Literaturnachweis - Detailanzeige
| Autor/inn/en | Chua, Joelle Yan Xin; Shorey, Shefaly |
|---|---|
| Titel | The Effect of Mindfulness-Based and Acceptance Commitment Therapy-Based Interventions to Improve the Mental Well-Being among Parents of Children with Developmental Disabilities: A Systematic Review and Meta-Analysis |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 6, S.2770-2783 (14 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Shorey, Shefaly) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-04893-1 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Parents; Developmental Disabilities; Metacognition; Intervention; Well Being; Program Effectiveness; Stress Management; Anxiety; Depression (Psychology); Psychotherapy |
| Abstract | Parents of children with developmental disabilities are susceptible to mental health problems. Mindfulness-based and acceptance and commitment therapy (ACT)-based interventions can improve their mental well-being. This review examined the effectiveness of mindfulness-based and ACT-based interventions in improving mental well-being and mindfulness among parents of children with developmental disabilities. Six electronic databases were searched, resulting in the inclusion of ten studies published between 2014 and 2020. Meta-analysis was conducted using the random-effect model. The results suggest that mindfulness-based and ACT-based interventions were effective in decreasing parental stress, anxiety and depression, however, the effectiveness of these interventions in increasing parental mindfulness was inconclusive. Based on these findings, we discussed considerations for implementing interventions and identified areas which warrant further research. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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