ACTmind: a mindfulness and acceptance and commitment therapy program for cultivating emotional health in children

Abstract

Background: Research on the effectiveness of Mindfulness and Acceptance-based approaches in promoting emotional health among children is still in an embryonic state. The present study examined the feasibility, acceptability and preliminary effectiveness of a mindfulness and acceptance program for cultivating emotional health in children. Methods: 487 elementary school children (M age=9.04 years, SD=1.60) completed a “smiley face†questionnaire prior to and following each of two workshops, by circling the “face†that best represented how they usually react when scary or worrisome thoughts enter their minds. At post, children rated program likeability and helpfulness for dealing with emotions. Findings: Students rated the program very favorably (M = 4.66; SD = .48) and found it very helpful (M= 4.46; SD = .71). There was a significant Time (pre vs. post) X Session (1st vs. 2nd) interaction, F(1,141)=4.43, p<.05, η2=.03, showing significant differences between pre (M=3.30, SD=1.39) and post (M=2.58, SD=1.46) assessment during session 1 and a main effect for Session, F(1,141)=27.46, p<.001, η2=.16, with higher “face†ratings (more experiential avoidance) for session 1 (M=3.16, SE=.09) compared to session 2 (M=2.63, SE=.09). Discussion: Results suggest that an Acceptance and mindfulness program is feasible and well accepted by elementary school children. Students’ avoidance and unwillingness to experience worrisome thoughts decreased from pre to post during session one and overall from session one to two, suggesting that learning occurred and students started to become more open to experiencing negative thoughts.