Photography-Based Intervention for Children With Attention Deficit Hyperactivity Disorder

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.

Inclusion Criteria: * ethnic Chinese aged between 8-12 years old * documented diagnosis of ADHD by a psychiatrist according to the ICD-10 HKD or DSM-5 criteria * stable on current treatment for ADHD eight weeks before baseline * ability to read Chinese and listen to Cantonese * able to operate a camera; 8) willingness of * their guardians to provide informed consent Exclusion Criteria: * general intellectual functioning below the low-average range (estimated IQ \< 80) * unstable screened via parental declaration and medication review * comorbid psychiatric disorder, severe physical or learning disability that prevents functional participation in photography tasks