Top

Gepubliceerd in:

31-08-2018 | ORIGINAL PAPER

Preliminary Evaluation of an Innovative, Brief Parenting Program Designed to Promote Self-Regulation in Parents and Children

Auteurs: Liliana J. Lengua, Erika J. Ruberry, Corina McEntire, Melanie Klein, Brinn Jones

Gepubliceerd in: Mindfulness | Uitgave 2/2021

Abstract

Children growing up in low-income households tend to be less academically, socially, and emotionally ready at school entry. Self-regulation has been identified as a key factor underlying children’s academic achievement and social–emotional competence and may be promoted through effective parenting. However, few existing parenting programs that teach behavioral parenting skills simultaneously address parents’ self-regulation skills or promote strategies for coping with income-related stress and adversity. Systematic evaluation of the added benefit of incorporating these practices into parenting programs is needed. We conducted preliminary evaluation of a brief parenting program that aims to promote young children’s self-regulation, social–emotional competence, and academic readiness by enhancing parent mindfulness, self-regulation, and evidence-based parenting practices. Evaluations were conducted in two early learning programs serving low-income families. Staff at the sites received limited training and supervision to deliver the program, to test the feasibility of implementing a program with lower resource demands. Observed and self-reported changes in parenting (increased scaffolding and consistency, decreased rejection and negativity), self-reported changes in parent self-regulation, and observed and mother-reported changes in child adjustment (decreased negative affect, increased social competence and academic readiness) were demonstrated. This pilot yielded promising initial evidence for a two-generation approach to increase both parent and child self-regulation in at-risk families.

vorige artikel Correction to: A Pilot Randomized Trial of a Mindfulness-Informed Intervention for Child Welfare-Involved Families

volgende artikel Parenting-Focused Mindfulness Intervention Reduces Stress and Improves Parenting in Highly Stressed Mothers of Adolescents

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504.CrossRefPubMed

Bank, L., Forgatch, M. S., Patterson, G. R., & Fetrow, R. A. (1993). Parenting practices of single mothers: mediators of negative contextual factors. Journal of Marriage and the Family, 55(2), 371. https://doi.org/10.2307/352808.CrossRef

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: impact, moderation, and mediation in the head start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394.CrossRefPubMedPubMedCentral

Blair, C. (2003). Behavioral inhibition and behavioral activation in young children: relations with self-regulation and adaptation to preschool in children attending head start. Developmental Psychobiology, 42(3), 301–311. https://doi.org/10.1002/dev.10103.CrossRefPubMed

Bögels, S. M., Lehtonen, A., & Restifo, K. (2010). Mindful parenting in mental health care. Mindfulness, 1(2), 107–120. https://doi.org/10.1007/s12671-010-0014-5.CrossRefPubMedPubMedCentral

Bolger, K. E., Patterson, C. J., Thompson, W. W., & Kupersmidt, J. B. (1995). Psychosocial adjustment among children experiencing persistent and intermittent family economic hardship. Child Development, 66(4), 1107–1129. https://doi.org/10.2307/1131802.CrossRef

Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: the role of self-regulatory processes. Development and Psychopathology, 15(1), 139–162. https://doi.org/10.1017/S0954579403000087.CrossRefPubMed

Calkins, S. D., Smith, C. L., Gill, K. L., & Johnson, M. C. (1998). Maternal interactive style across contexts: relations to emotional, behavioral and physiological regulation during toddlerhood. Social Development, 7(3), 350–369. https://doi.org/10.1111/1467-9507.00072.CrossRef

Chang, H., Shaw, D., Dishion, T., Gardner, F., & Wilson, M. (2014). Direct and indirect effects of the family check-up on self-regulation from toddlerhood to early school-age. Journal of Abnormal Child Psychology, 42, 1117–1128. https://doi.org/10.1007/s10802-014-9859-8.CrossRefPubMedPubMedCentral

Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent’s mindfulness, child management skills and relationship quality with their youth: results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203–217. https://doi.org/10.1007/s10826-009-9304-8.CrossRefPubMed

Coatsworth, J. D., Duncan, L. G., Nix, R. L., Greenberg, M. T., Gayles, J. G., Bamberger, K. T., et al. (2015). Integrating mindfulness with parent training: effects of the mindfulness-enhanced strengthening families program. Developmental Psychology, 51(1), 26–35. https://doi.org/10.1037/a0038212.CrossRefPubMed

