Mindfulness-Based Cognitive Therapy (MBCT) and ADHD Undergraduate Students

A Commentary On Randomized Controlled Trial Results

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders worldwide. Over the past decade, diagnosis rates have dramatically increased, especially in college and university student populations. Given that those with ADHD traditionally underperform academically and are less likely to graduate compared to their non-ADHD peers, finding effective treatment protocols is a high priority. This paper reviews the challenges associated with ADHD and possible treatment protocols. It then provides a commentary on a recent randomized controlled trial on the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) in undergraduate ADHD students. According to the research conducted by Gu et al. (2018), MBCT shows promise as a treatment option and demonstrated improvements on a variety of psychological, mood-related, and performance-based rating scales. Reflecting on the research outcomes of Gu et al. (2018), this paper analyzes its strengths and explains the valuable role that it serves in identifying effective non-drug treatment options.

Keywords: Attention-deficit/hyperactivity disorder; ADHD; neurodevelopmental disorders; undergraduate students; stimulant medication; Mindfulness-Based Cognitive Therapy (MBCT)