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

Document Type : Research

Authors
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.
Abstract
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.
Keywords
Mindfulness-based cognitive therapy
stress
concentration
attention deficit hyperactivity disorder
students
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