Efficacy of Child-Centered Mindfulness Training on the Self-Control and Social Competence in the Children with Attention Deficit Hyperactivity Disorder

The present study was conducted to investigate the efficacy of child-centered mindfulness training on the self-control in the children with Attention Deficit Hyperactivity Disorder (ADHD). The research method was experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the present study included the children with ADHD in the city of Tehran in academic year 2021-22. Twenty five children with ADHD were selected through multi-stage clustered random sampling method and were randomly accommodated into experimental and control groups (13 children in the experimental and 12 children in the control group). The children in the experimental group received Ten sixty-minute sessions of child-centered mindfulness training during one-and-a-half months. Attention Deficit Hyperactivity Questionnaire (ADHDQ) (Brock, Clinton, 2007), Self-Control Questionnaire (SCQ) (Kendal and Wilcox, 1979) and Social Competence Scale (SCS) (Cohen and Rosman, 1972) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that child-centered mindfulness training has significant effect on the self-control (p<0001, Eta=0.53, F=26.13) and social competence (p<0001, Eta= 0.57, F=31.01) in the children with ADHD. According to the findings of the present study it can be concluded that child-centered mindfulness training can be used as an efficient method to improve self-control skill and social competence of the children with ADHD through techniques such as mindful emotions and thoughts and being in the present time.