Informatics Publishing Limited

Sandeep Singh ¹, Soamya ¹

Affiliations
1 Department of Applied Psychology, GJU S&T, Hisar, Haryana, IN

Abstract

Stress is the term used to describe the physical, emotional, cognitive and behavioral responses to events that are appraised as threatening or challenging. In recent years, there has been a resurgence of interest in more integrative stress-reduction techniques that attempt to address not only a person's mental and physical ailments, but also his or her interpersonal, emotional and spiritual needs (Eisenberg et al., 1990-97, 1998). Complementary and alternative medicine interventions such as yoga, rhythmic breathing exercises, meditation, relaxation, and chanting techniques have significantly reduced stress-induced psychological disorders (Gupta et al., 2006; Michalsen et al., 2005; Smith et al., 2007). The present study examines the effect of three months mindfulness training versus breathing exercises o1n physio-cognitive aspects of stress. The study was conducted on a sample of 30 participants (10 participants in each group) having high stress level with average age of 22 years. Intensity of stress was assessed with the Cohen's (1988) 14 items perceived stress scale and PGI Health Questionnaire by Verma (1985) was used to assess the physical as well as psychological wellbeing. Physiological Correlates of the stress were measured by Finger Pulse Feedback, EMG, Respiration, and Electro sleep feedback. Participants were randomly assigned to Mindfulness, Breathing Exercise group. Applying the pre post test design the intervention continued for the period of three months. The findings revealed that the mindfulness training, breathing exercises have threshold impact in reducing the stress and improving the well being among participants. Study also revealed the restoration of normal levels of EMG, respiration and pulse feedback in experimental groups.

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Soamya ¹, Sandeep Singh ¹

Affiliations
1 Department of Applied Psychology, Guru Jambheshwar University of Science and Technology, Hisar, Haryana, IN

Abstract

Attention Deficit Hyperactivity Disorder has been considered as a chrome disorder, which generally continues beyond childhood, into adolescence and adulthood Willoughby, (2003). Researches revealed that the regulation of emotions have been found to be difficult among children, adolescents, and adults with ADHD, Barkley(2006). In line with this, Goodman, (2007) reported that the low self esteem and self doubt are commonly associated with ADHD. The present study was conducted to investigate the effect of mindfulness therapy on self esteem of ADHD adolescents. The adolescents with ADHD symptoms were diagnosed with Conner's 3 ADHD rating scale(2008) and thirty three participants were selected with age ranging between 13 to 16 years. The self esteem was assessed with Rosenberg self esteem questionnaire (1965). The mindfulness therapy was implemented for six months and five days a week. The outcome of the present study was analyzed by applying paired t- test on pair 1 (baseline and middle phase), pair 2 (middle and post) and pair 3 (baseline and post). It has been observed in the findings of the study that the ADHD adolescents learned to regulate&reflect the emotions in much better way. The mindfulness therapy found to be effective and produced significant effects by reducing ADHD symptoms as well as in enhancing self esteem of ADHD adolescents. It can be concluded with the evidences represented in the present study that mindfulness therapy can be considered as therapeutic tool in enhancing self esteem of ADHD adolescents.

Keywords

Mindfulness, ADHD and Self-Esteem.

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Soamya ¹, Sandeep Singh ¹

Affiliations
1 Department of Applied Psychology, Guru Jambheshwar University of Science and Technology, Hisar, Haryana, IN

Abstract

Attention-deficit/hyperactivity disorder is a complex disorder with diverse challenges arising at each new phase of a child's developmental span. The clinical presentation of ADHD consists of inattention, hyperactivity and impulsivity. The American Psychiatric Association 2013 documented ADHD as "impairing disorder". There is a growing body of research on the effectiveness of mindfulness for children and adolescents with psychopathology reported by Black et al. (2009); Burke (2010). Jon Kabat Zinn (2003) described mindfulness as the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmental to the unfolding of experiences moment by moment. The rationale for using a mindfulness therapy with ADHD is built on several levels of potential impact, that the mindfulness based therapy focuses on the ability to enhance, control attention and to reduce automatic responses Teasdale et al.(1995). The present study was conducted to investigate the effect of six months mindfulness therapy on attention deficit of adolescents manifesting symptoms of ADHD. Sample: The target sample of the study comprises of 33 adolescent with the age group of 13 to 16 years of private schools. The sample in the present study was assessed for attention deficit by different measures. The D2 Attention by Brickenkamp and Zillmer (1998) was administered to measure sustained and focuses attention. The symptom of inattention was measured by Conner's 3 parent rating scale by Conners (2008) and further attention again was assessed with Brown's ADD Scales by Brown (2001). The outcome of the present study was analyzed by applying paired t-test on [pair 1 (baseline and middle phase), pair 2 (middle and post) and pair 3 (baseline&post)]. The finding of the present study indicates the considerable improvement on the alertness, attention, concentration and focus. The practice of mindfulness based therapy strengthens the ability to sustain and monitor the attention. The outcome of the present study is also consistent with the findings of Heeren and Philippot(2011);Semple(2010),that the mindfulness therapy enhances performance on the executive functioning such as attention, working memory and cognitive control. The evidence suggesting the potential benefits of mindfulness interventions with adolescents manifesting symptoms of attention deficits.

Keywords

ADHD, ADD, and Mindfulness Therapy.

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Sandeep Singh ¹, Soamya ¹, Ramnath ¹

Affiliations
1 Department of Applied Psychology, Guru Jambheshwar University of Science & Technology, Hisar, Haryana, IN

Abstract

The children with ADHD generally carry some symptoms with them as early as preschool age and continuing throughout adolescence and even into adulthood. American Psychiatric Association, DSM V, (2013) described ADHD as "Persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” and listed it as neurodevelopment disorders rather than under diagnoses usually first made in infancy, childhood, or adolescence. It has been revealed from studies that the children & adolescents diagnosed with ADHD have special academic, social and emotional needs and all this makes the life of ADHD more challengeable. Aggression is a form of behaviour in which one expresses his feelings or emotions in negative ways which harm, hurt or injure self or others. Aggressive behaviour reflects the negative connation in behaviour and is considered as unhealthy or unhelpful behaviour pattern particularly in case of ADHD. Hampel, Manhal, Roos, & Desman, 2008 reported that the youth with ADHD have impaired ability to interpret and manage their emotions and behaviours thus found to manage stressful situations with avoidance and aggression. In the present study the adolescents with ADHD symptoms were diagnosed with Conner's 3 ADHD Rating Scale (2008) and thirty three participants were selected with age ranging between 13 to 16 years. Conduct problems can be understood as the behaviour patterns which are inconsistent with the expected behaviour of that particular developmental period. The conduct problems scores were calculated by SDQ Robert Goodman (1997). The mindfulness therapy was implemented for six months five days a week. It has been observed in the findings that the mindfulness therapy has effectiveness in reducing the aggressive behaviour and conduct problem of adolescents with ADHD.

Keywords

Mindfulness, ADHD, Conduct Problem, Aggression.

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