Photography-Based Intervention for Children With Attention Deficit Hyperactivity Disorder
2026년 6월 10일 업데이트: 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.
연구 개요
연구 유형
중재적
등록 (실제)
60
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
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Hong Kong
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Hong Kong, Hong Kong, 홍콩
- Ka Po Wong
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참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
- 어린이
건강한 자원 봉사자를 받아들입니다
아니
설명
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
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 지지 요법
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 더블
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
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실험적: 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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간섭 없음: 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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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Emotional Awareness
기간: 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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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Emotion Recognition
기간: 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
기간: 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
기간: 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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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2024년 1월 1일
기본 완료 (실제)
2025년 5월 30일
연구 완료 (추정된)
2026년 9월 30일
연구 등록 날짜
최초 제출
2026년 6월 10일
QC 기준을 충족하는 최초 제출
2026년 6월 10일
처음 게시됨 (실제)
2026년 6월 15일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2026년 6월 15일
QC 기준을 충족하는 마지막 업데이트 제출
2026년 6월 10일
마지막으로 확인됨
2026년 1월 1일
추가 정보
이 연구와 관련된 용어
추가 관련 MeSH 약관
기타 연구 ID 번호
- HSEARS20230714001
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
아니요
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아니
이 정보는 변경 없이 clinicaltrials.gov 웹사이트에서 직접 가져온 것입니다. 귀하의 연구 세부 정보를 변경, 제거 또는 업데이트하도록 요청하는 경우 register@clinicaltrials.gov. 문의하십시오. 변경 사항이 clinicaltrials.gov에 구현되는 즉시 저희 웹사이트에도 자동으로 업데이트됩니다. .
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