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.
Objective: To develop a mindfulness-based palliative psychotherapy to address psychoexistential suffering in palliative care.
The effectiveness of home-visiting programs in improving children’s health, developmental, and educational outcomes may depend, in part, on the quality of the relationships between home visitors and parents, one aspect of which is their working alliance (shared bonds, goals, and tasks).
Stress among parents and other primary caregivers of children with developmental disabilities is pervasive and linked to lower quality of life, unhealthy family functioning, and negative psychological consequences.
This study implemented an innovative new model of delivering a Mindfulness-Based Stress Reduction (MBSR) program that replaces six of the eight traditional in-person sessions with group telephonic sessions (tMBSR) and measured the program's impact on the health and well-being of nurses employed w
Objective: Identifying treatment moderators facilitates treatment matching and personalized medicine.
We examined feasibility, acceptability, and benefits of a mindfulness-based relapse prevention (MBRP) intervention in a racially and ethnically diverse sample of 318 low-income women in substance use disorder treatment (2003–2006). The study used a single group, repeated measures design.
Evaluate a comprehensive intervention designed to support staff and program leaders in the implementation of the YMCA of USA Healthy Eating and Physical Activity (HEPA) Standards for their afterschool programs (3-6pm).
Positive development models shift focus for intervention from avoiding problems, deficits, or psychopathology to promoting skills, assets, and psychological well-being as the critical interests in development and intervention.
This study explores the role of mentor–youth meeting time on academic performance within school-based mentoring.