale for Children (SCS-C)

  A scale consisting of 12 self-report items assessing children's self-compassion \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]

  Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

• Self-Compassion Scale for Children (SCS-C)

  A scale consisting of 12 self-report items assessing children's self-compassion \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]

  Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

• Self-Compassion Scale for Children (SCS-C)

  A scale consisting of 12 self-report items assessing children's self-compassion \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]

  Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

• Behavioural ratings on children's executive functions

  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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]

  Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

• Behavioural ratings on children's executive functions

  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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]

  Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

• Behavioural ratings on children's executive functions

  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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]

  Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

• Student's Life Satisfaction Scale (SLSS)

  A scale consisting of 7 self-report items assessing children's life satisfaction \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]

  Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

• Student's Life Satisfaction Scale (SLSS)

  A scale consisting of 7 self-report items assessing children's life satisfaction \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]

  Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

• Student's Life Satisfaction Scale (SLSS)

  A scale consisting of 7 self-report items assessing children's life satisfaction \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]

  Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

• Positive and Negative Affect Schedule for Children (PANAS-C/P)

  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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]

  Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

• Positive and Negative Affect Schedule for Children (PANAS-C/P)

  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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]

  Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

• Positive and Negative Affect Schedule for Children (PANAS-C/P)

  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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]

  Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

Other Outcomes (12)

• The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

  Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

• The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

  Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

• The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

  Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

Study Arms (2)

Self-Compassion Intervention Group

EXPERIMENTAL

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.

Behavioral: Self-Compassion Intervention

Wait-list Control Group

NO INTERVENTION

Participants will receive the same intervention in Phase 2.

Interventions

Self-Compassion Intervention BEHAVIORAL

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

Also known as: My DEER Compassion

Self-Compassion Intervention Group

Eligibility Criteria

• Age: 9 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Upper primary students
• Clinical diagnosis, suspected cases of AD/HD, or having AD/HD symptoms
• Able to read, write and communicate in Chinese

You may not qualify if:

• 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

Sponsors & Collaborators

• The University of Hong Kong: lead

Study Sites (1)

The University of Hong Kong

Hong Kong, Hong Kong

RECRUITING

Related Publications (1)

• 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.

  BACKGROUND

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity; Psychological Well-Being

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders; Personal Satisfaction; Behavior

Central Study Contacts

Kwan Lok TANG

CONTACT

+852-66532947; tangkl1020@gmail.com

Kar Man SHUM

CONTACT

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: 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

Study Record Dates

• First Submitted: April 2, 2024
• First Posted: April 8, 2024
• Study Start: December 28, 2023
• Primary Completion (Estimated): May 31, 2026
• Study Completion (Estimated): May 31, 2026
• Last Updated: April 9, 2024

Record last verified: 2024-03

Locations

HK (1)