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Photography-Based Intervention for Children With Attention Deficit Hyperactivity Disorder
Sponsor: The Hong Kong Polytechnic University
Summary
The aims are to evaluate the feasibility and acceptability of the photography-based intervention in children with Attention Deficit Hyperactivity Disorder (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.
Official title: Photography-Based Intervention to Improve Emotion Wellbeing and Symptoms in Children With Attention Deficit Hyperactivity Disorder
Key Details
Gender
All
Age Range
8 Years - 12 Years
Study Type
INTERVENTIONAL
Enrollment
60
Start Date
2024-01-01
Completion Date
2026-09-30
Last Updated
2026-08-24
Healthy Volunteers
No
Conditions
Interventions
Photography-based psychoedication
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.
Locations (1)
Ka Po Wong
Hong Kong, Hong Kong