Protocol summary
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Study aim
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Comparing the effectiveness of mindfulness-based education and compassion-based education on anxiety, internalized shame, self-efficacy, and school adjustment in sixth-grade male students with specific learning disabilities in Ahvaz city
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Design
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The study had two experimental groups and one control group with a two-month follow-up and no blinding, and was simply randomized on a sample of 45 people using simple randomization with a lottery system.
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Settings and conduct
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The intervention will be carried out by a clinical specialist in one of the psychological clinics in Ahvaz city in a group setting on different days. A quasi-experimental study with a pre-test, post-test and two-month follow-up design with a control group.
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Participants/Inclusion and exclusion criteria
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Entry requirements include sixth-grade male students with specific learning disabilities, attending regular schools, scoring above 60 on the Colorado Learning Disabilities Questionnaire, living with both biological parents, study exclusion criteria include stressful events such as divorce and death of a loved one in the past three months, a history of receiving mindfulness-based education and compassion-based education, and not using other treatment methods simultaneously.
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Intervention groups
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The study includes two experimental groups and a control group, one of which receives mindfulness-based training and the other receives compassion-based training. In this study, the control group will not receive any intervention.
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Main outcome variables
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Reduced anxiety; reduced internalized shame; increased self-efficacy; increased school adjustment
General information
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Reason for update
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The scientific title of the disorder under study is Specific Learning Disorder and the study population is sixth grade boys with specific learning disorders, which is mentioned more fully here.
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Acronym
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IRCT registration information
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IRCT registration number:
IRCT20250122064484N1
Registration date:
2025-02-04, 1403/11/16
Registration timing:
prospective
Last update:
2025-02-07, 1403/11/19
Update count:
1
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Registration date
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2025-02-04, 1403/11/16
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Registrant information
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Recruitment status
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Recruitment complete
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Funding source
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Expected recruitment start date
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2025-03-10, 1403/12/20
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Expected recruitment end date
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2025-04-09, 1404/01/20
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Actual recruitment start date
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empty
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Actual recruitment end date
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empty
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Trial completion date
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empty
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Scientific title
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Comparing the effectiveness of mindfulness-based training and compassion-based training on anxiety, internalized shame, self-efficacy, and school adjustment in sixth-grade male students with specific learning disabilities
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Public title
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The Effectiveness of Mindfulness-Based Training and Compassion-Based Training on specific learning disorders
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Purpose
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Education/Guidance
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Inclusion/Exclusion criteria
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Inclusion criteria:
Sixth grade male students who have a special learning disorder
Score above 60 on the Colorado Learning Disabilities Questionnaire
Study in regular schools
Live with your real parents.
Exclusion criteria:
Have a history of receiving mindfulness-based training and compassion-based training
Have not experienced stressful events such as divorce or death of a loved one in the past three months
Have had rejections in previous years
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Age
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From 12 years old to 13 years old
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Gender
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Male
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Phase
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N/A
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Groups that have been masked
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No information
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Sample size
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Target sample size:
45
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Randomization (investigator's opinion)
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Randomized
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Randomization description
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The samples will be randomly assigned into three equal groups, including two experimental groups (mindfulness-based training and compassion-based training) and a control group. The randomization unit is the individual. The contrast agent is a lottery in which each person's number is written on a piece of paper, placed in a box, shuffled, and a number is randomly drawn each time. Concealment was done using codes. Each unit is given a unique code, and only the researcher will have access to this code.
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Blinding (investigator's opinion)
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Not blinded
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Blinding description
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Placebo
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Not used
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Assignment
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Parallel
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Other design features
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Ethics committees
1
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Ethics committee
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Approval date
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2024-12-11, 1403/09/21
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Ethics committee reference number
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IR.IAU.AHVAZ.REC.1403.402
Health conditions studied
1
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Description of health condition studied
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Specific learning disorder
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ICD-10 code
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F81.0
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ICD-10 code description
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Specific reading disorder
Primary outcomes
1
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Description
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Anxiety score on the Children's Anxiety Questionnaire
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Timepoint
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Before and after the intervention was delivered
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Method of measurement
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Spence Child Anxiety Questionnaire
2
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Description
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Internalized shame score in the questionnaire
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Timepoint
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Before and after the intervention was delivered
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Method of measurement
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Score of the short shame and guilt questionnaire of Novin and Riffi
3
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Description
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Self-efficacy score in the questionnaire
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Timepoint
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Before and after the intervention was delivered
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Method of measurement
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Self-efficacy scale questionnaire score
4
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Description
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School adjustment score in the questionnaire
