“We live in the moment”—Experiences of people with Intellectual Disabilities and Clinicians of Computer‐Assisted Mindfulness and Relaxation

Abstract

Accessible Summary Sometimes people find it hard to notice what is going on in their mind, body and feelings. Mindfulness can help us with this. Some studies show that mindfulness might help people with intellectual disabilities. We asked people to play a mindfulness computer game to see whether it helped them to notice their mind, bodies and feelings more easily. People who work with people with intellectual disabilities helped to play the game too. We asked people what they thought about the game. People seem to enjoy playing the game and said it helped them be more mindful. We think that learning mindfulness in a computer game might be helpful for people with intellectual disabilities. Abstract Background This paper evaluates the user experience of a newly developed mindfulness and relaxation game designed to teach mindfulness skills to people with intellectual disabilities. Computer‐assisted mindfulness programs have gained considerable attention among researchers in both adult and child populations. However, less is known about the experiences of people with intellectual disabilities who engage in computerised mindfulness programs. The present study aimed to explore the experiences of adults with intellectual disabilities and clinicians in using a computerised mindfulness and relaxation game. Method Twelve adults (with a mild or moderate intellectual disability) and sixteen clinicians were individually interviewed. Thematic analysis was used to analyse and generate themes within the data. Findings Three main themes with a number of subthemes were generated for people with intellectual disabilities including the following: (1) The Process of Mindful Island; (2) Fostering Relationships Through the Computer; and (3) The Impact of the Game. Three themes from clinician interviews were also generated including the following: (1) A Good Concept but More to Do; (2) Uncertainties Around Players’ Understanding of Mindfulness; and (3) The Computer as a Tool to Build Relationships. The findings indicated that participants found the game an enjoyable experience and saw a number of benefits to engaging in it including perceived improved confidence and perceived reduction of worries. Conclusions Mindfulness can be adapted to computer‐assisted technology for use among people with intellectual disabilities and may foster a number of benefits.

The experiences and views of adults with intellectual disabilities accessing digital mental health interventions: A qualitative systematic review and thematic synthesis

“…Two studies each originated in Ireland and Germany, and one from Australia. Three of the five studies involved hearing from people with intellectual disabilities about their experiences using internet‐based computer programmes to deliver therapy (Clyne et al, 2021; Cooney et al, 2018; Vereenooghe et al, 2017) while two studies explored participants' views on accessing mood management websites (Vereenooghe et al, 2021; Watfern, 2019).…”

“…Yes I can’ (Cooney et al, 2018, p. 1037). Participants valued completing each level of the computer programmes, contributing to a sense of autonomy, ‘I feel powerful in meself [sic]’ (Clyne et al, 2021, p. 7).…”

“…Not all participants, however, achieved a complete understanding of therapy skills. Clyne et al (2021) noted that participants' perception of the concept of mindfulness and skills learned during the Mindful Island game varied greatly, ‘ehm, it's about, ehm, what's going on in your mind and body’. ‘I'm not sure, ehm, talking’ (Clyne et al, 2021, p. 6).…”

“…Virtual characters were an inherent part of computer programmes and e‐mental health web‐based applications (Clyne et al, 2021; Cooney et al, 2018; Vereenooghe et al, 2017; Vereenooghe et al, 2021; Watfern, 2019). Participants tended to personify the game characters as real individuals, describing them as people who supported them with the game, and reported a collaborative and empathic relationship with the game characters.…”

A gamified augmented reality vocational training program for adults with intellectual and developmental disabilities: A pilot study on acceptability and effectiveness

“…Another study explored the use of vibrating watches as a time management tool to assist in task transition and completion ( 2 ). Recently, a mindfulness and relaxation game was designed to teach stress management strategies to persons with intellectual disabilities ( 3 ). Skills training using a carefully designed gamified platform has the ability to facilitate the learning of new tasks in a scaffolded and interesting manner, thus promoting internal motivation to engage in the learning process ( 4 ).…”