Mindful Parenting Research Articles

Comparing the Effects of Group Training of Mindful Parenting Skills and Psychological Capital on Stress and Psychological Flexibility in Mothers with Blind Girl Students

Background: Mothers with a blind child are more involved with the child’s behavioral problems and experience higher levels of stress and psychological crisis. The present study aimed to investigate the effects of mindful parenting skills and psychological capital on stress and psychological flexibility in mothers with blind girls. Methods: The research method was quasi-experimental with a pre-test, post-test, and follow-up design and a control group. The sample consisted of 72 mothers with blind girl students selected by convenience sampling. We randomly divided the participants into two experimental groups (training of mindful parenting skills and psychological capital training) and a control group (n=24 per group). The research instrument included the Parental Stress Inventory and the Acceptance and Action Questionnaire. Results: The training intervention sessions decreased the stress levels and promoted the psychological flexibility of mothers with blind girl students in the experimental groups, compared to the control group (P=0.001). The mean±SD of the post-test scores of stress and psychological flexibility was (90.37±5.10) and (63.00±3.78) in the mindful parenting group and (104.87±4.57) and (52.37±3.32) in the psychological capital group, which was significantly different from the control groups. The group training of mindful parenting skills, in comparison to psychological capital, was more effective in reducing stress and increasing psychological flexibility among the mothers. Conclusions: The group training of mindful parenting skills using mindfulness techniques was more effective in reducing stress and increasing the psychological flexibility.

Mindful parenting and behavioural problems in preschool children

The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes.

Six-month follow-up of a mindfulness yoga program, MiYoga, on attention, executive function, behaviour and physical outcomes in cerebral palsy

Purpose A randomised controlled trial (RCT) of a mindfulness-based yoga program, MiYoga, for cerebral palsy (CP) demonstrated improved attention in children and decreased mindfulness in parents post-intervention. This paper evaluates the retention of treatment effects at 6-months follow-up. Methods 42 children with CP and their parents participated in a RCT with two groups MiYoga (n = 21) and Waitlist control group (n = 21). Waitlist control participants were offered MiYoga following the post-intervention assessment. 23 out of 42 child-parent dyads from both groups completed follow-up assessment 6-months after completing MiYoga. This paper evaluates and reports data from both groups collapsed (n = 23; MiYoga n = 11; and waitlist control n = 12; 47.8% male; mean age = 9:10 ± 2.4 years) to assess retention from post-MiYoga to follow-up and pre-MiYoga to follow-up. The primary outcome was attention, measured by Conner’s Continuous Performance Test II (CCPT). Secondary outcomes included child executive function, physical function, behaviour, quality of life, child and parent mindfulness, personal wellbeing, psychological wellbeing and parent-child relationship. Results Paired t-tests showed no significant changes between post-MiYoga to follow-up and pre-MiYoga to follow-up for variables that showed an intervention effect immediately after MiYoga, namely, children’s attention variables and parent’s mindfulness. Paired t-tests showed that children’s executive function and physical function and parent’s wellbeing improved significantly from pre-MiYoga to 6-months follow-up which may potentially reflect sleeper or delayed effects of MiYoga. Conclusion This study identified possible delayed or sleeper effects in children’s executive function and physical function and parent’s well-being. Implications for rehabilitation 6-month follow-up evidence for retention of effects of MiYoga on children’s attention was inconsistent; therefore, booster sessions or continued practice of MiYoga as a lifestyle option are needed to maintain an effect on attention. Because MiYoga can be practised during daily activities, it may provide additional support for children with CP, complementing standard rehabilitation options. By embedding mindfulness in children and parents’ daily activities, MiYoga, could provide families with accessible and time-efficient means of learning and practicing mindfulness.

Maternal Mindfulness Is Associated With Lower Child Body Mass Index Z Score.

