Photography-Based Intervention for Children With Attention Deficit Hyperactivity Disorder
2026年6月10日 更新者：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.
調査の概要
研究の種類
介入
入学 (実際)
60
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究場所
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Hong Kong
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Hong Kong、Hong Kong、香港
- Ka Po Wong
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参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
- 子
健康ボランティアの受け入れ
いいえ
説明
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
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：支持療法
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：ダブル
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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実験的：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.
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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. |
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介入なし：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.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Emotional Awareness
時間枠：From enrollment to the end of treatment at 8 weeks and 3-month follow-up
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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).
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From enrollment to the end of treatment at 8 weeks and 3-month follow-up
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Emotion Recognition
時間枠：From enrollment to the end of treatment at 8 weeks and 3-month follow up
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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.
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From enrollment to the end of treatment at 8 weeks and 3-month follow up
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Happiness
時間枠：From enrollment to the end of treatment at 8 weeks and 3-month follow-up
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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).
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From enrollment to the end of treatment at 8 weeks and 3-month follow-up
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ADHD symptoms
時間枠：From enrollment to the end of treatment at 8 weeks and 3-month follow up
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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).
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From enrollment to the end of treatment at 8 weeks and 3-month follow up
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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (実際)
2024年1月1日
一次修了 (実際)
2025年5月30日
研究の完了 (推定)
2026年9月30日
試験登録日
最初に提出
2026年6月10日
QC基準を満たした最初の提出物
2026年6月10日
最初の投稿 (実際)
2026年6月15日
学習記録の更新
投稿された最後の更新 (実際)
2026年6月15日
QC基準を満たした最後の更新が送信されました
2026年6月10日
最終確認日
2026年1月1日
詳しくは
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。
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