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Mindfulness Intervention Improves Coping and Perceptions of Children’s Behavior among Families with Elevated Risk

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  • Jill T. Krause

    (Department of Human Development & Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO 80523-1570, USA)

  • Samantha M. Brown

    (Department of Human Development & Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO 80523-1570, USA)

Abstract

Mindfulness-informed interventions (MIIs) are increasingly common but have not been extensively studied among families with elevated levels of risk (e.g., those involved in child protective services and/or receiving financial assistance). These families often experience high rates of stressors that can impact coping strategies, interpersonal dynamics, and relationships. Given that mindfulness has been shown to promote health and wellbeing, this study used a sample from two pilot randomized controlled trials to test the extent to which a mindfulness-informed intervention improved coping strategies and perceptions of children’s behavior among 53 families with elevated risk. A principal components analysis with a direct oblimin rotation revealed that cognitive–emotion coping strategies could be characterized by three factors: positive adaptation , negative adaptation , and positive refocusing . Intention-to-treat analysis indicated significant group by time differences, with intervention participants demonstrating improvements in positive refocusing coping, positive adaptation coping, and perceptions of children’s behavior problems compared to participants in the waitlist control group. No significant differences were found for negative adaptation coping strategies. Findings provide preliminary support for the benefits of mindfulness training in a sample generally underrepresented in the mindfulness intervention literature.

Suggested Citation

  • Jill T. Krause & Samantha M. Brown, 2023. "Mindfulness Intervention Improves Coping and Perceptions of Children’s Behavior among Families with Elevated Risk," IJERPH, MDPI, vol. 20(23), pages 1-18, November.
  • Handle: RePEc:gam:jijerp:v:20:y:2023:i:23:p:7092-:d:1284700
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    References listed on IDEAS

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    1. Hehong Quan & Jingyu He & Chun Li, 2023. "The Influence of Parental Mindfulness on Preschool Child Behavior Problems: A Chain-Mediated Model Analysis," IJERPH, MDPI, vol. 20(1), pages 1-12, January.
    2. Grazia Mirabito & Paul Verhaeghen & Alyssa Gamaldo, 2023. "The Effects of Mindfulness Interventions on Older Adults’ Cognition: A Meta-Analysis," The Journals of Gerontology: Series B, The Gerontological Society of America, vol. 78(3), pages 394-408.
    3. Mor Keleynikov & Joy Benatov & Rony Berger, 2022. "Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation," IJERPH, MDPI, vol. 19(5), pages 1-15, February.
    4. Ann-Marie Küchler & Dana Schultchen & Tim Dretzler & Morten Moshagen & David D. Ebert & Harald Baumeister, 2023. "A Three-Armed Randomized Controlled Trial to Evaluate the Effectiveness, Acceptance, and Negative Effects of StudiCare Mindfulness, an Internet- and Mobile-Based Intervention for College Students with," IJERPH, MDPI, vol. 20(4), pages 1-23, February.
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