Parental mindfulness may be a novel intervention target for child obesity prevention. To examine associations between maternal mindfulness and child body mass index z-score (BMIz). In a secondary data analysis of preintervention data from a randomized controlled trial, we assessed survey and anthropometric data from English-speaking mother/child dyads enrolled in Head Start in south central Michigan (n=105). Surveys included demographic information, child dietary intake, family meal frequency, and the Philadelphia Mindfulness Questionnaire. Multivariable linear regression examined associations between maternal mindfulness and child BMIz, child intake of fruits and vegetables, and frequency of family meals. Children were M=53.7 (standard deviation [SD] 7.5) months old, and mothers were M=31.6 (SD 8.3) years old. The sample of children was 39% white, 26% black, 14% Hispanic, and 35% of children were overweight or obese. Mean maternal BMI was 32.0 (SD 8.3). Greater mindfulness was associated with child BMIz (β=-.02 (SE 0.01), P=.027) adjusting for child race/ethnicity, household food security, maternal education, maternal age, and maternal BMI. Mindfulness was not associated with child fruit intake, child vegetable intake or frequency of family meals. The results were consistent with alternative outcomes of BMI percentile (P=.016) and BMI at the trend level (P=.0595) at the trend level. Greater maternal mindfulness was associated with lower child BMIz. Future work should consider mechanisms of association. Pediatric providers might consider supporting maternal mindfulness as one element of multicomponent strategies for child obesity prevention.

Parenting Self-compassion: a Systematic Review and Meta-analysis

Self-compassion-promoting components are increasingly included in parenting interventions. The strength of the evidence for the effectiveness of these components on self-compassion and both parent and child outcomes is unknown. A systematic review of parenting intervention studies published between January 1st 2003 and February 8th 2019, that included self-compassion components and measured self-compassion quantitatively was undertaken. The outcomes of interest were the effect of these interventions on self-compassion and the effect of these interventions on both parent and child outcomes. Quantitative meta-analyses were conducted where appropriate. Thirteen trials met inclusion criteria. Results suggest that parenting interventions that include self-compassion components significantly increased parental self-compassion (pre-post: g = 0.372; between groups: g = 0.690). Pre-post analyses suggest that these interventions decreased parental depression (g = − 0.425), parental anxiety (g = − 0.377) and parental stress (g = − 0.363) and increased parental mindfulness (g = 0.529). Between-group and follow-up results for parent outcomes ranged from no effect to significant improvements. Five of the studies assessed the effects on child outcomes, with mixed results. Included studies were of low methodological quality, lacked control groups and generally failed to report study-level predictors and moderators of treatment effectiveness. There was also evidence of publication bias. Thus, the generalisability of findings may be limited. Parenting interventions that include self-compassion components appear to improve parental self-compassion, depression, anxiety, stress and mindfulness. Further research is needed to clarify these gains and to identify the mechanisms by which this benefit occurs, both for parents and their children.

Mindfulness-Enhanced Behavioral Parent Training for Clinic-Referred Families of Children With ADHD: A Randomized Controlled Trial

Objective: This study evaluated the efficacy of a mindfulness-enhanced behavioral parent training (BPT) group program compared to standard BPT in families of children with ADHD. Method: Parents (N = 63) of children (aged 6–11) diagnosed with ADHD were randomly assigned to either mindful or standard BPT, and participated in 12 weekly 2-hr group sessions. Parents completed a series of questionnaires assessing mindful parenting, parenting stress, harsh discipline practices, behavioral dysregulation, and child ADHD symptoms, before and after completing the group intervention. Results: Parents in the mindful group had decreased harsh discipline practices and improved self-regulation compared to parents in the standard group. Both groups improved in parenting sense of competence and child ADHD symptoms. No significant group differences were found in mindful parenting or parenting stress. Conclusion: There are some important parental benefits to enhancing BPT with mindfulness.

