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Photography-Based Intervention for Children With Attention Deficit Hyperactivity Disorder

10 giugno 2026 aggiornato da: The Hong Kong Polytechnic University

Photography-Based Intervention to Improve Emotion Wellbeing and Symptoms in Children With Attention Deficit Hyperactivity Disorder

The aims are to evaluate the feasibility and acceptability of the photography-based intervention in children with ADHD and to provide preliminary evidence of its effectiveness in alleviating emotion recognition, attention, and impulsivity in this population. Photo-taking is a common daily activity that significantly impacts people's lives. Given the effectiveness of photography in addressing social skills, communication, and emotional well-being, and its ease of use, a photography-based intervention is proposed as an adjunct tool to teach children with ADHD emotional recognition and improve their ADHD symptoms. To the best of my knowledge, no previous study has adopted photography to teach emotional recognition in children with ADHD. This photography-based intervention not only teaches children with ADHD photography skills but also improves their ability to recognize and express emotions. Appropriate emotional processing and expression may have a positive impact on these children's confidence and ability to develop and maintain positive relationships with their peers, leading to better overall well-being and social integration.

Panoramica dello studio

Stato

Attivo, non reclutante

Condizioni

Intervento / Trattamento

Tipo di studio

Interventistico

Iscrizione (Effettivo)

60

Fase

  • Non applicabile

Contatti e Sedi

Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.

Luoghi di studio

  • Hong Kong
    • Hong Kong
      • Hong Kong, Hong Kong, Hong Kong
        • Ka Po Wong

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

  • Bambino

Accetta volontari sani

No

Descrizione

Inclusion Criteria:

  • ethnic Chinese aged between 8-12 years old
  • documented diagnosis of ADHD by a psychiatrist according to the ICD-10 HKD or DSM-5 criteria
  • stable on current treatment for ADHD eight weeks before baseline
  • ability to read Chinese and listen to Cantonese
  • able to operate a camera; 8) willingness of
  • their guardians to provide informed consent

Exclusion Criteria:

  • general intellectual functioning below the low-average range (estimated IQ < 80)
  • unstable screened via parental declaration and medication review
  • comorbid psychiatric disorder, severe physical or learning disability that prevents functional participation in photography tasks

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Terapia di supporto
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione parallela
  • Mascheramento: Doppio

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: Photography-based intervention group
The participants in this group will have a six-weekly photography course. Each session is about 60 minutes. Four participants will be arranged together to conduct one session. In each session, a photographer will teach the participants basic photography skills and give a theme for the participants to take photos which will be used for sharing in the next session. Themes mainly are emotions and objects. In the sharing, the photographer will ask the participants to explain the reasons why take these photos and the photographer will explain the different types of emotions to the participants based on the themes. The participants can express their views and feelings regarding their photos.
Comportamentale: Photography-based psychoedication

The programme follows a structured progression across six sessions, each building upon previous learning whilst introducing new skills and concepts. For the first session, participants build rapport and introduce photography techniques (composition, lighting) alongside emotional awareness to capture basic emotional states.

For the second and third sessions, they explore personal emotions and triggers through self-portraits and visual documentation. For the fourth and fifth sessions, they focus on the ADHD journey via strength-based photo narratives and collaborative projects to enhance peer support and social learning. In the last session, they consolidated skills into personal visual toolkits for ongoing regulation, concluding with a final project presentation and maintenance planning.
Nessun intervento: Waitlist control group
The participants maintained their Treatment-as-Usual (TAU). Participants in the waitlist group received the identical photography-based psychoeducation program immediately after the post-intervention assessment.

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Emotional Awareness
Lasso di tempo: From enrollment to the end of treatment at 8 weeks and 3-month follow-up
Participants' emotional functioning was evaluated by a licensed clinical psychologist using an adapted version of the Emotion Awareness Questionnaire (EAQ; Rieffe et al., 2007). To fit the clinical evaluation context and focus specifically on the core processing stages of emotion identification and expression, the questionnaire was adapted into an informant-report format consisting of two selected subscales (10 items in total): Verbal Sharing of Emotions (3 items) and Differentiating Emotions (7 items). Items in this adapted version were rated on a 4-point Likert scale ranging from 1 (never) to 4 (always).
From enrollment to the end of treatment at 8 weeks and 3-month follow-up

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Emotion Recognition
Lasso di tempo: From enrollment to the end of treatment at 8 weeks and 3-month follow up
Participants' ability to accurately identify emotional states from non-verbal cues was evaluated using a customized, 7-item Facial Emotion Recognition Task (FERT) based on the universal emotional categories established by Ekman and Friesen (1975). Children were presented with seven distinct facial-expression stimuli, each representing a specific emotion category: happiness, surprise, anger, contempt, disgust, fear, and sadness. The facial stimuli were presented on a computer screen by a licensed clinical psychologist. For each item, participants were instructed to identify or label the displayed emotion. The performance was scored based on overall accuracy (total correct answers out of 7), with higher scores indicating a better capacity for facial emotion recognition.
From enrollment to the end of treatment at 8 weeks and 3-month follow up
Happiness
Lasso di tempo: From enrollment to the end of treatment at 8 weeks and 3-month follow-up
The 4-item Subjective Happiness Scale (SHS; Lyubomirsky & Lepper, 1999) was utilized to measure subjective happiness. Respondents rated items on a 7-point Likert scale ( 1 = strongly disagree 1=strongly disagree, 7 = strongly agree 7=strongly agree).
From enrollment to the end of treatment at 8 weeks and 3-month follow-up
ADHD symptoms
Lasso di tempo: From enrollment to the end of treatment at 8 weeks and 3-month follow up
The teacher-rated Chinese version of the Swanson, Nolan, and Pelham, Version IV (SNAP-IV-18) 18-item scale (Swanson, 1992), which assesses inattention (9 items) and hyperactivity/ impulsivity (9 items). A 4-point Likert scale will be used, ranging from 0 (not at all) to 3 (very much).
From enrollment to the end of treatment at 8 weeks and 3-month follow up

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

The Hong Kong Polytechnic University

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

1 gennaio 2024

Completamento primario (Effettivo)

30 maggio 2025

Completamento dello studio (Stimato)

30 settembre 2026

Date di iscrizione allo studio

Primo inviato

10 giugno 2026

Primo inviato che soddisfa i criteri di controllo qualità

10 giugno 2026

Primo Inserito (Effettivo)

15 giugno 2026

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

15 giugno 2026

Ultimo aggiornamento inviato che soddisfa i criteri QC

10 giugno 2026

Ultimo verificato

1 gennaio 2026

Maggiori informazioni

Termini relativi a questo studio

Parole chiave

Termini MeSH pertinenti aggiuntivi

Altri numeri di identificazione dello studio

  • HSEARS20230714001

Piano per i dati dei singoli partecipanti (IPD)

Hai intenzione di condividere i dati dei singoli partecipanti (IPD)?

NO

Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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