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IRCT20250122064484N1 IRCT 2025-02-04 Islamic Azad University The Effectiveness of Mindfulness-Based Training and Compassion-Based Training on specific learning disorders 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 2025-03-10 anticipated 45 Complete https://irct.ir/trial/81543 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: 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. N/A Specific learning disorder. Intervention 1: 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. Intervention 2: 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. Intervention 3: Control group: Control group, this group does not receive any intervention. Yes - There is a plan to make this available What will be shared: Clinical study reports in the form of articles and dissertations When: The access period starts 6 months after the announcement and publication of the results To whom: Researchers working in academic and scientific institutions Conditions: Access to data and by request via email Where to obtain: Soroor Mansuri Amin How to obtain: Within one month after the request, your request will be reviewed and the result will be announced Comments:
public Soroor Mansuri Amin
No. 19, Asal complex., 17 Iqbal Street., Iqbal Street.
Ahvaz Iran (Islamic Republic of) 6164783958 +98 61 3225 4280 Soroor.mn76@gmail.com Islamic Azad University scientific Rezvan Homaee
Humanities Faculty., Islamic Azad University., Farhangshahr
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8421 homaei@iauahvaz.ac.ir Islamic Azad University Iran (Islamic Republic of) Iran (Islamic Republic of) 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. 12 years 13 years Male 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 F81.0 Specific reading disorder Treatment - Other Treatment - Other N/A 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. 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 Control group: Control group, this group does not receive any intervention Anxiety score on the Children's Anxiety Questionnaire. Timepoint: Before and after the intervention was delivered. Method of measurement: Spence Child Anxiety Questionnaire. Internalized shame score in the questionnaire. Timepoint: Before and after the intervention was delivered. Method of measurement: Score of the short shame and guilt questionnaire of Novin and Riffi. Self-efficacy score in the questionnaire. Timepoint: Before and after the intervention was delivered. Method of measurement: Self-efficacy scale questionnaire score. School adjustment score in the questionnaire. Timepoint: Before and after the intervention was delivered. Method of measurement: School Adaptation Checklist. Islamic Azad University Approved 2024-12-11 Ethics Committee of Islamic Azad University of Ahvaz Branch No.19, 17th Iqbal Street., Iqbal Avenue., Melat Neighborhood Ahvaz Khouzestan Iran (Islamic Republic of)