Mindful Parenting Interventions for the Postpartum Period: Acceptance and Preferences of Mothers with and Without Depressive Symptoms

This study aims to examine postpartum Portuguese mothers’ emotional experiences, help-seeking behaviours, and perceived barriers to seeking help. It also intends to analyze mothers’ knowledge and acceptability of mindful parenting interventions and their preferences concerning the characteristics of these interventions. Differences between mothers with positive and negative screenings for depression were explored for all variables. Participants were recruited online and answered several questions aimed at assessing their emotional experience, help-seeking behaviours, perceived barriers to seeking help, knowledge about mindful parenting, acceptability of parenting and mindful parenting interventions during the postpartum period, and preferences concerning those interventions. They also completed the Edinburgh Postnatal Depression Scale. The sample comprises 599 mothers with a child aged 0–12 months (Mage = 5.28 months). Approximately 36% of mothers screened positively for depressive symptoms, and 24.2% thought about seeking help or actually sought help. Structural barriers were the most cited reasons for not seeking help. Approximately 95% of mothers felt that participating in a mindful parenting intervention during the postpartum period would be useful. Concerning mothers’ preferences, most mothers preferred a weekly frequency (85.0%) and an average of 10 sessions (48.6%) of 45–60 min in length (52.6%). Learning how to better understand the baby’s emotions and behaviours and learning new tools to better cope with parenting stress were among the intervention contents considered most useful. Our findings support postpartum mothers’ acceptability of mindful parenting interventions and provide important insights concerning specific features to consider and content to include in those interventions.

The Buddha and His Son

This article surveys interactions between the Buddha and his son as reported in Pāli discourses and their parallels. Although by going forth as monastics both had left behind the secular setting of family life, the teachings the Buddha gave to Rāhula can be taken to exemplify qualities relevant to mindful parenting. Besides, teaching emerges as an activity that facilitates not only the progress of others to liberation but can also achieve the same purpose for the one who gives such teachings.

A Component Analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for Mindful Parenting by Mothers of Children with Autism Spectrum Disorder.

ObjectivesMindfulness-Based Positive Behavior Support (MBPBS) has been shown to be effective in reducing stress and burnout in parents and professional caregivers of children and adolescents with intellectual and developmental disabilities (IDD) and autism spectrum disorder (ASD). The aim of this study was to assess the comparative effects of the mindfulness (MB) and positive behavior support (PBS) components against the MBPBS program for mindful parenting.MethodsThe study utilized a three-arm randomized controlled trial design, with a 10-week pre-treatment control condition, 30 weeks of intervention, and 3 years of post-intervention follow-up. Mothers of children with ASD were randomly assigned to the MB, PBS, and MBPBS conditions and provided 3 days of training specific to each condition. The effects of these programs were assessed on the mothers (i.e., training attendance, meditation time, perceived psychological stress) and spillover effects were assessed on their children with ASD (i.e., aggression, disruptive behavior, compliance with mothers’ requests).ResultsMothers in the MBPBS condition reported greater reductions in perceived psychological stress, followed by those in the MB condition, and with no significant changes reported by those in the PBS condition. Reduction in the children’s aggression and disruptive behavior followed a similar pattern, with most to least significant reductions being in MBPBS, MB, and PBS condition, respectively. Significant increases in compliance (i.e., responsiveness to mothers’ requests) were largest in the MBPBS condition, followed by MB, and then PBS. Changes across all variables for both mothers and their children were maintained for 3 years post-intervention. After time and training type were controlled for, meditation time was a significant predictor in reducing aggressive and disruptive behaviors, and in enhancing compliance of the children with mothers’ requests.ConclusionsPositive outcomes for mothers and their children with ASD were significantly greater in the MBPBS condition, followed by the MB condition, and least in the PBS condition. MBPBS appears to be an effective mindful parenting program on the assessed variables.

Daily parenting of children with cerebral palsy: The role of daily child behavior, parents' daily psychological needs, and mindful parenting.

