Department of Psychology, University of Windsor, Canada.
Department of Psychology, University of Windsor, Canada.
Complement Ther Clin Pract. 2017 Aug;28:108-115. doi: 10.1016/j.ctcp.2017.05.015. Epub 2017 May 28.
Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming.
To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26).
The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness.
Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness.
The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD.
患有注意缺陷多动障碍（ADHD）的儿童的父母和教师面临一系列心理健康不佳的风险，包括心理健康问题和压力增加，这些问题或许可以通过正念为基础的项目来改善。
展示一项针对 ADHD 儿童的父母和教师的正念培训项目的初步数据（N=26）。
该项目是对基于正念的压力减少（MBSR）课程的有针对性的修改。具体来说，我们减少了参与者的时间投入，并增加了关于 ADHD 的心理教育，包括简短的家长培训。测量方案包括压力、焦虑、抑郁和正念的测量。
在 8 周的项目后，父母和教师报告说，他们的感知压力降低了，自我报告的焦虑减少了，正念的某些方面得到了改善。
这项工作强调了专门的基于正念的干预措施在促进特定高危群体（如 ADHD 儿童的照顾者）的积极心理社会结果方面的前景。
