Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Doctor of Philosophy

Program

Education

Supervisor

Bax, Karen

2nd Supervisor

Friesen, Deanna

Co-Supervisor

Abstract

Due to the COVID-19 pandemic, many in-person services were transitioned to virtual platforms in line with public health recommendations. There was a pressing need for mental health interventions to continue servicing vulnerable populations as the mental and emotional demands of the pandemic weighed heavily on families. As a result, a community-based, concurrent parent-child mindfulness program, Making Mindfulness Matter (M3©) was adapted for online delivery (M3 Live Online©). Using neuroscience and positive psychology concepts, the M3 Live Online© program aims to foster more effective parenting practices, and support both parental and child well-being. This dissertation, consisting of two studies, sought to address the gap in available literature on online concurrent family mindfulness-based interventions, with respect to their feasibility (i.e., acceptability) and outcomes. Study one explored parent and facilitator perspectives to determine if the adaptation from in-person to virtual delivery was acceptable. Study two examined the process of co-regulation between parents and children following engagement with mindful awareness and social-emotional concepts, activities, and skills taught in the program. Results from Study one suggest that the adaptation was deemed acceptable by parent participants and facilitators of the intervention. In Study Two, increased parental behaviours related to co-regulation (such as emotion and affection, empathy and understanding, play and enjoyment, and self-acceptance) were observed after participating in the program. Parents also indicated that the program enhanced parental knowledge of their child’s development. Taken together, the M3 Live Online© program is an acceptable alternative to in-person programming and enriches the co-regulatory behaviours of parents.

Summary for Lay Audience

A need for increased and accessible mental health services arose during the COVID-19 pandemic given the restrictions put in place by local governments. Many services switched from in-person to online delivery models. Following this change in service delivery, the parent-child mindfulness program, Making Mindfulness Matter (M3©), was adapted by researchers to be delivered online and named M3 Live Online©. This program aims to equip families with both knowledge and skills about mindfulness and the brain to promote better emotion regulation in the family. Due to the abrupt onset of the pandemic, there is little research on online family mindfulness programs offered in the community. It is particularly important to understand how these programs work, and why they work (i.e., feasibility). As well, outcomes from these programs are needed. The first study in this dissertation explored acceptability (i.e., reactions to the intervention) from the perspectives of parents attending the program and of facilitators of the M3 Live Online© program. Parents and facilitators found the program adaptation suitable and relevant, and reported that it met the needs of both participants and facilitators. The second study investigated parents’ use of their own behaviours to help guide their children in regulating emotions, known as co-regulation. Results from this study suggest that parents’ use of co-regulation behaviours, such as showing emotion and affection, empathy and understanding, play and enjoyment, and self-acceptance increased after participating in the program. Furthermore, the program was found to enhance parents’ knowledge of their child’s development. In sum, the results from this dissertation found that the online program was an acceptable alternative to in-person programming and increased parents’ use of co-regulation behaviours.

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