The purpose of this study was to advance the current understanding of the daily dynamics that are involved in raising a child with Cerebral Palsy (CP). Specifically, we examined the role of mindful parenting and of day-to-day variation in parents' psychological needs and child behavior in explaining day-to-day variation in parents' autonomy-supportive, psychologically controlling, and responsive parenting behavior. Parents (N = 58) of children with CP (Mage = 12.68 years) participated in a 7-day diary study. Multilevel analyses indicated that parents' autonomy-supportive, psychologically controlling, and responsive behaviors fluctuate considerably between days. Further, daily fluctuations in both child behavior and parents' own psychological needs were found to be associated with this daily variability in parenting. In addition, interindividual differences in mindful parenting were associated positively with parents' responsiveness and negatively with psychologically controlling parenting across the week. These findings point towards the changeability of parenting behavior among parents of a child with CP and suggest that interventions targeting parenting behavior in the context of CP will be most effective when taking into account both the parents' and the child's functioning.

Mindful Parenting Programs in Non-clinical Contexts: A Qualitative Review of Child Outcomes and Programs, and Recommendations for Future Research

Mindful parenting programs, providing mindfulness training for parents and caregivers, have been gaining increasing attention in recent years. Parents participating in these programs have reported benefits in emotional awareness, listening, and parent-child relationships at post-intervention. Considering that many mindful parenting programs aim to train parents generally, rather than specifically targeting parents of clinic-referred or diagnosed children, it is necessary to ascertain the impact of these programs in non-clinical, community samples. In the present qualitative review, databases were searched for studies that reported on children’s outcomes following mindful parenting programs for parents of typically developing children without clinical diagnoses. A synthesis of selected papers (n = 6) demonstrated promising but limited impact of mindful parenting programs on children’s psychosocial functioning. Differences emerged across programs in themes and mindfulness elements covered. Results demonstrate a need for more rigorous and multi-informant research on the preventative implications of mindful parenting programs in non-clinical contexts for child functioning.

Effectiveness of a Mindfulness-Based Retreat on Distress and Well-Being in Bereaved Parents

Purpose: This study evaluated the effectiveness of a grief-focused mindfulness-based retreat on psychological distress (trauma, anxiety, and depression) and well-being (mindfulness and self-compassion) in bereaved parents. Method: A quasi-experimental design with two nonequivalent groups (intervention, comparison) and three observations was used. Results: Mixed-model repeated-measures analysis of variance showed significant reductions in distress at posttest in the intervention group, with significant group differences on four of the seven scales. While reductions were maintained at follow-up, group differences were only significant for one trauma subscale. The intervention group showed significant increases in two of the four mindfulness facets (describe and act with awareness) and self-compassion at posttest, although group differences were not significant and gains were not maintained at follow-up. A third mindfulness facet, nonjudge, increased significantly at follow-up, with significant group differences. Discussion: This approach shows promise for reducing some areas of distress and improving the nonjudging mindfulness facet in bereaved parents.

Links among Mothers’ Dispositional Mindfulness, Stress, Perspective-Taking, and Mother-Child Interactions

How parents think about their internal states and about their emotional experiences impacts their parenting. Parents who demonstrate dispositional mindfulness, the capacity for open awareness and attention in the present moment, experience lower levels of stress. The present study assessed whether mindful parents may show more positive parenting and be perceived more favorably by their children in parent-child interactions. One hundred and twenty-seven mothers completed measures assessing mindfulness and stress, and their early adolescent children (M age = 10.87 years; SD = 0.90) completed measures assessing their mothers’ perspective-taking, and disclosure to and conflict intensity with their mothers. Using path analysis, we found that mothers’ greater dispositional mindfulness was associated with adolescent reports of greater maternal perspective-taking through less maternal stress. Further, mothers’ greater dispositional mindfulness was associated with more adolescent disclosure to mothers and less intense conflict through less maternal stress and greater maternal perspective-taking. Our results suggest that mothers’ stress and perspective-taking may indirectly link parent mindfulness and adolescent perceptions of parent-adolescent communication.

"Mindful parenting: a pilot study of the “Brief Mindfulness Intervention Program” (BMIP) in the educational context"

"Mindful parenting: a pilot study of the “Brief Mindfulness Intervention Program” (BMIP) in the educational context"

Theoretical Model of Mindful Coping Power: Optimizing a Cognitive Behavioral Program for High-Risk Children and Their Parents by Integrating Mindfulness.

