Community Health Journal

Community Health Journal

Effectiveness of Mindfulness Training on Behavioral Disorders and Attention Performance in Adolescent High School Girls with Attention Deficit Hyperactivity Disorder in Rafsanjan, 2024

Document Type : Original Article

Authors
M Nazer 1
M jabbari 2
M Vatanparast 3
1 Assistant professor, Dept. of Psychiatry, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
2 2. MA in Faculty of Literature and Humanities, Islamic Azad University, Kerman Branch, Kerman, Iran.
3 3. Assistant Prof., Molecular Medicine Research Center, Institute of Basic Medical Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
10.22123/chj.2025.500063.2156
Abstract
Introduction: Attention-deficit/hyperactivity disorder (ADHD), as one of the most common psychiatric disorders, leads to multiple behavioral, cognitive, and academic difficulties during childhood and adolescence. This study aimed to investigate the effect of mindfulness training on behavioral disorders and attention performance in a sample of adolescent girls with ADHD symptoms.
Materials and Methods: This quasi-experimental study with a pretest-posttest design and a control group was conducted in 2024. The target population —estimated at 1,200 individuals—included female adolescents aged 13 to 15 years studying in high schools in Rafsanjan City. Among the screened students, 30 participants met the inclusion criteria and were randomly assigned to either a mindfulness intervention group or a control group. The assessment tools included the Conners’ Continuous Performance Test (CPT) and the Child Behavior Checklist (CBCL). The intervention group received 10 sessions of mindfulness training over two months, while the control group did not receive any specific intervention and continued with their usual school activities. One month after the intervention, all participants completed the posttest. Analysis of covariance (ANCOVA) was used to analyze the data.
Results: In the intervention group, attention performance, measured by correct responses, increased from a mean of 144.20 to 150.21, showing a significant improvement compared to the control group (mean of 145.86 and 144.66) (p<0.05). Additionally, response time decreased in the experimental group (mean reduction from 531.93 to 487.46 compared to a reduction from 526.80 to 523.40 in the control group) (p<0.001). Greater improvements were also observed in behavioral disorders at the level of total score (p<0.001), internalizing (p<0.05), and externalizing behaviors (p<0.001).
Conclusion: Mindfulness training can be can be recommended as a non-pharmacological and cost-effective approach to school counselors, teachers, and parents of adolescents with ADHD, to be used alongside conventional treatment methods. Furthermore, this intervention can be implemented in schools and counseling centers in a group format through regular training workshops.
Keywords
Training, Mindfulness Meditation, Adolescents, Attention-deficit/hyperactivity disorder (ADHD), Behavioral disorders
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Community Health Journal
Volume 19, Issue 2
Autumn 2025
Pages 60-74