Cohen, J. A. S., & Semple, R. J. (2010). Mindful parenting: a call for research. Journal of Child and Family Studies, 19(2), 145–151. https://doi.org/10.1007/s10826-009-9285-7.CrossRef

Conger, R. D., & Donnellan, M. B. (2006). An interactionist perspective on the socioeconomic context of human development [review article]. Retrieved June 29, 2017, from https://doi.org/10.1146/annurev.psych.58.110405.085551

Conger, K. J., Rueter, M. A., & Conger, R. D. (2000). The role of economic pressure in the lives of parents and their adolescents: the family stress model. In L. J. Crockett & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp. 201–223). New York: Cambridge University Press.

Conger, R., Wallace, L., Sun, Y., Simons, R., McLoyd, V., & Brody, G. (2002). Economic pressure in African American families: a replication and extension of the family stress model. Developmental Psychology, 38, 179–193. https://doi.org/10.1037/0012-1649.38.2.179.CrossRefPubMed

Cowan, P., & Cowan, C. (1992). Parenting style ratings: school children and their families project. Berkeley: University of California.

Crandall, A., Deater-Deckard, K., & Riley, A. W. (2015). Maternal emotion and cognitive control capacities and parenting: a conceptual framework. Developmental Review, 36, 105–126. https://doi.org/10.1016/j.dr.2015.01.004.CrossRefPubMed

Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers’ social–emotional learning predicts their early school success: developing theory-promoting, competency-based assessments. Infant and Child Development, 23(4), 426–454. https://doi.org/10.1002/icd.1840.CrossRef

Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388. https://doi.org/10.1126/science.1151148.CrossRefPubMedPubMedCentral

Dix, T. (1991). The affective organization of parenting: adaptive and maladaptative processes. Psychological Bulletin, 110(1), 3–25. https://doi.org/10.1037/0033-2909.110.1.3.CrossRefPubMed

Dumas, J. E. (2005). Mindfulness-based parent training: strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child & Adolescent Psychology, 34(4), 779–791. https://doi.org/10.1207/s15374424jccp3404_20.CrossRef

Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: implications for parent–child relationships and prevention research. Clinical Child and Family Psychology Review, 12(3), 255–270. https://doi.org/10.1007/s10567-009-0046-3.CrossRefPubMedPubMedCentral

Duncan, G. J., Morris, P. A., & Rodrigues, C. (2011). Does money really matter? Estimating impacts of family income on young children’s achievement with data from random-assignment experiments. Developmental Psychology, 47(5), 1263–1279. https://doi.org/10.1037/a0023875.CrossRefPubMedPubMedCentral

Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77–92. https://doi.org/10.1037/0003-066X.59.2.77.CrossRefPubMed

Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23(4), 504–514. https://doi.org/10.1016/j.ecresq.2008.07.002.CrossRef

Evans, G. W., & Schamberg, M. A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences of the United States of America, 106(16), 6545–6549. https://doi.org/10.1073/pnas.0811910106.CrossRefPubMedPubMedCentral

Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: incorporating material hardship into models of income associations with parenting and child development. Child Development, 78(1), 70–95. https://doi.org/10.1111/j.1467-8624.2007.00986.x.CrossRefPubMedPubMedCentral

Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: performance of children 3.5–7 years old on a Stroop-like day-night test. Cognition, 53(2), 129–153. https://doi.org/10.1016/0010-0277(94)90068-X.CrossRefPubMed

Golden, C. J. (1978). Stroop color and word test. Wood Dale: Stoelting Co..

Gottfredson, D., Kumpfer, K., Polizzi-Fox, D., Wilson, D., Puryear, V., Beatty, P., & Vilmenay, M. (2006). The strengthening Washington D.C. families project: a randomized effectiveness trial of family-based prevention. Prevention Science, 7(1), 57–74. https://doi.org/10.1007/s11121-005-0017-y.CrossRefPubMed

Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines: American Guidance Service.