This paper describes a theoretical model of Mindful Coping Power, a preventive intervention targeting high-risk children and their parents. Mindful Coping Power integrated mindfulness into Coping Power, an evidence-based cognitive behavioral intervention. Reactive aggression is emotionally driven, impulsive, and often referred to as being "hot-blooded." It has been resistant to change, given the high level of emotional arousal and impulsive angry outbursts. Our premise is that mindfulness impacts the mechanisms of reactive aggression-attentional, cognitive, behavioral, and emotional dysregulation. Also in the model are parents who exhibit emotionally charged interactions with their child. Mindful parenting focuses on parents' own emotional self-regulation and being fully present with their child. Our model sets the stage for incorporating mindfulness into existing interventions, thereby optimizing programs and maximizing effects.

The Mediating Role of Parenting Stress in the Relationship Between Anxious and Depressive Symptomatology, Mothers’ Perception of Infant Temperament, and Mindful Parenting During the Postpartum Period

To investigate whether mindful parenting differs according to maternal anxious and/or depressive symptomatology and mothers’ perception of infant temperament and to explore the potential mediating role of parenting stress in the relationship between anxious and depressive symptomatology, perception of infant temperament, and mindful parenting. The sample comprised 560 mothers (18–46 years) with a child 12 months old or younger, who completed the Hospital Anxiety and Depression Scale, the Parental Stress Scale and the Interpersonal Mindfulness in Parenting Scale—Infant version. Approximately 22.1% of the mothers presented clinically significant anxious and depressive symptomatology levels. Those mothers had significantly higher levels of parenting stress and lower levels of mindful parenting than mothers with normal levels of anxious and depressive symptomatology. Mothers who perceived their infant temperament as difficult had significantly higher levels of parenting stress and lower levels of mindful parenting than those who perceived their infant temperament as easier. A path model was tested through structural equation modeling. Parenting stress mediated the relationship between anxious and depressive symptomatology and mothers’ perception of infant temperament and mindful parenting. Parenting stress seems to be an important mechanism explaining the associations between maternal anxious and depressive symptomatology, the perception of infant temperament, and mindful parenting. During the postpartum period, it is important to identify mothers with anxious/depressive symptomatology, as they appear to contribute to parenting stress and to be related to parenting skills. Psychological interventions may focus on reducing that symptomatology and parenting stress and promoting mindful parenting skills.

A Spanish adaptation of the mindfulness in parenting questionnaire.

The Mindfulness in Parenting Questionnaire (MIPQ) is a self-report instrument to measure how much parents practice mindful parenting. The main aim of this study was to analyze the psychometric properties of the Spanish version of the MIPQ. A total of 271 parents of adolescents completed the MIPQ along with questionnaires about their mindfulness trait, parenting style, and their children's resilience and symptoms of depression. Their adolescent children completed questionnaires about their own depressive symptoms, their perception of their parents' parenting style, and their perceived stress. Factor analyses suggested a two-factor structure corresponding to Being in the Moment with the Child and Mindful Discipline. Moreover, the MIPQ showed good internal consistency and was related to parent's dispositional mindfulness and positive parenting as well as to adolescents' resilience and (negatively) to their depressive symptoms. The Spanish version of the MIPQ exhibits good psychometric properties and is an easily applicable test for the assessment of mindful parenting.

The mediating role of child's cognitive emotion regulation in the relationship between parental mindfulness and child's mind reading ability.

The present research aimed at investigating the relationship between parental mindfulness and the child's mind reading ability based on his cognitive emotion regulation as playing a mediating role in the cultural context of Iran. The final participants included 278 primary school children and their parents from Kerman city in 2017. Mindfulness was measured by the interpersonal mindfulness in parenting scale, cognitive emotion regulation by cognitive emotion regulation questionnaire of kids, and mind reading by reading the mind in the eyes test for children. Based on the findings, the model was significant only for mothers and effects of awareness and present-centered attention and non-reactivity, as facets of parental mindfulness, on the child's mind reading ability were mediated partly and completely by the child's positive cognitive emotion regulation, respectively. The relationship pattern of variables was equal for boys and girls. Planning applied interventions based on the results of this study are recommended.

