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The aims of this mixed-method pilot study were to determine the feasibility, acceptability, andpreliminary psychosocial outcomes of “Making Friends with Yourself: A Mindful Self
compassion Program for Teens” (MFY), an adaptation of the adult Mindful Self-compassion
program. Thirty-four students age 14–17 were enrolled in this waitlist-controlled crossover
study. Participants were randomized to either the waitlist or intervention group and administered
online surveys at baseline, after the first cohort participated in the intervention, and after the
waitlist crossovers participated in the intervention. Attendance and retention data were collected
to determine feasibility, and audio recordings of the 6-week class were analyzed to determine
acceptability of the program. Findings indicated that MFY is a feasible and acceptable program
for adolescents. Compared with the waitlist control, the intervention group had significantly
greater self-compassion and life satisfaction and significantly lower depression than the waitlist
control, with trends for greater mindfulness, greater social connectedness, and lower anxiety.
When waitlist crossover results were combined with that of the first intervention group, findings
indicated significantly greater mindfulness and self-compassion, and significantly less anxiety,
depression, perceived stress, and negative affect post-intervention. Additionally, regression
results demonstrated that self-compassion and mindfulness predicted decreases in anxiety,
depression, perceived stress, and increases in life satisfaction post-intervention. MFY shows
promise as a program to increase psychosocial well-being in adolescents through increasing
mindfulness and self-compassion. Further testing is needed to substantiate the findings.
The aims of this mixed-method pilot study were to determine the feasibility, acceptability, andpreliminary psychosocial outcomes of “Making Friends with Yourself: A Mindful Self
compassion Program for Teens” (MFY), an adaptation of the adult Mindful Self-compassion
program. Thirty-four students age 14–17 were enrolled in this waitlist-controlled crossover
study. Participants were randomized to either the waitlist or intervention group and administered
online surveys at baseline, after the first cohort participated in the intervention, and after the
waitlist crossovers participated in the intervention. Attendance and retention data were collected
to determine feasibility, and audio recordings of the 6-week class were analyzed to determine
acceptability of the program. Findings indicated that MFY is a feasible and acceptable program
for adolescents. Compared with the waitlist control, the intervention group had significantly
greater self-compassion and life satisfaction and significantly lower depression than the waitlist
control, with trends for greater mindfulness, greater social connectedness, and lower anxiety.
When waitlist crossover results were combined with that of the first intervention group, findings
indicated significantly greater mindfulness and self-compassion, and significantly less anxiety,
depression, perceived stress, and negative affect post-intervention. Additionally, regression
results demonstrated that self-compassion and mindfulness predicted decreases in anxiety,
depression, perceived stress, and increases in life satisfaction post-intervention. MFY shows
promise as a program to increase psychosocial well-being in adolescents through increasing
mindfulness and self-compassion. Further testing is needed to substantiate the findings.
Young adult (YA) cancer survivors report substantial distress, social isolation, and body image concerns that can impede successful reintegration into life years after treatment completion. Mindful Self-Compassion (MSC) interventions focus on developing mindfulness and self-compassion for managing distress, hardships, and perceived personal inadequacies. An MSC intervention would be beneficial in supporting YA survivors’ management of psychosocial challenges that arise in survivorship; however, a telehealth intervention modality is essential for reaching this geographically dispersed population. We conducted a single-arm feasibility study of an MSC 8-week videoconference intervention for nationally recruited YA survivors (ages 18–29).
Parenting preschoolers can be a challenging endeavor. Yet anecdotal observations indicate that parents who are more mindful may have greater ease in contending with the emotional demands of parenting than parents who are less mindful. Therefore, we hypothesized that parenting effort, defined as the energy involved in deciding on the most effective way to respond to a preschooler, would be negatively associated with mothers’ mindfulness. In this study, a new parenting effort scale and an established mindfulness scale were distributed to 50 mothers of preschoolers. Using exploratory factor analysis, the factor structure of the new parenting effort scale was examined and the scale was refined. Bivariate correlations were then conducted on this new Parenting Effort—Preschool scale and the established mindfulness scale. Results confirmed the hypothesis that a negative correlation exists between these two variables. Implications are that mindfulness practices may have the potential to alleviate some of the challenges of parenting preschoolers.
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Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of lifelong challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of life-long challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of life-long challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
AbstractParents of children with autism spectrum disorders (ASD) are at an increased risk for acute and chronic stress compared to parents of children with other developmental disabilities and parents of children without disabilities. It is plausible that the stressors of having a child with ASD affect the couple relationship; however, few researchers have focused on this dynamic within these families. In this article, we seek to develop a model for how stress operates in families with children with ASD. In developing this new stress model, we describe the characteristics of ASD, discuss stressors that are pronounced in families of children with ASD as supported by the literature, and highlight the limitations of Perry's (2004) model in application to this population. Our expanded stress model includes the addition of parenting couple resources and parenting couple outcomes. Finally, we demonstrate how to apply the model using a mindfulness intervention to promote positive outcomes and strengthen the couple relationship.