بررسی اثر بخشی شناخت درمانی مبتنی بر ذهن آگاهی بر کاهش استرس و بهبود تمرکز در دانش‌آموزان مبتلا به بیش فعالی و کمبود توجه

نوع مقاله : پژوهشی

نویسندگان
شهلا گودرزی 1
مونا سلیمان حشمت 2
ملیکا بلوری 3
حامد رشیدی اصل 4
مژگان اسماعیل پور 5
1 کارشناسی ارشد روانشناسی عمومی، دانشگاه آزاد اسلامی واحد کاشان، کاشان، ایران.
2 کارشناسی ارشد مشاوره مدرسه، دانشگاه آزاد اسلامی واحد کرج، البرز، ایران.
3 کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی ، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران.
4 دکتری تخصصی روانشناسی، دانشگاه آزاد اسالمی واحد رودهن ، رودهن، ایران
5 کارشناس ارشد روانشناسی عمومی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران.
چکیده
هدف پژوهش حاضر، تعیین اثربخشی شناخت‌درمانی مبتنی بر ذهن‌آگاهی (MBCT) بر استرس ادراک‌شده و تمرکز دانش‌آموزان مبتلا به اختلال بیش‌فعالی/کمبود توجه (ADHD) بود. این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری همراه با گروه کنترل بود. جامعه آماری شامل تمامی دانش‌آموزان مبتلا به اختلال بیش‌فعالی/کمبود توجه مراجعه‌کننده به کلینیک آتیه درخشان ذهن تهران در فاصله فروردین تا خرداد ۱۴۰۴ بود. از میان افراد واجد شرایط، ۳۰ دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل (هر گروه ۱۵ نفر) جایگزین شدند. گروه آزمایش طی هشت جلسه ۹۰ دقیقه‌ای تحت مداخله شناخت‌درمانی مبتنی بر ذهن‌آگاهی قرار گرفت و گروه کنترل در فهرست انتظار باقی ماند. داده‌ها با استفاده از مقیاس درجه‌بندی کانرز والدین، پرسشنامه استرس ادراک‌شده کوهن و آزمون توجه و تمرکز گردآوری شد. نتایج نشان داد میانگین استرس ادراک‌شده در گروه آزمایش از مرحله پیش‌آزمون به پس‌آزمون و پیگیری به‌طور معناداری کاهش یافت و میانگین تمرکز در این گروه به‌طور معناداری افزایش پیدا کرد، در حالی که در گروه کنترل تغییر معناداری مشاهده نشد. همچنین، اثرات درمان در مرحله پیگیری نیز تا حد زیادی پایدار باقی ماند. این یافته‌ها نشان می‌دهد که شناخت‌درمانی مبتنی بر ذهن‌آگاهی می‌تواند به‌عنوان مداخله‌ای مؤثر برای کاهش استرس ادراک‌شده و بهبود تمرکز در دانش‌آموزان مبتلا به اختلال بیش‌فعالی/کمبود توجه مورد استفاده قرار گیرد.
کلیدواژه‌ها
شناخت‌درمانی مبتنی بر ذهن‌آگاهی
استرس
تمرکز
اختلال بیش‌فعالی/کمبود توجه
دانش‌آموزان

عنوان مقاله English

Investigating the effectiveness of mindfulness-based cognitive therapy on reducing stress and improving concentration in students with attention deficit hyperactivity disorder

نویسندگان English

shahla godarzi 1
Mona soleiman heshmat 2
melika Bolouri 3
hamed Rashidiasl 4
Mozhgan Esmailpour 5
1 M.A. in General Psychology, Islamic Azad University, Kashan Branch, Kashan, Iran.
2 M.A. in School Counseling, Islamic Azad University, Karaj Branch, Alborz, Iran.
3 M.A. in Psychology and Education of Exceptional Children, Islamic Azad University, Science and Research Branch, Tehran, Iran.
4 Ph.D. in Psychology, Islamic Azad University, Roudehen Branch, Roudehen, Iran.
5 M.A. in General Psychology, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran.
چکیده English