Gross, D., Garvey, C., Julion, W., Fogg, L., Tucker, S., & Mokros, H. (2009). Efficacy of the Chicago parent program with low-income African American and Latino parents of young children. Prevention Science, 10(1), 54–65. https://doi.org/10.1007/s11121-008-0116-7.CrossRefPubMedPubMedCentral

Gunnar, M. R., Fisher, P. A., & Early Experience, Stress, and Prevention Network. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive interventions for neglected and maltreated children. Development and Psychopathology, 18(3), 651–677.CrossRefPubMed

Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003.CrossRefPubMedPubMedCentral

Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: developmental trajectories and mediation. Developmental Science, 18(5), 686–702. https://doi.org/10.1111/desc.12246.CrossRefPubMed

Haine-Schlagel, R., & Walsh, N. E. (2015). A review of parent participation engagement in child and family mental health treatment. Clinical Child and Family Psychology Review, 18(2), 133–150. https://doi.org/10.1007/s10567-015-0182-x.CrossRefPubMedPubMedCentral

Hammond, S. I., Müller, U., Carpendale, J. I. M., Bibok, M. B., & Liebermann-Finestone, D. P. (2012). The effects of parental scaffolding on preschoolers’ executive function. Developmental Psychology, 48(1), 271–281. https://doi.org/10.1037/a0025519.CrossRefPubMed

Heinrichs, N., Bertram, H., Kuschel, A., & Hahlweg, K. (2005). Parent recruitment and retention in a universal prevention program for child behavior and emotional problems: barriers to research and program participation. Prevention Science, 6(4), 275–286. https://doi.org/10.1007/s11121-005-0006-1.CrossRefPubMed

Jansen, P. W., Raat, H., Mackenbach, J. P., Hofman, A., Jaddoe, V. W. V., Bakermans-Kranenburg, M. J., et al. (2012). Early determinants of maternal and paternal harsh discipline: the generation R study. Family Relations, 61(2), 253–270. https://doi.org/10.1111/j.1741-3729.2011.00691.x.CrossRef

Karreman, A., van Tuijl, C., van Aken, M. A. G., & Deković, M. (2008). Parenting, coparenting, and effortful control in preschoolers. Journal of Family Psychology, 22(1), 30–40. https://doi.org/10.1037/0893-3200.22.1.30.CrossRefPubMed

Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220.CrossRefPubMed

Kriebel, D., & Wentzel, K. (2011). Parenting as a moderator of cumulative risk for behavioral competence in adopted children. Adoption Quarterly, 14(1), 37–60. https://doi.org/10.1080/10926755.2011.557945.CrossRef

Lengua, L. J. (2006). Growth in temperament and parenting as predictors of adjustment during children’s transition to adolescence. Developmental Psychology, 42(5), 819–832. https://doi.org/10.1037/0012-1649.42.5.819.CrossRefPubMedPubMedCentral

Lengua, L. J., Honorado, E., & Bush, N. R. (2007). Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology, 28(1), 40–55. https://doi.org/10.1016/j.appdev.2006.10.001.CrossRefPubMedPubMedCentral

Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A., & Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20(02), 509–528. https://doi.org/10.1017/S0954579408000254.CrossRefPubMedPubMedCentral

Lengua, L. J., Zalewski, M., Fisher, P., & Moran, L. (2013). Does HPA-axis dysregulation account for the effects of income on effortful control and adjustment in preschool children? Infant and Child Development, 22(5), 439–458. https://doi.org/10.1002/icd.1805.CrossRefPubMedPubMedCentral

Lengua, L. J., Moran, L., Zalewski, M., Ruberry, E., Kiff, C., & Thompson, S. (2014). Relations of growth in effortful control to family income, cumulative risk, and adjustment in preschool-age children. Journal of Abnormal Child Psychology, 43(4), 705–720. https://doi.org/10.1007/s10802-014-9941-2.CrossRef

Lindahl, K. M., & Malik, N. M. (2000). The system for coding interactions and family functioning. In P. K. Kerig & K. M. Lindahl (Eds.), Family observational coding systems: resources for systemic research (pp. 77–91). Mahwah: Erlbaum.

