Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2020 Be Kind to Your Mind: A Randomized Controlled Trial Comparing the Benefits of Mindfulness and Self-Compassion vs. Social Skills Training Among Children and Adolescents Lindsey Feltis felt4850@mylaurier.ca Follow this and additional works at: https://scholars.ca/etd Part of the Clinical Psychology Commons, and the Developmental Psychology Commons Recommended Citation Feltis, Lindsey, "Be Kind to Your Mind: A Randomized Controlled Trial Comparing the Benefits of Mindfulness and Self-Compassion vs. Social Skills Training Among Children and Adolescents" (2020). Theses and Dissertations (Comprehensive).ca/etd/2269 This Thesis is brought to you for free and open access by Scholars Commons @ Laurier.
It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact scholarscommons@wlu. Be Kind to Your Mind: A Randomized Controlled Trial Comparing the Benefits of Mindfulness and Self-Compassion vs. Social Skills Training among Children and Adolescents by Lindsey E.
Feltis MASTER’S THESIS Submitted to the Department of Psychology/Faculty of Science in partial fulfillment of the requirements for the Master of Arts in Developmental Psychology Wilfrid Laurier University © Lindsey Erin Feltis 2020 Abstract Childhood and adolescence can be difficult for young people as they navigate a variety of significant transitions. Thus, it is imperative that researchers focus on programs that support children and adolescents during this time. Mindfulness and self-compassion are two such programs that may promote positive youth development. Mindfulness and self-compassion have been explored in the adolescent context, and mindfulness has been explored with young children, however research on self-compassion for children is currently lacking.
The present studies were designed to examine the feasibility, acceptability and potential benefits of a combined mindfulness + self-compassion program for children and adolescents in the summer camp setting. In Study One, adolescent camp counsellors (n=25) were randomly assigned to one of two training conditions: mindfulness + self-compassion (n=13) or social skills training (n=12). Throughout the summer, counsellors led activities for their campers that related to their respective conditions. It was expected that adolescent camp counsellors in the mindfulness + self-compassion condition would experience greater increases in mindfulness, self-compassion, resilience, empathy and sympathy, emotion regulation, authenticity, and life satisfaction, when compared to their control condition (social skills training) counterparts.
Additionally, it was expected that adolescents in the mindfulness + self-compassion condition would experience greater decreases in social anxiety and depression, when compared to participants in the control condition. Results indicated that counsellors in both conditions experienced significant increases in mindfulness, self-compassion, self-esteem, resilience, emotion regulation, and life satisfaction. Additionally, compared to their control condition counterparts, counsellors in the mindfulness + self-compassion condition experienced greater increases in life satisfaction and authenticity, with their increases in resilience approaching statistical significance. Study Two focused on the ii feasibility, acceptability and potential benefits of mindfulness and self-compassion for young campers (n=231).
It was expected that young campers would experience the same benefits as the aforementioned adolescent camp counsellors. Contrary to hypotheses, campers in the mindfulness + self-compassion condition did not experience greater benefits than their social skills training condition counterparts on any of the assessed outcomes, demonstrating that further research is needed in order to examine the potential benefits of mindfulness and self-compassion for children. Limitations and suggestions for future research are included in the general discussion. The present set of studies expands upon the research on mindfulness and self- compassion, and explores the potential benefits for young children and adolescents innovatively by using active control groups and conducting research in the summer camp setting.
Overall, the present set of studies contributes to existing literature that suggests mindfulness and self- compassion promote positive development for adolescents, and illustrates the need for additional research for mindfulness and self-compassion in the context of childhood. Keywords: mindfulness, self-compassion, children, adolescents, summer camp, life satisfaction, authenticity, resilience iii Acknowledgements First and foremost, I would like to thank the two women who continually support me, challenge me and inspire me, my supervisors, Dr. Nancy Kocovski and Dr. I consider myself very lucky to have spent the past few years working closely with not one, but two amazing women, who embrace my enthusiasm and who instill in me a desire for excellence.
I’d also like to thank my committee member Dr. Alexandra Gottardo for her insightful feedback on many thesis drafts, Dr. Jennifer Robertson-Wilson for serving on my committee and Dr. Bruce McKay for chairing my defense.
