ABSTRACT
Objective
This multiple methods study examines the feasibility, acceptability, and preliminary outcomes associated with participation in the Mindfulness and Self-Compassion for Children and Caregivers course (MSC-CC).
Background
School-age youth are experiencing unprecedented levels of anxiety and depression. Self-compassion skills are accessible, evidence-based, transdiagnostic tools that can help children regulate difficult emotions. Learning self-compassion with a caregiver may improve child mental health and provide caregivers with resources to model and sustain skills.
Methods
We recruited two cohorts (23 dyads) comprising children (M
age = 8.4) and a caregiver to participate in live online group-based MSC-CC. Dyads completed pre- and post-course surveys and semistructured feedback interviews about their experience.
Results
Attendance and course satisfaction were high, and attrition was low. We detected significant improvements in caregiver-reported child mental health outcomes; child self-reports did not reach significance. We developed three themes from post-course interviews: (a) confidence in and application of emotional skills, (b) attunement and closeness, and (c) course engagement and relatability.
Conclusions
The MSC-CC program is feasible, acceptable, and associated with caregiver-reported improvement in child mental health and qualitative evidence of improved relational and family dynamics.
Implications
Despite inconsistent findings, dyadic self-compassion training is promising and should be examined compared to a control group.