Displaying 1 - 2 of 2
Stress among parents and other primary caregivers of children with developmental disabilities is pervasive and linked to lower quality of life, unhealthy family functioning, and negative psychological consequences. However, few programs address the needs of parents or caregivers of children with developmental disabilities. A mindfulness-based stress reduction (MBSR) program is a well-suited approach for these parents and caregivers, who may be overwhelmed by their children’s situation, anticipating future challenges and reliving past traumas. We aimed to develop, implement, and evaluate the feasibility of an MBSR program designed for this population in a community-based participatory setting. Parents and caregivers were equal partners with researchers in curriculum development, recruitment, implementation and evaluation. Two concurrent classes, morning and evening, were conducted weekly in English with simultaneous Spanish translation over 8-weeks. Classes consisted of meditation practice, supported discussion of stressors affecting parents/caregivers, and gentle stretching. Of 76 participants recruited, 66 (87 %) completed the program. All participants experienced a significant reduction (33 %) in perceived stress (p < 0.001) and parents (n = 59) experienced a 22 % reduction (p < 0.001) in parental stress. Parents/caregivers also reported significantly increased mindfulness, self-compassion, and well-being (p < 0.05). Participants continued to report significant reduction in stress 2 months after the program. Our study suggests that a community-based MBSR program can be an effective intervention to reduce stress and improve psychological well-being for parents and caregivers of children with developmental disabilities. Additional research should assess the effect of cultural or socioeconomic factors on the outcomes of the intervention and further expand MBSR programs to include community-based participatory settings.
Research examining nonpharmacological interventions for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD) has expanded in recent years and provides patients with more treatment options. Mindfulness-based training is an example of an intervention that is gaining promising preliminary empirical support and is increasingly administered in clinical settings. The aim of this review is to provide a rationale for the application of mindfulness to individuals diagnosed with ADHD, describe the current state of the empirical basis for mindfulness training in ADHD, and summarize a treatment approach specific to adults diagnosed with ADHD: the Mindful Awareness Practices (MAPs) for ADHD Program. Two case study examples are provided to demonstrate relevant clinical issues for practitioners interested in this approach. Directions for future research, including mindfulness meditation as a standalone treatment and as a complementary approach to cognitive-behavioral therapy, are provided.