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New ways of seeing and being: Evaluating an acceptance and mindfulness group for parents of young people with intellectual disabilities who display challenging behaviour

Reid, Caroline, Gill, Freya, Gore, Nick J., Brady, Serena (2015) New ways of seeing and being: Evaluating an acceptance and mindfulness group for parents of young people with intellectual disabilities who display challenging behaviour. Journal of Intellectual Disabilities, 20 . pp. 1-13. ISSN 1744-6295. (doi:10.1177/1744629515584868)

Abstract

The current study presents findings from an acceptance and commitment therapy-based intervention for family carers of children who have an intellectual/developmental disability and display high levels of challenging behaviour. The parent well-being workshops consist of two workshops incorporating acceptance and mindfulness-based exercises and discussions. Semi-structured interviews were conducted with five family carers following attendance of the workshops. Participants found the workshops useful and reported that they were better able to cope with stress. They also described how they had incorporated mindfulness into their daily lives and how their practice had had positive effects on their own well-being and on those around them (e.g. their child). Implications of the findings are discussed with emphasis on how the workshops can be included within a positive behaviour support framework. Future directions include a more robust quantitative evaluation, inclusion of follow-up sessions and the application of the workshops with other client groups and in other delivery formats.

Item Type: Article
DOI/Identification number: 10.1177/1744629515584868
Uncontrolled keywords: acceptance; challenging behaviour; intellectual disabilities; mindfulness; parents
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard
Depositing User: Jo Ruffels
Date Deposited: 09 Jun 2015 11:21 UTC
Last Modified: 29 May 2019 14:41 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/48960 (The current URI for this page, for reference purposes)
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