A multiple methods pilot study of the Mindfulness and Self‐Compassion for Children and Caregivers course

Objective This multiple methods study examines the feasibility, acceptability, and preliminary outcomes associated with participation in the Mindfulness and Self‐Compassion for Children and Caregivers course (MSC‐CC). Background School‐age youth are experiencing unprecedented levels of anxiety and depression. Self‐compassion skills are accessible, evidence‐based, transdiagnostic tools that can help children regulate difficult emotions. Learning self‐compassion with a caregiver may improve child mental health and provide caregivers with resources to model and sustain skills. Methods We recruited two cohorts (23 dyads) comprising children ( M age = 8.4) and a caregiver to participate in live online group‐based MSC‐CC. Dyads completed pre‐ and post‐course surveys and semistructured feedback interviews about their experience. Results Attendance and course satisfaction were high, and attrition was low. We detected significant improvements in caregiver‐reported child mental health outcomes; child self‐reports did not reach significance. We developed three themes from post‐course interviews: (a) confidence in and application of emotional skills, (b) attunement and closeness, and (c) course engagement and relatability. Conclusions The MSC‐CC program is feasible, acceptable, and associated with caregiver‐reported improvement in child mental health and qualitative evidence of improved relational and family dynamics. Implications Despite inconsistent findings, dyadic self‐compassion training is promising and should be examined compared to a control group.