The aim of the present study was to determine the effectiveness of mindfulness-based cognitive therapy (MBCT) on perceived stress and concentration in students with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The statistical population included all students with attention deficit hyperactivity disorder who referred to Atieh Derakhshan Mind Clinic in Tehran between April and June 2025. Among the eligible individuals, 30 students were selected using convenience sampling and randomly assigned to two experimental and control groups (15 students in each group). The experimental group underwent mindfulness-based cognitive therapy intervention for eight 90-minute sessions, while the control group remained on the waiting list. Data were collected using the Connors Parent Rating Scale, Cohen's Perceived Stress Questionnaire, and the Attention and Concentration Test. The results showed that the mean perceived stress in the experimental group decreased significantly from pre-test to post-test and follow-up, and the mean concentration in this group increased significantly, while no significant change was observed in the control group. Also, the effects of the treatment remained largely stable at the follow-up stage. These findings indicate that mindfulness-based cognitive therapy can be used as an effective intervention to reduce perceived stress and improve concentration in students with attention deficit hyperactivity disorder.

کلیدواژه‌ها English

Mindfulness-based cognitive therapy
stress
concentration
attention deficit hyperactivity disorder
students
Albalawi, A. S., Khayyal, A. I., Alnasser, F. A., AlSuhaymi, N. N. M., Assiri, A. A. M., Alahmadi, R. S. S., … & Alahmadi, R. S. (2026). Effective approaches to managing behavioral problems in children with attention-deficit/hyperactivity disorder (ADHD): A narrative review. Cureus, 18(1).
Anbouyeh, M. D., Bisheh, K. A., & Norouzi, A. (2026). Comparing the effectiveness of mentalization-based therapy and emotion-focused therapy on obsessive-compulsive symptoms and caregiving burden in mothers of children with attention-deficit/hyperactivity disorder. Mental Health and Lifestyle Journal, 1-17.
Araghi, M., & Saeidmaneh, M. (2025). The effectiveness of mindfulness-based cognitive therapy on resilience and emotional self-regulation in adolescents with attention deficit/hyperactivity disorder. Empowering Exceptional Children, 16(3), 13-23.
Awaji, H. H. H., Alharbi, R. A., Mokli, M. B., Balawi, G. M., Alzahrani, Y. S., Khan, A. R., … & Albalawi, R. (2026). Mapping the mind: A network meta-analysis of mindfulness and traditional and digital interventions for cognitive and behavioral enhancement in children with attention-deficit/hyperactivity disorder (ADHD). Cureus, 18(1).
Dar, D. R., Kharlukhi, A. R., Malla, V. A., & Machoko, F. T. (2026). How difficulties in emotion regulation and distress tolerance induce substance use among undergraduate young adults with attention-deficit/hyperactivity disorder: A systematic narrative review. Indian Journal of Social Psychiatry, 42(2), 87-95.
Falahati, F., Jaberi, M., Sharei, A., & Yahyapour, F. (2023). The Effect of Acceptance and Commitment Therapy on Cognitive Emotion Regulation and Emotional Inhibition in Girls with Non-Suicidal Self-injury. International Journal of Body, Mind & Culture (2345-5802), 10(4).
Hajizeynali, N. (2025). The effectiveness of mindfulness-based cognitive behavioral therapy on anxiety and emotion regulation in adolescents with attention-deficit/hyperactivity disorder (ADHD). Iranian Journal of Neurodevelopmental Disorders, 4(1), 64-72.
Kazemi, N., Kooshki, S., & Emamipour, S. (2022). Effectiveness of mindfulness-based cognitive therapy and cognitive-behavioral play therapy on sustained attention and working memory in children with attention-deficit/hyperactivity disorder.