Additionally, I’d like to thank all of the research assistants who supported this project: Jenna Sommerville, Poppy Hua, Jalen Manett, Holly Nelson, Kelly Schaus, and give special recognition to Ashley Siegel for her assistance with program delivery. I’d also like to thank my friends and family for their continuous support on this incredible journey, especially my mother, Patti, for her unconditional love and encouragement. Finally, I want to acknowledge the overnight summer camp in Southwestern Ontario who graciously participated in this research project. I want to thank the camp, their executive director, camp director, leadership team, counsellors and every single camper who participated in this research.
This research would not be possible without you. iv Table of Contents Abstract……………………………………………………………………………………………ii Acknowledgements……………………………………………………………………………….iv Table of Contents………………………………………………………………………………….v List of Tables…………………………………………………………………………………….vi List of Figures………………………………………………………………………………….viii List of Appendices…………………………………………………………………………….59 General Discussion………………………………………………………………………………65 References……………………………………………………………………………………….114 v List of Tables Table 1. Mindful Self-Compassion and Making Friends with Yourself Program Activities……. Study 1 Counsellor Demographics by Condition………………………………………94 Table 3.
Study 1 and 2 Constructs Assessed and Measures Completed by Counsellors and Campers…………………………………………………………………………………………. Study 1 and 2 Activities for Counsellors and Campers by Condition…………………. Study 1 Baseline Measures Compared Across Conditions- Counsellors………………97 Table 6. Study 1 Pearson Correlations among Baseline Variables- Counsellors……………….1 Acceptability and Feasibility Compared Across Conditions- Counsellors……99 Table 8.1 Self-compassion and Mindfulness at Baseline, Mid-program and Post-program- Counsellors…………………………………………………………………………………….
Study 1 Outcome Variables at Baseline and Post-program- Counsellors……………. Study 2 Camper Demographics by Condition………………………………………. Study 2 Baseline Measures Compared Across Conditions- Campers………………. Study 2 Pearson Correlations among Baseline Variables- Campers……………….
Study 2 Outcome Variables at Baseline and Post-program- Campers……………. Study 2 Outcome Variables with Age as a Covariate at Baseline and Post-program- Campers………………………………………………………………………………………. Study 2 Sample Sizes for each Condition by Age Group- Campers…………………107 Table 16. Study 2 Outcome Variables at Baseline and Post-program- By Campers’ Age…….
Study 2 Completers (all eight measures) vs. Non-completers by Condition, Age and Gender- Campers………………………………………………………………………………. Study 2 Completers (all eight measures) vs. Non-completers on Baseline Variables- Campers……………………………………………………………………………………….
Study 2 Attrition Rates by Age Group (participants who completed less than all eight measures)……………………………………………………………………………………….111 vii List of Figures Figure 1. Study 1 Counsellor Participant Flow………………………………………………. Study 2 Camper Participant Flow……………………………………………………113 viii List of Appendices Appendix A: Pre-program Surveys for Counsellors……………………………………………114 Appendix B: Mid-program Surveys for Counsellors………………………………………….126 Appendix C: Post-program Survey for Counsellors……………………………………………133 Appendix D: Pre-program Surveys for Campers……………………………………………….146 Appendix E: Post-program Surveys for Campers………………………………………………154 ix MINDFULNESS AND SELF-COMPASSION AMONG YOUNG PEOPLE 1 Be Kind to Your Mind: A Randomized Controlled Trial Comparing the Benefits of Mindfulness and Self-Compassion vs. Social Skills Training among Children and Adolescents Adolescence can be a challenging time, filled with physiological, social and environmental transitions (Bluth, Mallarkey, & Lathren, 2018; Sutton, Schonert-Reichl, Wu, & Stewart Lawlor, 2018; Ecces, 1999).
Adolescence often refers to the years between 12 and 20 when adolescents experience significant physiological changes as they progress through puberty; this developmental period is characterized by rapid biological and cognitive growth (Meeus, van de Schoot, Keijsers, Schwartz, & Branje, 2010; Steinberg, 2005; Roeser & Pinela, 2014). Additionally, identity formation is a particularly salient process throughout adolescence (Erikson, 1968; Neff & McGehee, 2010). As teenagers begin to ask themselves “who am I?”, they face intense pressures from their teachers, peers and parents to perform well academically and socially (Neff & McGehee, 2010). Adolescents must balance their desire for autonomy with their desire for intimacy; their interpersonal relationships change as they begin to distance themselves from their parents and prioritize their time with friends and classmates (Eccles, 1999).
