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.
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.
- Content Type Journal Article
- Category Original Paper
- Pages 1-13
- DOI 10.1007/s10826-011-9531-7
- Authors
- Eva van de Weijer-Bergsma, Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Anne R. Formsma, Research Institute Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands
- Esther I. de Bruin, Research Institute Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands
- Susan M. Bögels, Research Institute Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024