Abstract
The purpose of this study was to examine pathways in a model which proposed associations among parent mindfulness, parent
depressive symptoms, two types of parenting, and child problem behavior. Participants’ data were from the baseline assessment
of a NIMH-sponsored family-group cognitive-behavioral intervention program for the prevention of child and adolescent depression
(Compas et al., 2009). Participants consisted of 145 mothers and 17 fathers (mean age = 41.89 yrs, SD = 7.73) with a history
of depression and 211 children (106 males) (mean age = 11.49 yrs, SD = 2.00). Analyses showed that (a) positive parenting
appears to play a significant role in helping explain how parent depressive symptoms relate to child externalizing problems
and (b) mindfulness is related to child internalizing and externalizing problems; however, the intervening constructs examined
did not appear to help explain the mindfulness-child problem behavior associations. Suggestions for future research on parent
mindfulness and child problem outcome are described.
depressive symptoms, two types of parenting, and child problem behavior. Participants’ data were from the baseline assessment
of a NIMH-sponsored family-group cognitive-behavioral intervention program for the prevention of child and adolescent depression
(Compas et al., 2009). Participants consisted of 145 mothers and 17 fathers (mean age = 41.89 yrs, SD = 7.73) with a history
of depression and 211 children (106 males) (mean age = 11.49 yrs, SD = 2.00). Analyses showed that (a) positive parenting
appears to play a significant role in helping explain how parent depressive symptoms relate to child externalizing problems
and (b) mindfulness is related to child internalizing and externalizing problems; however, the intervening constructs examined
did not appear to help explain the mindfulness-child problem behavior associations. Suggestions for future research on parent
mindfulness and child problem outcome are described.
- Content Type Journal Article
- DOI 10.1007/s12671-010-0034-1
- Authors
- Justin Parent, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
- Emily Garai, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
- Rex Forehand, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
- Erin Roland, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
- Jennifer Potts, Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37203, USA
- Kelly Haker, Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37203, USA
- Jennifer E. Champion, Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37203, USA
- Bruce E. Compas, Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37203, USA
- Journal Mindfulness
- Online ISSN 1868-8535
- Print ISSN 1868-8527