Furthermore, adolescence is often marked by the environmental transition from elementary school to high school. These significant transitions, accompanied by rapid developments, often lead to a variety of challenges for adolescents, including heightened insecurity, self-doubt and self-criticism (Klingle & Van Vliet, 2017). Additionally, Eccles (1999) suggests that adolescence may not be the only developmental period characterized by rapid age- related advances. Eccles (1999) suggests that middle childhood and early adolescence (the years between 6 and 14) are both characterized by changes in children’s biological and cognitive functioning.
MINDFULNESS AND SELF-COMPASSION AMONG YOUNG PEOPLE 2 A “crucial shift” (Eccles, 1999, p. 32) in children’s critical thinking abilities occurs at approximately age six, as children’s self-awareness and self-evaluation skills improve; social comparison then becomes increasingly predominant throughout middle childhood. Furthermore, the personalities, behaviours and tendencies that children develop in middle- to late-childhood often persist into adolescence and adulthood (Schonert-Reichl et al. When childhood and adolescence are considered in tandem with one another, it becomes evident that both time periods are characterized by significant transitions that may leave young people emotionally vulnerable.
Consequently, it becomes important that children and adolescents have positive coping strategies they can rely on as they navigate the inevitable challenges of growing up. Additionally, childhood and adolescence may provide a “window of opportunity” (Roeser & Pinela, 2014, p. 10) for young people to be introduced to programs, such as those teaching mindfulness and self-compassion, that may enable children and adolescents to flourish. Therefore, the present study focused on the feasibility, acceptability and potential benefits of mindfulness and self-compassion practices for children and adolescents.
Although some researchers have explored the potential benefits of mindfulness and self-compassion for adolescents (Bluth & Blanton, 2014; Bluth, Gaylord, Campo, Mullarkey, & Hobbs, 2016; Roeser & Pinela, 2014), self-compassion has not yet been examined in children under the age of 12. Additionally, although mindfulness has been examined in child populations (Bernay, Graham, Devich, Rix, & Rubie-Davies, 2016; Schonert-Reichl et al., 2015; Schonert-Reichl & Stewart Lawlor, 2010), the feasibility and potential benefits of a combined mindfulness and self- compassion program has not yet been examined in children under the age of 12. The present study will be the first to examine the potential benefits of mindfulness and self-compassion for adolescents and children, in comparison to an active control group. MINDFULNESS AND SELF-COMPASSION AMONG YOUNG PEOPLE 3 Mindfulness Mindfulness refers to “paying attention on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 2003, p.
145) and in recent years, considerable attention has been given to mindfulness and its benefits for adults, adolescents and children. Given the psychological benefits of practicing mindfulness, a number of mindfulness-based therapeutic interventions have been developed for adults: Mindfulness-Based Stress Reduction (MBSR; Kabat-Zinn, 1990), Mindfulness-Based Cognitive Therapy (MBCT; Segal, Williams, & Teasdale, 2002), and Dialectical Behaviour Therapy (DBT; Linehan, 1993). Many of these mindfulness-based interventions have also been adapted for adolescents and children. For example, in one qualitative study, Van Vliet and colleagues (2017) examined the benefits of an 8-week MBSR program adapted for at-risk youth.
They conducted semi-structured interviews with all participants within two weeks of their participation in the program and found that adolescents experienced improvements in their mood, self-control, present moment awareness, and problem-solving skills (Van Vliet et al. Additionally, the adolescents reported enhanced self-understanding and stronger interpersonal relationships from pre- to post- intervention (Van Vliet et al. Research on the effectiveness of MBCT for younger populations has also yielded promising results, leading to the development of Mindfulness-Based Cognitive Therapy for Children (MBCT-C; Semple, Lee, Rosa, & Miller, 2010). MBCT-C is a group psychotherapy program developed for children ages 9-13 years old (Semple et al.
In a randomized controlled trial, children with reading difficulties were referred by an educational psychologist to participate in a 12-week study conducted by Semple and colleagues (2010). Children were randomly assigned to one of two conditions: mindfulness intervention or waitlist control. After MINDFULNESS AND SELF-COMPASSION AMONG YOUNG PEOPLE 4 participating in the program, mindfulness participants reported significantly fewer attention problems than their waitlist control counterparts (Semple et al.