Mindfulness-Based Intervention for Chinese Children with ADHD and Their Parents: a Pilot Mixed-Method Study View Full Text


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Article Info

DATE

2016-12-28

AUTHORS

Dexing Zhang, Stanley Kam Chung Chan, Herman Hay Ming Lo, Christina Ying Ha Chan, Jenny Ching Yin Chan, Ka Tsun Ting, Tiffany Ting Gao, Kelly Yee Ching Lai, Susan M. Bögels, Samuel Yeung Shan Wong

ABSTRACT

This was a pilot pre–post-intervention study with added qualitative focused group discussions and interviews to examine the feasibility, acceptability, and effects of a mindfulness-based intervention (the 8-week MYmind course) for Chinese children with attention deficit hyperactivity disorder (ADHD) aged 8 to 12 years (n = 11) and one of their parents (n = 11). Outcomes included feasibility and acceptability of MYmind, objective measures of children’s attention and related problems, parent-reported child executive function and behavior problems, and parents’ parental stress, parenting styles, and mindful parenting. The attendance rate of MYmind (≥6 out of 8 sessions) was 91%: only one family withdrew from the course. Participants expressed overall positive views about MYmind. They also expressed their changes after the course, barriers and facilitators for course participation and completion, and suggestions on course improvement. The overall satisfaction scores were 7.3 (2.1) and 8.0 (1.2) out of 10 among the children and parents, respectively. With respect to the quantitative results, after multiple testing correction, positive results with large effect sizes only occurred on the objective attention tests: “time per target,” “attention score,” and “map mission” of the Test of Everyday Attention for Children (TEA-Ch) and “omissions” of the computerized Conners’ Continuous Performance Test 3rd Edition (CPT 3), whereas no statistically significant changes were seen in other measures, i.e., children’s other results in the TEA-Ch and CPT 3, parents’ perceived child problems on the Eyberg Child Behavior Inventory (ECBI) and the Behavior Rating Inventory of Executive Function (BRIEF), as well as parents’ scores of the Parenting Stress Index (PSI), Parenting Scale (PS), and Interpersonal Mindfulness in Parenting (IM-P). The MYmind course is a feasible and acceptable intervention among Chinese children with ADHD and their parents. The preliminary significant quantitative results should be interpreted with much caution due to potential effects from learning on neurocognitive outcomes. Larger studies with a control group are needed.This pilot trial is registered in the World Health Organization (WHO) Registry Network—Chinese Clinical Trial Register (ChiCTR). The reference number is ChiCTR-OPC-15006686. More... »

PAGES

859-872

References to SciGraph publications

  • 2015-04-07. Mindfulness training for adolescents: A neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials in COGNITIVE, AFFECTIVE, & BEHAVIORAL NEUROSCIENCE
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  • 2007-09-13. Parent–Child Relationships and ADHD Symptoms: A Longitudinal Analysis in JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
  • 2012-11-13. Mindful Parenting Assessed Further: Psychometric Properties of the Dutch Version of the Interpersonal Mindfulness in Parenting Scale (IM-P) in MINDFULNESS
  • 2008-04-21. Prevalence of DSM-IV disorders in Chinese adolescents and the effects of an impairment criterion in EUROPEAN CHILD & ADOLESCENT PSYCHIATRY
  • 2002-08. Mother–Child Relationships of Children with ADHD: The Role of Maternal Depressive Symptoms and Depression-Related Distortions in JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
  • 2013-08-09. Evaluation of MBCT for Adolescents with ADHD and Their Parents: Impact on Individual and Family Functioning in JOURNAL OF CHILD AND FAMILY STUDIES
  • 2010-05-25. Mindful Parenting in Mental Health Care in MINDFULNESS
  • 2011-02-02. The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents in JOURNAL OF CHILD AND FAMILY STUDIES
  • 2011-09-22. The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD in JOURNAL OF CHILD AND FAMILY STUDIES
  • 2011-06-01. Severity of Children’s ADHD Symptoms and Parenting Stress: A Multiple Mediation Model of Self-Regulation in JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
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    19 schema:description This was a pilot pre–post-intervention study with added qualitative focused group discussions and interviews to examine the feasibility, acceptability, and effects of a mindfulness-based intervention (the 8-week MYmind course) for Chinese children with attention deficit hyperactivity disorder (ADHD) aged 8 to 12 years (n = 11) and one of their parents (n = 11). Outcomes included feasibility and acceptability of MYmind, objective measures of children’s attention and related problems, parent-reported child executive function and behavior problems, and parents’ parental stress, parenting styles, and mindful parenting. The attendance rate of MYmind (≥6 out of 8 sessions) was 91%: only one family withdrew from the course. Participants expressed overall positive views about MYmind. They also expressed their changes after the course, barriers and facilitators for course participation and completion, and suggestions on course improvement. The overall satisfaction scores were 7.3 (2.1) and 8.0 (1.2) out of 10 among the children and parents, respectively. With respect to the quantitative results, after multiple testing correction, positive results with large effect sizes only occurred on the objective attention tests: “time per target,” “attention score,” and “map mission” of the Test of Everyday Attention for Children (TEA-Ch) and “omissions” of the computerized Conners’ Continuous Performance Test 3rd Edition (CPT 3), whereas no statistically significant changes were seen in other measures, i.e., children’s other results in the TEA-Ch and CPT 3, parents’ perceived child problems on the Eyberg Child Behavior Inventory (ECBI) and the Behavior Rating Inventory of Executive Function (BRIEF), as well as parents’ scores of the Parenting Stress Index (PSI), Parenting Scale (PS), and Interpersonal Mindfulness in Parenting (IM-P). The MYmind course is a feasible and acceptable intervention among Chinese children with ADHD and their parents. The preliminary significant quantitative results should be interpreted with much caution due to potential effects from learning on neurocognitive outcomes. Larger studies with a control group are needed.This pilot trial is registered in the World Health Organization (WHO) Registry Network—Chinese Clinical Trial Register (ChiCTR). The reference number is ChiCTR-OPC-15006686.
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