Publication year
2017
Citation Title
Parent perspectives of applying mindfulness-based stress reduction strategies to special education.
Journal Name
Intellectual and Developmental Disabilities
Journal Volume
55
Issue Number
3
Page Numbers
167-180
DOI
10.1352/1934-9556-55.3.167
Summary
Interview data from parents who completed the mindfulness awareness for parenting stress (MAPS) program were utilized to explore whether participation reduced school-related stress in parents of children with intellectual and developmental disabilities (IDD). Parents who completed the MAPS program reported using mindfulness techniques to cope with stress during IEP (Individualized Education Program) meetings and that these techniques reduced school-related stress and increased positive outcomes (e.g., parental well-being).
Key Findings
The majority of participants (69%) reported feeling stressed during IEP meetings; those who reported no stress during IEP meetings reported having positive and respectful relationships with school personnel.
Seventy-three percent of participants used mindfulness strategies during IEP meetings; 54% remained nonreactive, 42% stayed in the moment, 38% used breathing techniques, 24% focused on the overall picture, and 12% took a break.
Using mindfulness strategies during IEP meetings improved parental well-being (69%), parental advocacy skills (58%), the parent-teacher relationship (54%), and parent's ability to get their child services (27%).
Implications for Military Professionals
Collaborate with school personnel and military parents of children with IDD during IEP meetings
Facilitate parenting support groups for military parents of children with IDD
Implications for Program Leaders
Offer mindfulness-based interventions to military parents of children with IDD to reduce school-related stress
Disseminate information regarding the services and resources available to military parents who have a child with IDD
Implications for Policy Makers
Continue to support programs and services for military parents of children with IDD
Recommend education for service providers regarding the effects of relocation on military families of children with IDD
Methods
Participants were recruited via the Inland Empire Regional Center, newspapers ads, elementary schools, and community disability groups.
Parents could participate in the study if they had a child between the ages of two and a half to five years who had developmental delays with more than 10 parent identified behavioral issues.
Parents could not be receiving any form of psychological or behavioral treatment prior to the intervention and had to agree to complete the MAPS program and the follow-up interview.
The MAPS intervention included eight weekly two-hour sessions, a six-hour retreat, and daily meditation home practice.
Participants
This study included 26 parents who completed the MAPS program between the summer and fall of 2014.
The majority of participants were female (92%) and White (46%).
The mean age of participants was 37.14 (SD = 6.13).
Limitations
Results may not be generalizable due to the small sample size and use of convenience sampling within one state.
The sample only included civilian parents and may not accurately reflect the experiences of military parents of children with IDD.
This study did not report how many MAPS sessions parents attended, which could influence the results.
Avenues for Future Research
Examine ways to develop strong family-school partnerships to reduce school-related stress for military families of children with IDD
Explore the efficacy of online mindfulness-based interventions at reducing school-related stress for military parents of children with IDD
Investigate whether mindfulness-based intervention would benefit school personnel working with military families who have children with IDD
Focus
Civilian
Target Population
Population Focus
Abstract
Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.
Abstract Document
PRTW Document
Attach