Lindsey, M. A., Brandt, N. E., Becker, K. D., Lee, B. R., Barth, R. P., Daleiden, E. L., & Chorpita, B. F. (2014). Identifying the common elements of treatment engagement interventions in Children’s mental health services. Clinical Child and Family Psychology Review, 17(3), 283–298. https://doi.org/10.1007/s10567-013-0163-x.CrossRefPubMed

Lundahl, B., Risser, H. J., & Lovejoy, M. C. (2006). A meta-analysis of parent training: moderators and follow-up effects. Clinical Psychology Review, 26(1), 86–104. https://doi.org/10.1016/j.cpr.2005.07.004.CrossRefPubMed

Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10(6), 434–445. https://doi.org/10.1038/nrn2639.CrossRefPubMed

McLeod, J. D., & Shanahan, M. J. (1993). Poverty, parenting, and children’s mental health. American Sociological Review, 58(3), 351–366. https://doi.org/10.2307/2095905.CrossRef

McLoyd, V. C. (1990). The impact of economic hardship on black families and children: psychological distress, parenting, and socioemotional development. Child Development, 61(2), 311–346.CrossRefPubMed

McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185–204. https://doi.org/10.1037/0003-066X.53.2.185.CrossRefPubMed

Mistry, R. S., Vandewater, E. A., Huston, A. C., & McLoyd, V. C. (2002). Economic well-being and children’s social adjustment: the role of family process in an ethnically diverse low-income sample. Child Development, 73(3), 935–951. https://doi.org/10.1111/1467-8624.00448.CrossRefPubMed

National Center on Parent, Family and Community Engagement. (2015). Compendium of parenting interventions. Washington, D.C.: National Center on Parent, Family, and Community Engagement, Office of Head Start, U.S. Department of Health & Human Services.

O’Donnell, K. (2008). Parents’ reports of the school readiness of young children from the National Household Education Surveys Program of 2007 (NCES 2008-051). Washington, D.C: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Ofonedu, M. E., Belcher, H. M. E., Budhathoki, C., & Gross, D. A. (2017). Understanding barriers to initial treatment engagement among underserved families seeking mental health services. Journal of Child and Family Studies, 26(3), 863–876. https://doi.org/10.1007/s10826-016-0603-6.CrossRefPubMed

Orrell-Valente, J. K., Pinderhughes, E. E., Valente, E., Laird, R. D., Bierman, K. L., Coie, J. D., et al. (1999). If it’s offered, will they come? Influences on parents’ participation in a community-based conduct problems prevention program. American Journal of Community Psychology, 27(6), 753–783.CrossRefPubMedPubMedCentral

Patterson, G. R. (1997). Performance models for parenting: a social interactional perspective. Retrieved from http://psycnet.apa.org/psycinfo/1997-36410-007

Pereira, M., Negrão, M., Soares, I., & Mesman, J. (2013). Predicting harsh discipline in at-risk mothers: the moderating effect of socioeconomic deprivation severity. Journal of Child and Family Studies, 24(3), 725–733. https://doi.org/10.1007/s10826-013-9883-2.CrossRef

Pettit, G. S., Bates, J. E., & Dodge, K. A. (1997). Supportive parenting, ecological context, and children’s adjustment: a seven-year longitudinal study. Child Development, 68(5), 908–923. https://doi.org/10.1111/j.1467-8624.1997.tb01970.x.CrossRefPubMed

Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141–158. https://doi.org/10.1016/j.ecresq.2007.01.004.CrossRef

Ponitz, C. E. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365.CrossRefPubMed

Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: self-regulation as a mediating mechanism. Child Development, 82(1), 362–378. https://doi.org/10.1111/j.1467-8624.2010.01561.x.CrossRefPubMedPubMedCentral

Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: new perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292–304. https://doi.org/10.1037/a0028343.CrossRefPubMed

Reising, M. M., Watson, K. H., Hardcastle, E. J., Merchant, M. J., Roberts, L., Forehand, R., & Compas, B. E. (2013). Parental depression and economic disadvantage: the role of parenting in associations with internalizing and externalizing symptoms in children and adolescents. Journal of Child and Family Studies, 22(3), 335–343.

Ricketts, H., & Anderson, P. (2008). The impact of poverty and stress on the interaction of Jamaican caregivers with young children. International Journal of Early Years Education, 16(1), 61–74. https://doi.org/10.1080/09669760801892276.CrossRef

Roth, R. M., Isquith, P. K., & Gioia, G. A. (2005). BRIEF-A: Behavior rating inventory of executive function--adult version: Professional manual. Lutz, FL: Psychological Assessment Resources.

