نوع المستند : المقالة الأصلية
المؤلفون
1 باحثة دكتوراة، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
2 أستاذ بقسم التربية الخاصة، كلية التربية، جامعة الملك سعود
المستخلص
عنوان المقالة [English]
المؤلفون [English]
The aim of this study was to examine the effectiveness of a mindfulness-based training program in reducing anxiety and negativity among adolescent female students with Attention-Deficit/Hyperactivity Disorder (ADHD). The study adopted a quasi-experimental one-group design with pre-test–post-test–follow-up measurements, applied to a sample of 13 students aged 13–15 years who were formally diagnosed with ADHD. The Mindful Awareness Practices (MAPs) program for ADHD, developed by Zylowska et al. (2008), was implemented for eight weeks with three sessions per week. Outcomes were measured using the Anxiety–Negativity dimension of the Conners-3 across three stages (pre, post, and follow-up). Data were analyzed using the Wilcoxon signed-rank test for paired samples, with effect size (r) calculated. The results showed statistically significant differences between the pre-test and post-test (p < 0.05) in favour of the post-test, with a large effect size (r = 0.78). No significant differences were found between the post-test and follow-up, indicating the stability of the intervention effect over time. These results indicate that mindfulness training represents a promising cognitive-behavioural strategy for improving levels of anxiety and negativity among adolescent females with ADHD and highlight the importance of integrating such programs into school and clinical contexts as supportive interventions to traditional treatments, contributing to the enhancement of mental health and emotional resilience in the long term.
Keywords: Mindfulness - Anxiety and Negativety - Attention-Deficit/Hyperactivity Disorder (ADHD).
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