Mindfulness with Children and Youth: A Hermeneutic Phenomenological Inquiry into Paediatric Therapists' Experiences
Abstract
Background: Mindfulness has become popular as a treatment approach for many health conditions and has been taken up by diverse health practitioners in recent years. While research into mindfulness-based interventions is on the rise, much of this research originates in the field of psychology and is aimed toward adult populations. Occupational therapists, including those working with children and youth, have begun to take up mindfulness to support their clients to participate in daily activities, and there is evidence that clinical uptake has outpaced research in this area.
Method: A scoping review was undertaken to understand the breadth of literature regarding mindfulness in paediatric occupational therapy. Then a Heideggerian-informed phenomenological methodology was applied understand the practice experiences of eight North American occupational therapists who utilize mindfulness-based approaches in their clinical work with children and youth. Semi-structured interviews and a metaphor elicitation exercise were undertaken with participants
Results: The scoping review revealed 14 articles relevant to the topic. Overall, included articles heavily relied on quantitative methods, with limited representation of qualitative approaches. Within occupational therapy, mindfulness was identified as a health promotion strategy in addition to offering support for children with developmental disabilities and some physical and mental health conditions.
The results of the phenomenological study revealed occupational therapists’ practice-generated knowledge of mindfulness within their practices. Participants linked mindfulness with enhanced participation and the development of healthy habits in their young clients. Further, participants noted that they made adaptations to mindfulness practices and worked to make the practices playful to enhance interest in mindfulness. Participants also observed a shift in their orientation toward clients because of mindfulness, including their own personal practices. Results revealed that participants perceived mindfulness impacting their therapeutic relationships with clients, noting that mindfulness supported them in creating a safe space, being present, authentic, and accepting of clients. Finally, metaphor analysis revealed participants’ perspectives on mindfulness as a tool, a support and exploration, and themselves as guides and gardeners.
Conclusion: This research offers practice-generated knowledge about the contributions of mindfulness to paediatric occupational therapy practice and therapeutic relationships with children. Further it highlights some key areas for future research.