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Timepoint
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Before and after the intervention was delivered
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Method of measurement
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School Adaptation Checklist
Intervention groups
1
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Description
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In this research, for mindfulness-based training, the mindfulness-based training package for children with learning disabilities made by Keshavarz Valian and Zarei Guniani (2018) based on the original package of Azad et al. (2018) for 10 sessions of 60 minutes ( one session per week) will be used. Sessions Content: The first introduces mindfulness training and explains the reason for its implementation to the participants, explains how to plan mindfulness exercises and incorporate these exercises into daily life, uses parental participation and daily notes about mindfulness practice, teaches and performs exercises related to different positions of mindfulness meditation exercises (sitting on a chair, lying down, sitting cross-legged, full lotus position and hand positions). The second discusses the experience of examples of mindfulness, practicing mindful breathing and training abdominal breathing, practicing a disturbed mind versus a calm mind with the help of an Ecclesisom bottle. Talking about the experience of examples of mindfulness and repeating mindful breathing and training body scanning. The fourth repeats basic breathing exercises, training awareness of the present moment with the help of the water glass exercise and performing mindful movements. The fifth discusses the experience of examples of mindfulness exercises and training mindfulness of the five senses (mindful eating, mindful listening, mindful touching, mindful smelling and mindful seeing) along with repeating mindful breathing exercises. The sixth practices basic relaxation breathing, practicing mindfulness of emotions and Writing notes about mindfulness of emotions and using the helpful and unhelpful inspector scenarios. Seventh, reviewing breathing exercises and body scanning and practicing mindfulness of thoughts through the flowing river meditation. Fifth, repeating basic breathing exercises or relaxation breathing, practicing progressive muscle relaxation, and playing the channel-changing game. Ninth, doing basic breathing exercises or breathing meditation, doing mindful movements, and repeating the helpful and unhelpful inspector scenarios. Tenth, reviewing mindfulness exercises from previous sessions, teaching mindfulness in daily activities, and practicing loving-kindness meditation through friendly wishes.
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Category
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Treatment - Other
2
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Description
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Also, in this study, the compassion-based education package for children with specific learning disabilities developed by Abuei et al. (1400) based on Bluth's theory (2017) will be used for 10 60-minute sessions (one session per week). Session content: First, establishing initial contact with the samples, reviewing the structure of the sessions, practicing working on the external environment (focusing the mind on the external environment using painting) and practicing working on the internal environment (focusing on the internal feeling of the body using painting). Second, starting self-compassion using stories and examples and explaining the dimensions of self-compassion using hand gestures and games. Third, discussing compassion for ourselves in our daily lives (such as listening to favorite music, watching favorite movies, eating favorite food, etc.) and teaching strategies to start being kind to ourselves (such as practicing soothing touch). Fourth, teaching simple meditation and imagining a relatively difficult moment in life (practicing a difficult moment for me), examining the samples' feelings from a difficult moment, and practicing finding positive phrases for yourself when facing a difficult moment. Fifth Practice listening to sounds and doing the soles of the feet exercise (focusing attention on the soles of the feet and feeling them). Sixth, introducing examples to meditation, doing a short meditation using the exercises from the previous session, along with music and practicing conscious breathing. Seventh, practicing calming, calming, and accepting by clearly imagining a difficult situation in life and expressing emotions and noting in which part of the body these emotions are most concentrated, and then massaging that area with your hand to calm down and express the feelings that arise from it. Eighth, practicing cultivating a kind voice (discovering and accepting the inner critic, discovering and accepting the kind voice within, and learning to say loving sentences to yourself) and practicing making promises to yourself to recognize and achieve core values. Ninth, practicing practicing who or what I am grateful for (such as family, friends, etc.) and practicing self-appreciation (appreciation of myself for everything big and small that comes to mind, and playing with puzzles). Tenth, practicing a short meditation, doing the Someone Just Like Me exercise (a person we don't have feelings for, a person we love, and a person who is good for us). is annoying) and getting feedback from samples about previous sessions
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Category
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Treatment - Other
3
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Description
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Control group: Control group, this group does not receive any intervention
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Category
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N/A
1
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Sponsor
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Grant name
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Grant code / Reference number
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Is the source of funding the same sponsor organization/entity?
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Yes
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Title of funding source
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Islamic Azad University
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Proportion provided by this source
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100
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Public or private sector
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Public
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Domestic or foreign origin
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Domestic
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Category of foreign source of funding
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empty
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Country of origin
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Type of organization providing the funding
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Academic
Sharing plan
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Deidentified Individual Participant Data Set (IPD)
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Yes - There is a plan to make this available
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Study Protocol
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Yes - There is a plan to make this available
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Statistical Analysis Plan
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Yes - There is a plan to make this available
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Informed Consent Form
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Yes - There is a plan to make this available
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Clinical Study Report
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Yes - There is a plan to make this available
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Analytic Code
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Yes - There is a plan to make this available
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Data Dictionary
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Yes - There is a plan to make this available
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Title and more details about the data/document
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Clinical study reports in the form of articles and dissertations
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When the data will become available and for how long
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The access period starts 6 months after the announcement and publication of the results
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To whom data/document is available
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Researchers working in academic and scientific institutions
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Under which criteria data/document could be used
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Access to data and by request via email
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From where data/document is obtainable
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Soroor Mansuri Amin
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What processes are involved for a request to access data/document
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Within one month after the request, your request will be reviewed and the result will be announced
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Comments
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