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Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects

Nienke M. Siebelink, S. Kaijadoe, Fylis M. van Horssen, Josanne N P Holtland, Susan M. Bögels, J. Buitelaar, Anne E. M. Speckens, Corina U. Greven

Journal of Attention Disorders July 29, 2020 DOI: 10.1177/1087054720945023 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Qualitative study Peer reviewed
Sample size 40
Population Parents (n=20), children aged 9–16 with ADHD (n=17), and mindfulness teachers (n=3) from 69 families who started the MYmind program
Duration 8-week intervention
Topics Meditation
Key findings Facilitators and barriers to participating in the "MYmind" family mindfulness program involved contextual factors such as time investment, program characteristics such as parallel parent–child training, and participant characteristics such as ADHD symptoms. Perceived effects were heterogeneous, ranging from no or adverse effects to awareness, acceptance, emotion regulation, cognitive functioning, calmness, relational changes, and generalization. The authors conclude MYmind can lead to a variety of transferable positively perceived effects beyond child ADHD-symptom decrease.

Abstract

Objective: We describe qualitative results on facilitators and barriers to participating in a family mindfulness-based intervention (MBI) for youth with ADHD and their parents and perceived effects on child and parent.

Method: Sixty-nine families started the 8-week protocolized group-based MBI called “MYmind.” After the MBI, individual semi-structured interviews were conducted with a purposive sample of parents (n = 20), children (n = 17, ages 9–16 years), and mindfulness teachers (n = 3). Interviews were analyzed using Grounded Theory.

Results: Facilitators and barriers regarding contextual factors (e.g., time investment), MBI characteristics (e.g., parallel parent–child training), and participant characteristics (e.g., ADHD-symptoms) are described. Perceived effects were heterogeneous: no/adverse effects, awareness/insight, acceptance, emotion regulation/reactivity, cognitive functioning, calmness/relaxation, relational changes, generalization.

Conclusion: MYmind can lead to a variety of transferable positively perceived effects beyond child ADHD-symptom decrease. Recommendations on MYmind participant inclusion, program characteristics, mindfulness teachers, and evaluating treatment efficacy are provided.

Comparable studies

Other qualitative studies on meditation, most cited first.

Study Year Design Participants
The varieties of contemplative experience: A mixed-methods study of meditation-related challenges in Western Buddhists Western Buddhist meditation practitioners and experts in Theravāda, Zen, and Tibetan... 2017 Qualitative study with mixed-methods
The Effects of Mindfulness-based Stress Reduction on Nurse Stress and Burnout Nurses in a hospital system 2004 Implementation study with mixed methods
An exploratory mixed methods study of the acceptability and effectiveness of mindfulness -based cognitive therapy for patients with active depression and anxiety in primary care Primary care patients with recurrent depression or recurrent depression and anxiety 2006 Exploratory mixed methods study n = 13
A qualitative study of mindfulness‐based cognitive therapy for depression Participants in mindfulness-based cognitive therapy in a mental-health context 2001 Qualitative study n = 7
Effortless awareness: using real time neurofeedback to investigate correlates of posterior cingulate cortex activity in meditators' self-report Meditators 2013 Qualitative study using grounded theory methodology

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