Mindfulness Training Effects for Parents and Educators of Children With Special Needs
Mindfulness Training Effects for Parents and Educators of Children With Special Needs
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DOI：
10.1037/a0027537
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发表时间：
2012-09-01
影响因子：
4
通讯作者：
Roeser, Robert W.
中科院分区：
文献类型：
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作者：
Benn, Rita;Akiva, Tom;Roeser, Robert W.
有特殊需要的儿童的父母和教师在履行其照顾角色时面临着独特的社会和情感挑战。与这些角色相关的压力影响父母和特殊教育工作者的健康和福祉，以及他们的育儿和教学质量。没有严格的研究评估正念训练(MT)是否是减轻压力、培养这些成年人的幸福感和积极照顾能力的有效策略。这项随机对照研究评估了为有特殊需要的儿童的父母和教育工作者进行的为期5周的MT计划的效果。与等待名单对照组相比，接受MT的参与者在项目完成时和2个月的随访中显示出压力和焦虑的显著减少，正念、自我同情和个人成长的增加。关系能力也显示出显著的积极变化，在移情关怀和宽恕的测量上注意到了中到大的影响大小。MT显著影响特定于教学的照顾能力。正念在项目完成时的变化调节了后续的结果，这表明它在维持情绪平衡和促进发育困难儿童的父母和教师的幸福感方面具有重要意义。
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.