Evaluating a Mindfulness-based Intervention for Adolescents with ADHD and their Parents: A Mixed Methods Approach
Year: 2014
Type: dissertation
Study design: Clinical Trial
Abstract: Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) have difficulty regulating their attention, behavior, and emotions, which negatively impacts peer and family relationships. Mindfulness training may strengthen self-regulatory processes. The goal of the dissertation was to evaluate whether and how concurrent parent-adolescent mindfulness training improves individual and family functioning in adolescents with ADHD. In Study 1, I utilized a quantitative method to determine whether mindfulness training reduces symptomatology and ameliorates the functional impairment experienced by participants. In Study 2, I used a qualitative approach to accomplish two aims: 1) to explore participant experiences, perceptions, and beliefs related to mindfulness meditation; and 2) to examine potential mechanisms of action in mindfulness training. Eighteen adolescents with ADHD (ages 13-18) and 17 parents participated. Participants completed questionnaires assessing adolescent symptoms, functional impairment, family functioning, parenting stress, and mindfulness at 4-week baseline, pre- and post-intervention, and at 6-week follow-up. A subset of five families (n=12 individuals) participated in semi-structured interviews about their lived experiences of mindfulness 1 - 3 months after the intervention. Parents reported reductions in adolescent inattention, conduct problems, and peer relations problems, decreases in parenting stress, and increases in mindful parenting after the intervention. Gains were maintained at 6-week follow-up. Adolescents did not report changes on quantitative measures. Thematic analysis of interview data revealed improved peer and family relationship quality after mindfulness training. The underlying mechanisms of action were consistent among parents and adolescents. They identified self-awareness, decentering, acceptance of others, and self-regulation of attention, behavior, and emotion as key components of the process of change. Based on the findings of the dissertation, I developed a model of the process of change in parent-adolescent mindfulness training. I integrated the results from Study 1 and 2 under this conceptual framework. Overall, this mixed methods evaluation suggests that mindfulness training reduces ADHD symptoms and improves interpersonal functioning via enhanced self monitoring, self regulation, and emotional co-regulation among adolescents with ADHD and their parents.
Source: TSpace (University of Toronto)
Author: Jillian Haydicky
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3010805567