注意力缺陷多动障碍（ADHD）是一种高遗传性的神经行为障碍。ADHD儿童父母在教养过程中面临比其他儿童父母更高的教养压力及更严峻的教养挑战。正念教养干预是在国际上较为新颖且有很强实用性的教养干预方法，过去的研究证实了其在降低父母教养压力、促进亲子关系质量方面的作用。本研究采用个案研究法，旨在探讨正念教养团体辅导干预对ADHD儿童家长的影响。本研究以ADHD儿童家长为研究对象，通过个别访谈筛选出符合要求的6名ADHD儿童家长。其中2名家长在团体进行过程中离开团体，最终4名ADHD儿童家长参与研究，接受每周1.5-2小时，共计8次的正念教养团体辅导干预。研究以“父母压力量表”、“亲子关系量表”为研究工具，对研究对象进行前测、后测，再进行数据的整理、分析。研究还对团体辅导过程的逐字稿进行质性资料分析，以探讨团体成员在团体辅导进程中的变化。本研究中使用到的正念教养团体辅导方案以发展较为成熟的正念教养项目为原型而形成，并根据团体成员的实际需求进行轻微调整。研究详细记录团体辅导干预过程，整个干预过程共分为三个阶段：团体辅导开始阶段（1-2次），团体主领进行团体建设以及对团体成员进行正念教养有关的心理教育；团体辅导中期阶段（3-6次），团体成员针对教养的初心、教养压力的回应、教养模式的辨认、冲突和教养这几个主题展开讨论，并结合团体主领教授的正念教养方法进行练习；团体辅导结束阶段（7-8次），团体主领与团体成员巩固团体辅导的成果，为未来可能遇到的教养挑战做好准备。本研究发现：（1）正念教养团体辅导干预对于降低ADHD儿童父母的教养压力、促进其亲子关系有积极的影响。（2）研究对象在团体进行过程中能将正念教养运用于日常生活，并体会到正念教养对于自身情绪调节及亲子关系改善的积极影响。最后，本文还对团体辅导的优势与局限、督导在团体辅导过程中的作用、正念教养团体辅导对ADHD儿童家长的干预效果、研究设计局限、未来研究展望这几方面进行讨论，为后续相关研究的开展提供经验。

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common and highly heritable neurobehavioral disorders. Parents of ADHD children are facing higher parenting stress and more severe parenting challenges. Mindful parenting, a novel and practical parenting intervention, has been confirmed to be effective on reducing parenting stress and promoting parent-child relationships. This case study is aimed at investigating the effectiveness of Mindful parenting group guidance intervention on parents whose children have ADHD diagnoses. Through individual interviewing, a total of six parents met the recruiting criteria. Among them, 2 parents left the group during the process, and 4 parents participated the 8 group sessions, with 1.5-2 hours each session. This study used “Parent Stress Scale” and “Child-Parent Relationship Scale” as assessment tools, and pre and post data were collected and analyzed. In addition, verbatim transcriptions were used in qualitative analysis to examine the change emerged during the group process. The Mindful parenting group guidance intervention used in this study was developed based on a well-established mindful parenting model; it was tweaked in sessions due to group members’ actual needs. The whole intervention process was documented in the study and can be viewed through three stages: 1. The initial stage (sessions 1-2), including group construction and psycho-education on mindful parenting; 2. The middle stage (sessions 3-6), including discussions and practices on the initial purpose of parenting, responding to parenting stress, recognizing parenting patterns and schemas, and conflicts in parenting; 3. Termination (sessions 7-8), including relapse prevention and preparation for future challenges. The findings were as follows: (1) Mindful parenting intervention did show a positive tendency in decreasing parenting stress and improving parent-child relationships; (2) Participants could apply Mindful parenting in their daily life after the intervention, and they also experienced positive impact Mindful parenting had on their emotion regulation and their parent-child relationship. In the end, this paper discussed the strengths and limitations of group guidance intervention, the impact of supervision in group, the intervention effect on parents with ADHD children, the limitation of this study, and future recommendation for research in this area.