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Effect of mindful attention program on Hong Kong students with special educational needs: A mixed-methods study
Author(s)
Date Issued
2018
Publisher
Hong Kong: Hong Kong Shue Yan University
Description
Hong Kong Shue Yan University. Dept. of Counselling and Psychology.
Thesis (M.Soc.Sc.) -- Hong Kong Shue Yan University, 2018.
Includes bibliographical references (p. 40-50).
[iv], 66 p.
Type
Thesis
Programme
Master of Social Sciences in Counselling Psychology
Abstract
The impact of mindfulness was examined in inattention and happiness of school-age children with special educational needs, using a mixed-methods design. In study 1, 8 semi-structured interviews were conducted to explore components of happiness, coping strategies, and mindfulness training from parents’ perspectives, using Qualitative Thematic Analysis. In study 2, a 4-week mindful attention program was used to measure the effect of mindfulness training in levels of inattention and happiness of participants. A total of 20 students were recruited in a special school in Hong Kong. Repeated measure ANOVAs were used to test the effectiveness of mindfulness on participants’ levels of inattention and happiness between the intervention group and control groups. Results showed that, in study 1, several themes related to happiness were found: time spent in interests and play, self-esteem, relationships with others, and autonomy. Two themes regarding coping strategies were found: emotion-focused and giving-up. In relation to teaching mindfulness to children with special educational needs, several themes were found, ability to stay still, intellectual capacities to understand the concepts, and interests in mindfulness. Results in study 2 showed that the mindful attention program had a positive effect in decreasing inattention scores in the intervention group, compared with the scores of the control group. Integrating the findings of study 1 and 2, a mindfulness training program tailored to the needs and abilities of school-aged children with special educational needs can be an effective tool to enhance their attentional regulation. Research implications on mindfulness trainings and children with special educational needs are discussed.
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