Mindfulness Training Effects for Parents and Educators of Children With Special Needs

• Published in: Developmental psychology 2012-09, Vol.48 (5), p.1476-1487
• Main Authors: Benn, Rita, Akiva, Tom, Arel, Sari, Roeser, Robert W.
• Format: Article
• Language: English
• Subjects: Adult; Anxiety - psychology; Anxiety - rehabilitation; Awareness; Behavior Control - methods; Behavior Control - psychology; Behavioral Symptoms - etiology; Behavioral Symptoms - rehabilitation; Biological and medical sciences; Carers; Child; Child Behavior Disorders - rehabilitation; Children; Children & youth; Depression - psychology; Depression - rehabilitation; Developmental psychology; Disabilities; Education, Special - methods; Effect Size; Emotions; Faculty; Female; Fundamental and applied biological sciences. Psychology; Handicap; Human; Humans; Intervention; Male; Mental Health; Mental stress; Middle Aged; Mindfulness; Parenting - psychology; Parents; Parents & parenting; Parents - education; Parents - psychology; Program Evaluation; Psychology and medicine; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Self Concept; Special Education Teachers; Special Needs; Special needs children; Special Needs Students; Stress, Psychological - etiology; Stress, Psychological - rehabilitation; Teachers; Training; Well Being; Wellbeing
• ISSN: 0012-1649; 1939-0599
• DOI: 10.1037/a0027537

Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving in these adults. This randomized controlled study assessed the efficacy of a 5-week MT program for parents and educators of children with special needs. Participants receiving MT showed significant reductions in stress and anxiety and increased mindfulness, self-compassion, and personal growth at program completion and at 2 months follow-up in contrast to waiting-list controls. Relational competence also showed significant positive changes, with medium-to-large effect sizes noted on measures of empathic concern and forgiveness. MT significantly influenced caregiving competence specific to teaching. Mindfulness changes at program completion mediated outcomes at follow-up, suggesting its importance in maintaining emotional balance and facilitating well-being in parents and teachers of children with developmental challenges.