The Level of Mindfulness Among Students with Attention Deficit Hyperactivity Disorder (ADHD) From the Perspective of Primary School Teachers in The City of Ouargla
Main Article Content
Abstract
The present study aimed to identify the level of mindfulness among students with Attention Deficit Hyperactivity Disorder (ADHD) from the perspective of teachers. The sample, consisting of fourth- and fifth-grade primary school students, was randomly selected and totaled 61 students. The descriptive method, which was appropriate for the current study, was employed. Two questionnaires were used to collect data:
- One describing the child's behavior in the school environment.
- One measuring the level of mindfulness.
The current study arrived at the following results: The level of mindfulness among students with ADHD, from the perspective of teachers, is high.
Article Details
References
Desouky, Magdy Mohamed (2014). Attention Deficit Hyperactivity Disorder: Causes, Diagnosis, Prevention, and Treatment. Cairo: Al-Nahda Al-Masriya Library.
Abdel Rahman, Sayed Suleiman (2015). Attention Deficit Hyperactivity Disorder: Diagnosis and Differential Diagnosis. Journal of Psychological Counseling, (28), 274–331.
Mutlak, Fatima Abbas (2019). The Effect of Mindfulness on Positive Thinking among University Students. Route Educational & Social Science Journal, 6(8).
Tottou, Rania Mowafaq (2018). Mindfulness and Its Relationship with Reflective Thinking among Damascus University Students. Journal of Damascus University – Faculty of Education, Vol. 40, No. 4.
Khaled, Ahmed (2010). The Extent of Special Education Teachers’ Knowledge of ADHD: An Exploratory Study. Journal of Psychological Counseling, Center for Psychological Counseling.
Sabi, Halima & Hamadi, Chawki (2021). Attention Deficit and Hyperactivity among Primary School Students from Their Teachers' Perspective: An Exploratory Study on a Sample of Students in El Oued. Journal of Psychological and Educational Sciences, University of El Oued, Algeria.
Ahmed, Nahla Najm El-Din (2016). Triarchic Intelligence and Its Relationship with Mindfulness among Secondary School Students. Al-Ustath Journal, Fifth Supplement, Fourth Scientific Conference, (34), 1–75.
Langer, E. J. (2000) :Mindful learning. Current directions in psychological science 9 (6
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10.
Langer, E. J., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of social issues, 56(1), 1-9.
Baer, J. (2014). Creativity and Divergent Thinking: A Task-Specific Approach. Psychology Press, London.
Greenhouse, p. (2015) The impact of trait mindfulness upon self –control in children. Doctorate in Educational Psychology, Cardiff University.
Moore 1, JM Kesten 2, JA López-López 3, S Ijaz 4, McAleenan, U.N 3, Richards, U.N 5, S Gris 6, J Savović 4, S Audrey 3. The effects of changes to the built environment on the mental health and well-being of adults: A systematic review. Health & Place. https://doi.org/10.1016/j.healthplace.2018.07.012. Published online September 6, 2018.
American Psychiatric Association Task Fore on DSM-IV. (2000) Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. Washington, DC, USA: American Psychiatric Publishing, Inc.
Brown , K and Ryan, R (2003): the benefits of beingpresent: mindfulness and itsrole in psychological,wellbing.journal personality and social psychology
Kabat-Zinn, J. (2006). Gesund durch Meditation. Frankfurt/M: Fischer-Taschenbuch.