Golestaneh Seyed Mousa

In recent years, Mindfulness-Based Positive Psychology (MBPP) has attracted growing interest as a novel intervention approach for promoting mental health in adolescents. The present study aimed to investigate the effectiveness of MBPP training on psychological well-being, emotional self-regulation, and executive functions (attention and working memory) in adolescent girls diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The statistical population included all middle school girls in a school with approximately 420 students. Using G*Power software, a total sample of 52 students was determined and randomly assigned to experimental and control groups. The experimental group received eight 45-minute sessions of MBPP training. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA). The results indicated that MBPP training significantly improved the “self-acceptance” component of psychological well-being (p < 0.01), while no significant effects were observed on the other components. Regarding emotional self-regulation, the intervention had significant effects on most components (p < 0.01), except for two. In terms of executive functioning, a significant improvement was found in attention (p < 0.01), but no effect was observed on working memory. These findings suggest that MBPP training can serve as an effective approach for enhancing attention and emotional regulation in adolescents with ADHD. Integrating mindfulness practices with a positive psychological framework may provide a promising foundation for school-based psychological interventions and support the reduction of behavioral and cognitive challenges associated with this disorde