Margaret L. Kerr, Pajarita Charles, Kaitlyn Pritzl, Sarah Jensen, Chandni Anandha Krishnan, Victoria Ylizaliturri, Julie Poehlmann
{"title":"Enhancing Remote Parent–Child Video Visits During Parental Incarceration Using IMMERSIVE, a Brief Mindful Relational Savoring Intervention","authors":"Margaret L. Kerr, Pajarita Charles, Kaitlyn Pritzl, Sarah Jensen, Chandni Anandha Krishnan, Victoria Ylizaliturri, Julie Poehlmann","doi":"10.1007/s12671-024-02415-5","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>Incarcerated parents and children’s caregivers participated in a brief mindfulness skills intervention called IMMERSIVE: Including Meaningful Mindful Experiences of Relational Savoring In Visiting Environments. The goal of IMMERSIVE was to support positive visiting experiences for families during incarceration by increasing adult perspective-taking, mindfulness, and positive emotion when reflecting on children’s visiting experiences.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>In this mixed-methods study, implemented using an intervention-only group design, 44 families participated in the study, which included pre-intervention interviews, parent–child remote video visits, and two IMMERSIVE visit coaching sessions. We audio-recorded pre-intervention interviews focusing on the child, pre-visit coaching sessions, and post-visit coaching sessions. Parental reflective functioning was coded from transcripts. In addition, pre- and post-visit transcripts were analyzed for the frequency of positive emotion words, negative emotion words, and mindfulness words utilizing text analysis (Linguistic Inquiry and Word Count-22).</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>For incarcerated parents, parental reflective functioning increased from pre-intervention to pre-visit coaching, with gains maintained through post-visit coaching sessions (medium effect size, <i>p</i> < 0.05). Negative emotion words decreased from pre- to post-visit coaching (large effect size, <i>p</i> < 0.05), with a particularly large effect size observed for at-home caregivers. Most caregivers and incarcerated parents reported that the intervention was helpful.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The study provides initial evidence that the IMMERSIVE intervention may help incarcerated parents gain insight into their children’s visiting experiences and help at-home caregivers use more positive and fewer negative emotion words when reflecting on children’s visiting experiences. Future research should confirm these benefits while expanding mindfulness skills interventions to include vulnerable children and families, such as families affected by parental incarceration.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study is not preregistered.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mindfulness","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s12671-024-02415-5","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
Abstract
Objectives
Incarcerated parents and children’s caregivers participated in a brief mindfulness skills intervention called IMMERSIVE: Including Meaningful Mindful Experiences of Relational Savoring In Visiting Environments. The goal of IMMERSIVE was to support positive visiting experiences for families during incarceration by increasing adult perspective-taking, mindfulness, and positive emotion when reflecting on children’s visiting experiences.
Method
In this mixed-methods study, implemented using an intervention-only group design, 44 families participated in the study, which included pre-intervention interviews, parent–child remote video visits, and two IMMERSIVE visit coaching sessions. We audio-recorded pre-intervention interviews focusing on the child, pre-visit coaching sessions, and post-visit coaching sessions. Parental reflective functioning was coded from transcripts. In addition, pre- and post-visit transcripts were analyzed for the frequency of positive emotion words, negative emotion words, and mindfulness words utilizing text analysis (Linguistic Inquiry and Word Count-22).
Results
For incarcerated parents, parental reflective functioning increased from pre-intervention to pre-visit coaching, with gains maintained through post-visit coaching sessions (medium effect size, p < 0.05). Negative emotion words decreased from pre- to post-visit coaching (large effect size, p < 0.05), with a particularly large effect size observed for at-home caregivers. Most caregivers and incarcerated parents reported that the intervention was helpful.
Conclusions
The study provides initial evidence that the IMMERSIVE intervention may help incarcerated parents gain insight into their children’s visiting experiences and help at-home caregivers use more positive and fewer negative emotion words when reflecting on children’s visiting experiences. Future research should confirm these benefits while expanding mindfulness skills interventions to include vulnerable children and families, such as families affected by parental incarceration.
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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