LaCorte, C. R., Delesdernier, M. C., & Anderson-Hanley, C. (2026). Neuro-exergaming for college students with symptoms of attention deficit hyperactivity disorder (ADHD): Cognitive benefits of an acute bout of pedal-n-play interactive physical and cognitive exercise. NeuroSci, 7(4), 76.
Law, T. Y., Bressington, D., Ruan, J., Wong, W. K., & Mak, Y. W. (2025). The effectiveness of a mindfulness-based stress reduction (MBSR) programme for parents of children with attention deficit hyperactivity disorder (ADHD): A pilot randomized controlled trial. BMC Psychology, 13(1), 429.
Liu, Y., Yan, Q., Zhao, S., Ng, S., Wang, X., & Ning, Z. (2026). Mindfulness-based interventions for children and adolescents with attention-deficit/hyperactivity disorder: A Bayesian meta-analysis of randomized controlled trials. Frontiers in Psychology, 17, 1711994.
Lo, H. H. M. (2025). Application of a mindfulness-based programme in promoting social and emotional development of children with attention deficit hyperactivity disorders. In Social and emotional development for diverse learners: The addition of Asian perspectives (pp. 101-116). Springer Nature Singapore.
Lopes, C., Costa-Pereira, J. T., & Tavares, I. (2026). Mindfulness for stress reduction in parents of children with attention deficit hyperactivity disorder: A systematic review. Children, 13(7), 874.
Mikaeili, N., Salmani, A., & Sharei, A. (2025). The Effectiveness of Emotion-Focused Therapy on Parenting Self-Efficacy and Distress Tolerance in Mothers with Insecure Attachment Styles. Journal of Family Relations Studies, 5(3), 1-11.
Robe, A., & Dobrean, A. (2023). The effectiveness of a single session of mindfulness-based cognitive training on cardiac vagal control and core symptoms in children and adolescents with attention-deficit/hyperactivity disorder (ADHD): A preliminary randomized controlled trial. European Child & Adolescent Psychiatry, 32(10), 1863-1872.
Saleh, M. M., Amini, N., & Keykhosravani, M. (2025). Investigating the effectiveness of mindfulness training on sustained attention, self-control, and cognitive flexibility in children with attention deficit hyperactivity disorder (ADHD). Iranian Journal of Neurodevelopmental Disorders, 4(3), 1-10.
Schoenberg, P. L., Zargar, R. M., & Hepark, S. (2026). Electrocortical indices of default mode network-related activity in ADHD and modulation through mindfulness-based cognitive therapy. Brain Topography, 39(5), 72.
Sharei, A., Kamali Dehghan, P., Ahmadi Ochtapeh, P., Dorri, M., & Jamshiddoust Miyanroudi, F. (2024). The Effectiveness of Family Therapy Training on Depression and Mental Health of Adolescents with High-Risk Behaviors. Journal of Family Relations Studies, 4(14), 41-48. https://doi.org/10.22098/jfrs.2023.12790.1116
Sharei, A., Kasaei, E. A., & Salmani, A. (2024). The Effect of Mindfulness Therapy on Emotion Regulation, Cognitive Self-Awareness, and Tendency to High-Risk Behaviors in Orphaned and Poorly Monitored Adolescents: A Quasi-Experimental Study.
Singh, S., & Thakur, R. (2026). The role of vision therapy and cognitive behavioral therapy in attention-deficit hyperactivity disorder: A meta-analysis on visual function. Medical Journal of Dr. DY Patil Vidyapeeth, 19(4), 327-334.
Tumthammarong, C., Pornnoppadol, C., & Atsariyasing, W. (2022). Effectiveness of mindfulness-based parenting programs in reducing parenting stress in parents of children and adolescents with attention-deficit/hyperactivity disorder: Systematic review and meta-analysis. Siriraj Medical Journal, 74(6), 371-380.
Zhang, Z. J., Lo, H. H. M., Bögels, S. M., Cheung, R. Y., Lau, E. N. S., Lee, E. K. P., … & Yeung, W. T. (2025). A randomized controlled trial for evaluating the effects of an online mindfulness-based intervention for parents of children with attention-deficit/hyperactivity disorder: A study protocol. BMC Psychology, 13(1), 610.