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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:
Hypotheses:
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| 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. |
|
| Wait-list Control Group | No Intervention | Participants will receive the same intervention in Phase 2. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 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. |
| Measure | Description | Time Frame |
|---|---|---|
| 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)] |
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| Measure | Description | Time Frame |
|---|---|---|
| The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN) | It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)] | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention |
Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| The University of Hong Kong | Hong Kong | Hong Kong |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | 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. |
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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
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|
| 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) |
| The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN) | It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)] | 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) | It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)] | Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention) |
| The Perceived Criticism Scale (PCS) | The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)] | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention |
| The Perceived Criticism Scale (PCS) | The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)] | Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)] |
| The Perceived Criticism Scale (PCS) | The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)] | Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention) |
| Children's Rejection Sensitivity Questionnaire (CRSQ) | The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)] | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention |
| Children's Rejection Sensitivity Questionnaire (CRSQ) | The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)] | Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)] |
| Children's Rejection Sensitivity Questionnaire (CRSQ) | The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)] | Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention) |
| Growth Mindset Scale | It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)] | Pre-intervention Assessment (within 4 weeks before the commencement of the intervention |
| Growth Mindset Scale | It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)] | Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)] |
| Growth Mindset Scale | It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)] | Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention) |
| ID | Term |
|---|---|
| D001289 | Attention Deficit Disorder with Hyperactivity |
| D000092862 | Psychological Well-Being |
| ID | Term |
|---|---|
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D010549 | Personal Satisfaction |
| D001519 | Behavior |
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