Ruberry, E. J., Klein, M. R., Kiff, C. J., Thompson, S. F., & Lengua, L. J. (2017). Parenting as a moderator of the effects of cumulative risk on children's social–emotional adjustment and academic readiness. Infant and Child Development, 27. https://doi.org/10.1002/icd.2071.

Rubin, K. H., & Cheah, C. S. L. (2000). Parental warmth and control scale—revised. College Park: University of Maryland.

Rutherford, H., Wallace, N., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. https://doi.org/10.1016/j.dr.2014.12.008.CrossRefPubMed

Sanders, M. R., Bor, W., & Morawska, A. (2007). Maintenance of treatment gains: a comparison of enhanced, standard, and self-directed triple P-positive parenting program. Journal of Abnormal Child Psychology, 35(6), 983. https://doi.org/10.1007/s10802-007-9148-x.CrossRefPubMed

Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K. (2008). Every family: a population approach to reducing behavioral and emotional problems in children making the transition to school. The Journal of Primary Prevention, 29(3), 197–222. https://doi.org/10.1007/s10935-008-0139-7.CrossRefPubMed

Spoth, R., Redmond, C., Hockaday, C., & Shin, C. Y. (1996). Barriers to participation in family skills preventive interventions and their evaluations: a replication and extension. Family Relations, 45(3), 247–254. https://doi.org/10.2307/585496.CrossRef

Teleki, J. K, Powell, J. A., & Dodder, R. A. (1982). Factor analysis of reports of parental behavior by children living in divorced and married families. Journal of Psychology, 112, 295–302.CrossRefPubMed

Townshend, K., Jordan, Z., Stephenson, M., & Tsey, K. (2016). The effectiveness of mindful parenting programs in promoting parents’ and childrenʼs wellbeing: a systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(3), 139–180. https://doi.org/10.11124/JBISRIR-2016-2314.CrossRefPubMed

Trentacosta, C. J., Hyde, L. W., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (2008). The relations among cumulative risk, parenting, and behavior problems during early childhood. Journal of Child Psychology and Psychiatry, 49(11), 1211–1219. https://doi.org/10.1111/j.1469-7610.2008.01941.x.CrossRefPubMed

van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21(1), 139–147. https://doi.org/10.1007/s10826-011-9457-0.CrossRefPubMed

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start. Journal of Clinical Child Psychology, 30(3), 283–302. https://doi.org/10.1207/S15374424JCCP3003_2.CrossRefPubMed

Zalewski, M., Lengua, L. J., Kiff, C. J., & Fisher, P. A. (2012). Understanding the relation of low income to HPA-axis functioning in preschool children: cumulative family risk and parenting as pathways to disruptions in cortisol. Child Psychiatry and Human Development, 43(6), 924–942. https://doi.org/10.1007/s10578-012-0304-3.CrossRefPubMedPubMedCentral

Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii–137 serial no. 274.CrossRefPubMed

Titel: Preliminary Evaluation of an Innovative, Brief Parenting Program Designed to Promote Self-Regulation in Parents and Children
Auteurs: Liliana J. Lengua
Erika J. Ruberry
Corina McEntire
Melanie Klein
Brinn Jones
Publicatiedatum: 31-08-2018
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2021
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-018-1016-y

Andere artikelen Uitgave 2/2021

Mindful Parenting: Perspectives on the Heart of the Matter

Open Access
ORIGINAL PAPER

Mindful With Your Toddler Group Training: Feasibility, Acceptability, and Effects on Subjective and Objective Measures

Open Access
ORIGINAL PAPER

Mindful Parenting Training in a Clinical Versus Non-Clinical Setting: An Explorative Study

Open Access
ORIGINAL PAPER

An Online Mindful Parenting Training for Mothers Raising Toddlers: Assessment of Acceptability, Effectiveness, and Personal Goals

Open Access
ORIGINAL PAPER

Mindful Parenting, Parenting Cognitions, and Parent-Youth Communication: Bidirectional Linkages and Mediational Processes

ORIGINAL PAPER

Is Mindful Parenting a Mechanism that Links Parents’ and Children’s Tendency to Experience Negative Affect to Overprotective and Supportive Behaviors?

ORIGINAL PAPER