Effect of mindfulness-based stress reduction occupational therapy program in parents of children with autism spectrum disorder: An interventional study

Background: Raising a child with autism spectrum disorder (ASD) is highly demanding. Parents of children with ASD show increased parenting stress. This may lead to parental mental health problems, such as symptoms of stress, anxiety, and depression. Stress can affect the parents functioning and also hinder the ASD child's progress. Jon Kabbat Zinn defines mindfulness as a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used and helps to increased coping and decreased reactivity to physical and emotional difficulties. Objectives: The current study aimed at finding the effect of a mindfulness-based stress reduction-occupational therapy (MBSR-OT) program on psychological functioning (stress, anxiety, depression, mindfulness, and psychological wellbeing) in parents of children with ASD. Study Design: A one-arm interventional study with subgroup analysis was conducted. Methods: Sixty parents of children diagnosed with ASD were included in the study. Parents diagnosed with schizophrenia, intellectual disability, dementia, or receiving treatment for any mental illness were excluded. All the parents were scored on the following outcome measures: Perceived Stress Scale, Mindful Attention Awareness Scale, Ryff's Psychological Scale, and Hamilton Anxiety and Depression Scale. Data were analyzed using Windows-based R-Programming software. A paired t-test was used to analyze the data. Results: When results were analyzed, it was found that there was a significant improvement in the levels of stress (at baseline: mean ± standard deviation [SD] = 20.54 ± 4.89, 95% confidence interval [CI]:18.8–22.3; postintervention mean ± SD 10.96 ± 2.32, 95% CI: 10.1–11.8, P = 0.00), mindfulness (at baseline: Mean ± SD = 4.37 ± 0.90, 95% CI: 4.05–4.69; postintervention: Mean ± SD = 5.27 ± 0.70, 95% CI: 5.02–5.52, P = 0.00) psychological wellbeing (at baseline: Mean ± SD = 170.46 ± 25.54, 95% CI: 161–180; postintervention: Mean ± SD = 190.77 ± 24.53, P = 0.05, 95% CI: 182–200), anxiety (at baseline: Mean ± SD = 14.15 ± 5.72, 95% CI: 12.1–16.2; postintervention: Mean ± SD = 190.77 ± 24.53,95% CI: 182–200, P = 0.00) and depression (at baseline: Mean ± SD = 7.77 ± 3.90, 95% CI: 6.37–9.17; postintervention: Mean ± SD = 3.35 ± 2.94, 95% CI: 2.3–4.4, P = 0.00). Conclusion: MBSR-OT program can help reduce stress, anxiety, and improve the psychological wellbeing of parents having children with ASD.

Effect of Mindful Parenting Program in Reducing Psychological Burden on Mother with Cerebral Palsy Children

Caring children with cerebral palsy might rise the potential of having physical, emotional, and psychological burdens for the mother. Mindfulness-based interventions can help to decrease psychological distress, sleep disturbances, and physical fatigue by improving the growth of quality of life and spirituality. The purpose of this study is to discover the effect of a mindful parenting program in reducing the psychological burden of the mother’s children with cerebral palsy. This research uses the one-group pre-test post-test design using a double pre-test. Measurement of psychological burden using psychological burden scale. The participants are 6 mothers of the cerebral palsy children who followed 8 sessions mindful parenting program. Hypothesis testing using the Wilcoxon-signed-rank test along with qualitative data analysis using observation and self-report. The results showed that mindful parenting program significantly decreased psychological burden on mothers with cerebral palsy children with z = -2.201 (p = 0,028; p <0,05). The effect of a mindful parenting program on psychological burden reduction was 63% (r = -0.63).