Attention-deficit/Hyperactivity, Emotional Self-Regulation, Mindfulness, Social-emotional Learning.

The present study was conducted with the aim of determining the effectiveness of a Mindfulness-based Social-emotional Learning Program on emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in children. The current research was semi-experimental with a pretest-posttest design and a control group. The statistical population of the research included all students aged 11 to 14 who were referred to the child counseling centers of Khoy City in 2021-2022. The statistical sample consisted of 30 children who were selected by purposive sampling and were replaced in two experimental and control groups. The data collection tools included Children's Illness Symptoms Questionnaire (CSI-4) Sprafkin et al. (1984) and Emotional Regulation Checklist (ERC) Shields & Cicchetti (1997). In this study, the participants of the experimental group received the mindfulness-based social-emotional learning program During 15 sessions of 60 minutes. Data analysis was done using multivariate covariance analysis. Data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the post-test mean of emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in the two experimental and control groups. According to the findings, it can be suggested that the Mindfulness-based Social-emotional Learning Program is an effective treatment for improving emotional functions and symptoms of attention-deficit/hyperactivity disorder in children.