The DOI matches its Crossref record; 80 of the 82 references it cites were found in a registry or an index.
The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD
Open accessAbstract
The effectiveness of an 8-week mindfulness training for adolescents aged 11-15 years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (N = 10), their parents (N = 19) and tutors (N = 7) completed measurements before, immediately after, 8 weeks after and 16 weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents' attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents' attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent' actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term.
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“At post-treatment, statistically significant improvements emerged for externalizing behavior (paternal report), parental stress (paternal report), and parental overreactivity (maternal report).”
From Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions (2015) · cites this paper as van de Weijer-Bergsma, Formsma, de Bruin, & Bogels, 2012
In the citing paper
“At eight-week follow-up, improvement in attention problems was significant according to adolescent report and was maintained for paternal report. In addition, improvements were noted according to paternal report for externalizing behaviors, metacognition, behavioral regulation, and parental stress.”
From Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions (2015) · cites this paper as van de Weijer-Bergsma et al., 2012
In the citing paper
“In the one study that reported mother and father outcomes separately, the authors found a significant, moderate to large reduction in parenting stress for fathers and a moderate but insignificant increase for mothers (van de Weijer-Bergsma et al., 2012).”
From The Effect of Mindfulness Interventions for Parents on Parenting Stress and Youth Psychological Outcomes: A Systematic Review and Meta-Analysis (2019) · cites this paper as van de Weijer-Bergsma et al., 2012
In the citing paper
“In contrast, in a study involving 10 adolescents with ADHD, no significant improvements in adolescent internalizing problems were reported (van de Weijer-Bergsma et al., 2012).”
From The Effect of Mindfulness Interventions for Parents on Parenting Stress and Youth Psychological Outcomes: A Systematic Review and Meta-Analysis (2019) · cites this paper as van de Weijer-Bergsma et al., 2012
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Cited by
Sorted by citations
Mindfulness-based interventions in schools—a systematic review and meta-analysis
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00603 · Cited by 999
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Self-citationMindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies
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Metadata
- Authors
- van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M.
- Affiliations
- University of Amsterdam (NL)
- Corresponding author
- Bögels, Susan M.
- ORCID
- Bögels, Susan M.
- Venue
- Journal of Child and Family Studies
- Published
- 2011-09-22
- Volume
- 21
- Issue
- 5
- Pages
- 775-787
- ISSN
- 1062-1024 (ISSN-L)
- 1573-2843
- PMC
- PMC3438398
- OpenAlex
- W2112781744
- Cited by
- 319
- References
- 82
- Citations by year
- 2026: 12 · 2025: 18 · 2024: 19 · 2023: 18 · 2022: 24 · 2021: 32 · 2020: 23 · 2019: 28 · 2018: 25 · 2017: 30 · 2016: 36 · 2015: 22 · 2014: 20 · 2013: 8 · 2012: 4
- FWCI
- 7.04
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- Journal of Child and Family Studies (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- mindfulness training, attention deficit hyperactivity disorder, adolescents, mindful parenting, parental stress, attention, executive function, behavioral problems, sustained attention, mindful awareness, group intervention, maintenance of treatment effects, fathers, mothers
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