The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD
The effectiveness of an 8-week mindfulness training for adolescents aged 11–15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents ( N = 10), their parents ( N = 19) and tutors ( N = 7)...
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| Veröffentlicht in: | Journal of child and family studies 2012-10, Vol.21 (5), p.775-787 |
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| container_title | Journal of child and family studies |
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| creator | van de Weijer-Bergsma, Eva Formsma, Anne R. de Bruin, Esther I. Bögels, Susan M. |
| description | The effectiveness of an 8-week mindfulness training for adolescents aged 11–15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (
N
= 10), their parents (
N
= 19) and tutors (
N
= 7) completed measurements before, immediately after, 8 weeks after and 16 weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents’ attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents’ attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent’ actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term. |
| doi_str_mv | 10.1007/s10826-011-9531-7 |
| format | Article |
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N
= 10), their parents (
N
= 19) and tutors (
N
= 7) completed measurements before, immediately after, 8 weeks after and 16 weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents’ attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents’ attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent’ actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term.</description><identifier>ISSN: 1062-1024</identifier><identifier>EISSN: 1573-2843</identifier><identifier>DOI: 10.1007/s10826-011-9531-7</identifier><identifier>PMID: 22993482</identifier><identifier>CODEN: JCFSES</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Adolescents ; Attention ; Attention Deficit Hyperactivity Disorder ; Awareness ; Behavior Modification ; Behavior Problems ; Behavioral Science and Psychology ; Behavioural problems ; Child and School Psychology ; Child Development ; Child Rearing ; Cognitive Processes ; Consciousness ; Fathers ; Gender Differences ; Medical treatment ; Meditation ; Mental stress ; Metacognition ; Mothers ; Original Paper ; Parent Education ; Parenthood education ; Parenting ; Parents ; Parents & parenting ; Pretests Posttests ; Program Effectiveness ; Psychology ; Questionnaires ; Social Sciences ; Sociology ; Stress Variables ; Teenagers ; Training</subject><ispartof>Journal of child and family studies, 2012-10, Vol.21 (5), p.775-787</ispartof><rights>The Author(s) 2011</rights><rights>Springer Science+Business Media, LLC 2012</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c557t-fcaaaae5b99f41e76b08ca8144798dd66e5ca9124e57b427f14b1e95931f86e73</citedby><cites>FETCH-LOGICAL-c557t-fcaaaae5b99f41e76b08ca8144798dd66e5ca9124e57b427f14b1e95931f86e73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10826-011-9531-7$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10826-011-9531-7$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>230,314,776,780,881,12826,27903,27904,30978,30979,41467,42536,51298</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ980621$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22993482$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>van de Weijer-Bergsma, Eva</creatorcontrib><creatorcontrib>Formsma, Anne R.</creatorcontrib><creatorcontrib>de Bruin, Esther I.</creatorcontrib><creatorcontrib>Bögels, Susan M.</creatorcontrib><title>The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD</title><title>Journal of child and family studies</title><addtitle>J Child Fam Stud</addtitle><addtitle>J Child Fam Stud</addtitle><description>The effectiveness of an 8-week mindfulness training for adolescents aged 11–15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (
N
= 10), their parents (
N
= 19) and tutors (
N
= 7) completed measurements before, immediately after, 8 weeks after and 16 weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents’ attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents’ attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent’ actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term.</description><subject>Adolescents</subject><subject>Attention</subject><subject>Attention Deficit Hyperactivity Disorder</subject><subject>Awareness</subject><subject>Behavior Modification</subject><subject>Behavior Problems</subject><subject>Behavioral Science and Psychology</subject><subject>Behavioural problems</subject><subject>Child and School Psychology</subject><subject>Child Development</subject><subject>Child Rearing</subject><subject>Cognitive Processes</subject><subject>Consciousness</subject><subject>Fathers</subject><subject>Gender Differences</subject><subject>Medical treatment</subject><subject>Meditation</subject><subject>Mental stress</subject><subject>Metacognition</subject><subject>Mothers</subject><subject>Original Paper</subject><subject>Parent Education</subject><subject>Parenthood education</subject><subject>Parenting</subject><subject>Parents</subject><subject>Parents & parenting</subject><subject>Pretests Posttests</subject><subject>Program Effectiveness</subject><subject>Psychology</subject><subject>Questionnaires</subject><subject>Social Sciences</subject><subject>Sociology</subject><subject>Stress 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Central (Full Participant titles)</collection><jtitle>Journal of child and family studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>van de Weijer-Bergsma, Eva</au><au>Formsma, Anne R.</au><au>de Bruin, Esther I.</au><au>Bögels, Susan M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ980621</ericid><atitle>The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD</atitle><jtitle>Journal of child and family studies</jtitle><stitle>J Child Fam Stud</stitle><addtitle>J Child Fam Stud</addtitle><date>2012-10-01</date><risdate>2012</risdate><volume>21</volume><issue>5</issue><spage>775</spage><epage>787</epage><pages>775-787</pages><issn>1062-1024</issn><eissn>1573-2843</eissn><coden>JCFSES</coden><abstract>The effectiveness of an 8-week mindfulness training for adolescents aged 11–15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (
N
= 10), their parents (
N
= 19) and tutors (
N
= 7) completed measurements before, immediately after, 8 weeks after and 16 weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents’ attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents’ attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent’ actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term.</abstract><cop>Boston</cop><pub>Springer US</pub><pmid>22993482</pmid><doi>10.1007/s10826-011-9531-7</doi><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of child and family studies, 2012-10, Vol.21 (5), p.775-787 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Springer Nature - Complete Springer Journals |
| subjects | Adolescents Attention Attention Deficit Hyperactivity Disorder Awareness Behavior Modification Behavior Problems Behavioral Science and Psychology Behavioural problems Child and School Psychology Child Development Child Rearing Cognitive Processes Consciousness Fathers Gender Differences Medical treatment Meditation Mental stress Metacognition Mothers Original Paper Parent Education Parenthood education Parenting Parents Parents & parenting Pretests Posttests Program Effectiveness Psychology Questionnaires Social Sciences Sociology Stress Variables Teenagers Training |
| title | The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD |
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