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Completed

NCT Number: NCT06352801

Effectiveness of Self-Compassion Intervention on Enhancing Self-Compassion and Psychological Well-Being of Children With Attention Deficit/Hyperactivity Disorder

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.

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Key information

Conditions

ADHD Attention Deficit Disorder with Hyperactivity Attention Deficit and Disruptive Behavior Disorders Behavior Mental Disorders Neurodevelopmental Disorders Personal Satisfaction Psychological Well-Being Self-Compassion

Age range

9 year–12 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

The University of Hong Kong

Hong Kong

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Upper primary students
  • Clinical diagnosis, suspected cases of AD/HD, or having AD/HD symptoms
  • Able to read, write and communicate in Chinese

Exclusion criteria

  • Hearing, visual, or physical impairments that might hinder participation in the intervention
  • Clinical diagnosis and suspected cases of Autism Spectrum Disorder (ASD)
  • Prior or current participation in a psychotherapeutic treatment

Treatment and study plan

Self-Compassion Intervention

Behavioral

Children participants are expected to learn the concepts of self-compassion and strategies of applying self-compassion to their daily lives.

Other names: My DEER Compassion

Primary outcomes

  1. Self-Compassion Scale for Children (SCS-C)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    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)]

  2. Self-Compassion Scale for Children (SCS-C)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    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)]

  3. Self-Compassion Scale for Children (SCS-C)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    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)]

  4. Behavioural ratings on children's executive functions

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    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)]

  5. Behavioural ratings on children's executive functions

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    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)]

  6. Behavioural ratings on children's executive functions

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    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)]

  7. Student's Life Satisfaction Scale (SLSS)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    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)]

  8. Student's Life Satisfaction Scale (SLSS)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    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)]

  9. Student's Life Satisfaction Scale (SLSS)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    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)]

  10. Positive and Negative Affect Schedule for Children (PANAS-C/P)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    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)]

  11. Positive and Negative Affect Schedule for Children (PANAS-C/P)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    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)]

  12. Positive and Negative Affect Schedule for Children (PANAS-C/P)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    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)]

Other outcomes

  1. The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)]

  2. The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)]

  3. The Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior Scale (SWAN)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    It is an 18- question parent or teacher rating scale to assess for the indication of attention-deficit hyperactivity disorder in children [Min. Value: -3; Max Value: 3 (with lower score indicating higher level of AD/HD symptoms)]

  4. The Perceived Criticism Scale (PCS)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)]

  5. The Perceived Criticism Scale (PCS)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)]

  6. The Perceived Criticism Scale (PCS)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    The PCM is designed to provide a simple assessment of a family member's criticism from the perspective of the client/child [Min. Value: 1; Max Value: 5 (with higher score indicating higher level of perceived criticism)]

  7. Children's Rejection Sensitivity Questionnaire (CRSQ)

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)]

  8. Children's Rejection Sensitivity Questionnaire (CRSQ)

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)]

  9. Children's Rejection Sensitivity Questionnaire (CRSQ)

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of rejection sensitivity)]

  10. Growth Mindset Scale

    Time frame: Pre-intervention Assessment (within 4 weeks before the commencement of the intervention

    It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)]

  11. Growth Mindset Scale

    Time frame: Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)]

    It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)]

  12. Growth Mindset Scale

    Time frame: Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)

    It is a 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it The Children's Rejection Sensitivity Questionnaire (CRSQ) was used to assess children's rejection sensitivity in terms of anxious or angry expectations of rejection [Min. Value: 1; Max Value: 6 (with higher score indicating higher level of growth mindset)]

Sponsors and collaborators

Lead sponsor

The University of Hong Kong

Other

Registry information

Important dates

Study start
2023
Primary completion
2026
Study completion
2026
First posted
Apr 8, 2024
Registry last updated
May 15, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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