Poster #167 - Effects of Cognitively-Based Compassion Training on Parent-Child Interactions: Preliminary Findings

• In Event: 1-005 - Poster Session 01
  In Poster Session: PS 01 Section - Prevention and Interventions

Integrative Statement

Although parenting stress is common, chronic parenting stress has been associated with less optimal child outcomes. A growing body of literature utilizing mindfulness interventions focuses on managing parenting stress through attention to the moment as well as fostering compassion for children. In this study, we examined Cognitively-Based Compassion Training (CBCT; Ozawa-de Silva & Negi, 2013) implemented with parents of infants and young children. CBCT was developed as a method for cultivating greater well-being and compassion in college students through the use of reflective practices. CBCT has been adapted for several populations, such as children in foster care, but it has not yet been used with parents.

This randomized controlled preliminary efficacy study examined effects of CBCT on parents of infants and young children (aged 9 months to 5 years, 4 months) including their parenting interactions. The present study is part of a broader study examining CBCT using a process model of direct and indirect effects. In the present study, we focus on parents (mindfulness and self-compassion), parent-child interaction (a dyadic variable), and children (empathy). This study aimed to determine if intervention parents, compared with the control group, exhibited improved sensitive and responsive interactions with their children and gained skills in self-compassion and mindfulness, and if children of intervention parents gained skills in empathy. See Table 1 for intervention components.

Thirty-nine families from university-affiliated preschools participated in this study in two cohorts. In all, 25 parents were randomized to CBCT and 14 parents were randomized to a wait-list control group. Data were collected at pre-intervention and post-intervention t for all families. The 36 participants consisted of 31 mothers and 5 fathers (average age of 36 years). The children included 18 boys and 18 girls (average age of 3 years). See Table 2 for more demographic information.

Independent samples t-tests were used to compare demographics and change scores in the two intervention cohorts. No significant differences emerged so they were combined into one intervention group. Univariate ANCOVAs were used to test hypotheses for each of the aims.

Children of intervention parents increased in their self-distress during the Simulated Distress Task from pre- to post-intervention, providing evidence for increased early empathy development. However, CBCT did not improve sensitive and responsive interactions between parents and children or increase parents’ self-compassion and mindfulness skills.

Future research could explore families and children with more diverse populations. For example, populations with low socioeconomic status might see greater changes in contemplative practice skills such as compassion for all and meditation more than higher socioeconomic status participants, as seen in our study. One area missing from CBCT research is the impact on the immediate social network of the individual participating in the training. For training that is meant to teach compassion for all, it bears consideration that this training would have a direct effect on the people closest to the trainee.

Authors

• Ashleigh Grendziak, Human Development and Family Studies, University of Wisconsin-Madison
  Presenting Author

• Julie Anne Poehlmann-Tynan, University of Wisconsin-Madison
  Non-Presenting Author