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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
100
Children participants are expected to learn the concepts of self-compassion and strategies of applying self-compassion to their daily lives.
The University of Hong Kong
Hong Kong, Hong Kong
RECRUITINGSelf-Compassion Scale for Children (SCS-C)
A scale consisting of 12 self-report items assessing children's self-compassion \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]
Time frame: 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]
Time frame: 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of self-compassion)\]
Time frame: 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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]
Time frame: 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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]
Time frame: 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 \[Min. Value: 1; Max Value: 4 (with higher score indicating higher level of emotional regulation)\]
Time frame: 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 \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]
Time frame: 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 \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]
Time frame: 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 \[Min. Value: 1; Max Value: 6 (with higher score indicating higher level of life satisfaction)\]
Time frame: 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]
Time frame: 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]
Time frame: 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 \[Min. Value: 1; Max Value: 5 (with higher score indicating higher level of positive and negative affect)\]
Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Kar Man SHUM
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