Date
4-29-2026
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Counselor Education and Supervision (PhD)
Chair
Eric Camden
Keywords
ADHD, Self-compassion, Emotional Regulation, CMHC, students
Disciplines
Counseling
Recommended Citation
Stewart, Alicia N., "Self-Compassion and Emotional Regulation: The Moderating Role of ADHD Traits in Clinical Mental Health Counseling Field Experience Students" (2026). Doctoral Dissertations and Projects. 8184.
https://digitalcommons.liberty.edu/doctoral/8184
Abstract
This quantitative, cross-sectional, survey study explores the potential influences of attention deficit hyperactivity disorder (ADHD) traits on clinical mental health counseling students’ capacity for self-compassion and emotional regulation. This study is grounded in Kristin Neff’s self-compassion theory (2003). Data were collected using self-reporting measures via an online survey platform through Qualtrics. Participants in this study included students in a Council for Accreditation and Counseling and Related Educational Program-accredited Clinical Mental Health Counseling program currently enrolled in field experience courses including practicum, Internship I, and Internship II (N = 35) at a private southeastern university. This study used a Pearson’s r correlation analysis, which suggested a significant negative relationship between self-compassion and emotional regulation. This suggests higher levels of self-compassion is associated with lower difficulties in emotional regulation. A simple linear regression was also conducted, finding self-compassion can act as a predictor for emotional regulation. Additionally, a moderation analysis using Hayes PROCESS Macro (Model 1) was conducted, suggesting that while there is a significantly positive relationship between ADHD traits and emotional regulation, ADHD traits does not significantly influence the relationship between self-compassion and emotional regulation. Limitations for this study included sample size, generalizability, and response biases. While these findings should be interpreted with caution, due to low statistical power, they could still contribute to the growing literature among each construct and assist counselor educators with implementing interventions and increased awareness to promote student well-being and reduce the risk of burnout.
