Mindful and Mutual Care for Individuals with Developmental Disabilities: A Systematic Literature Review

Hwang, Yeonsook; Kearney, Patrick

doi:10.1007/s10826-012-9707-9

Cited by 22 publications

(11 citation statements)

References 16 publications

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“…Considering MYmind is meant to directly target mindfulness, this lack of improvement can either point to a problem with assessment and understanding of mindfulness in this population or the program's inability to impact this process. There is a need to effectively define and measure mindfulness within the context of autism, in individuals who may struggle with accessing or reporting their internal experiences, as well as have issues with using tools designed for the general population (Bishop 2002;Cachia et al 2015;Hwang and Kearney 2014;Maisel et al 2016). It is also possible that MYmind's effects on emotion regulation and mental health occur via mechanisms other than mindfulness, such as elements of the group experience, mindful parenting, or increased relaxation or decreased stress (Ridderinkhof et al 2018).…”

Section: Discussionmentioning

confidence: 99%

MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents

et al. 2019

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Objectives The current study evaluated the use of MYmind, a concurrent mindfulness program in which youth with autism and their parents simultaneously receive group specific mindfulness training. Youth with autism can experience emotional and behavioral challenges, which are associated with parental stress. Mindfulness-based programs are emerging as a promising support for these challenges, for both children and parents. While two studies have documented the use of concurrent parentchild programs, neither involve control conditions. Methods Using a within-subject repeated measures design with a baseline component, 23 parent-child dyads were assessed on mindfulness, mental health, and youth emotion regulation and autism symptoms. Participants also rated their perceived improvement on a social validity questionnaire. Results There was improvement in youth autism symptoms, emotion regulation, and adaptive skills, and in parent reports of their own mindfulness following the program. There was also some indication of a waitlist effect for parent mental health, but not for other outcome variables. Participant feedback was mainly positive. Conclusions MYmind has the potential to contribute to emotion regulation and adaptability in youth with autism, and mindfulness in parents, though more rigorous controlled trials are needed.

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Section: Discussionmentioning

confidence: 99%

MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents

et al. 2019

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“…Considering the effects of parent mindfulness training on the behavioural wellbeing of children with ASD (e.g., Neece 2013;Singh et al 2006Singh et al , 2007Singh et al , 2014, along with a suggested reciprocal relationship between parenting stress and child problem behaviours for parents of children with developmental delays (Neece et al 2012), the possibility that the activity of training their child with ASD in mindfulness positively influenced their own psychological wellbeing cannot be disregarded. Such a possibility has been suggested (Hwang and Kearney 2014), but to our knowledge there is no intervention study reporting such effects.…”

Section: Training Children With Asd In Mindfulness: Effects On Childrmentioning

confidence: 97%

Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviours, and Their Mothers

et al. 2015

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Problem behaviours in children with Autism Spectrum Disorder (ASD) are a major source of parenting stress, as they restrict family capacity to maintain quality domestic and social life. It is therefore critical to support parents to manage the problem behaviours of their child with ASD. Recent mindfulness intervention studies have successfully addressed this issue. The current pilot study pursues this line of enquiry and extends the scope of mindfulness intervention by training parents to become a mindfulness teacher of their own child with ASD and problem behaviours, so together they can work on enhancing the quality of their domestic and social life. A total of six dyads of mothers (CA range 34-48 years) and children with ASD and problem behaviours (CA range 8-15 years) participated in a two-stage mindfulness intervention. Mothers attended an 8-week mindfulness program to attain fluency in the theory and practice of mindfulness meditation (Stage 1). Based on this fluency they then taught mindfulness activities to their child (Stage 2). This paper reports on the effects of the mindfulness intervention provided for mothers (Stage 1) and children (Stage 2) as demonstrated by the level of mindfulness, parenting stress, and family quality of life for mothers, and problem behaviours for children. The results highlight overall improvements in the targeted areas. Some benefits, issues, and challenges of mindfulness training for parents and their children with ASD are discussed.

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“…Research on the application of mindfulness-based interventions with support staff reports positive findings for both staff and the individuals with ID they support (Harper, Webb, & Rayner, 2013;Hwang & Kearney, 2013), although research has been limited by the influence of potential confounding variables, small sample sizes and a lack of control comparisons (Chapman et al, 2013). Preliminary results suggest, however, that being a more mindful carer has beneficial effects.…”

Section: Introductionmentioning

confidence: 94%

Acceptance and mindfulness-based stress management for support staff caring for individuals with intellectual disabilities

McConachie

McKenzie

Morris

et al. 2014

Research in Developmental Disabilities

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The intervention led to significantly greater reductions in distress in the intervention group than in the control group. This was largely maintained at 6 week follow-up. This effect was more pronounced amongst a subsample that had shown higher levels of psychological distress at baseline. Thought suppression was found to reduce significantly in the intervention group between post intervention and follow-up, although no significant change was found in well-being or experiential avoidance/psychological inflexibility. Overall, results demonstrated support for the effectiveness of an acceptance and mindfulness-based intervention in reducing distress.

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Mindful and Mutual Care for Individuals with Developmental Disabilities: A Systematic Literature Review

Cited by 22 publications

References 16 publications

MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents

MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents

Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviours, and Their Mothers

Acceptance and mindfulness-based stress management for support staff caring for individuals with intellectual disabilities

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