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ABSTRACT
This article reviews a mindfulness intervention and its effect on emotional regulation and impulse control among middle school students with attention deficit hyperactivity disorder (ADHD). Substantial literature exists to support the use of mindfulness among adolescents with ADHD to improve negative symptoms of emotional regulation and impulsivity. Middle school students were recruited to participate in a six-week intervention that involved formal and informal mindfulness practices. Pre- and post-intervention mixed methods outcomes measures indicate that a mindfulness intervention improves ADHD symptoms, reduces the frequency for external cues to identify negative symptoms, improves the ability to implement mindfulness techniques during events that produce negative symptoms of emotional regulation and impulse control, and improves the understanding of what mindfulness is. Further research is indicated to determine additional uses for mindfulness as an occupational therapy intervention to improve social and educational participation and among adolescents with ADHD.
Acknowledgments
Dr. Virone would like to thank the administration and faculty of the Burrell School District for enthusiastically entertaining this project at the Charles M. Huston Middle School in Lower Burrell, PA. She would also like to thank the faculty and fellow cohort members of Chatham University’s occupational therapy post-professional doctorate program for their academic and technical support. Most importantly, Dr. Virone would like to thank her family for their support and inspiration throughout the project.
Disclosure statement
No potential conflict of interest was reported by the author(s).