This is a pilot study of the feasibility and potential impact of a Mindfulness-Based Music and Songwriting program (delivered via telehealth) on stress and well-being in parents/caregivers of children with intellectual or developmental disabilities. Participants are randomized to participate in the mindfulness program or a business-as-usual control group.
This is a pilot study of the feasibility and potential impact of a Mindfulness-Based Music and Songwriting program (delivered via telehealth) on stress and well-being in parents/caregivers of children with intellectual or developmental disabilities. Participants are randomized to participate in the mindfulness program or a business-as-usual control group. During mindfulness sessions, parents/caregivers are supported by a therapist to learn and apply mindfulness practices through music-based meditations and songwriting. Participants write two songs during the program. Parents complete surveys throughout the program.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
33
The Mindfulness-Based Music and Songwriting (MBMS) program involves up to 8 weekly sessions (\~1 hour each) delivered via telehealth. During sessions, the participant works with a therapist (e.g., board-certified music therapist) to learn and apply mindfulness practices via music-based meditations and mindful songwriting. Supported by the therapist, participants write two songs during the program.
Vanderbilt University Medical Center
Nashville, Tennessee, United States
Perceived stress
Changes in perceived stress (self report: Perceived Stress Scale; higher score is higher stress)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent depression
Changes in parent depression (self report rating scale: Beck Depression Inventory-II; higher score is higher depressive symptoms)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent well-being
Changes in parent well-being (self-report rating scale: Ryff's Well-Being Scale; higher score is higher well-being)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent mindfulness
Changes in parent mindfulness (self-report: Freiburg Mindfulness Inventory; higher score is higher mindfulness)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent positive reappraisal
Changes in parent positive reappraisal (self-report scale; higher score is higher use of reappraisal)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent anxiety
Changes in parent anxiety (self report rating scale: Beck Anxiety Inventory; higher score is higher anxiety symptoms)
Time frame: Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up)
Parent affect regulation to MBMS sessions
Changes in parent momentary affect (positive and negative affect subscales from Positive and Negative Affect Schedule (PANAS)) collected around mindfulness sessions (MBMS group only) (higher scores reflect higher positive affect and higher negative affect on respective subscales)
Time frame: Immediately pre and immediately post intervention sessions
Parent social connection to therapist at MBMS sessions
Changes in parent social connection (Inclusion of Other in the Self (IoS) scale) to therapist collected around mindfulness sessions (MBMS group only) (higher scores reflect higher social connection)
Time frame: Immediately pre and immediately post intervention sessions
Parent daily momentary affect
Changes in parent daily momentary affect (collected via ecological momentary assessment with the Positive and Negative Affect Schedule (PANAS)) (higher scores reflect higher positive affect and higher negative affect on respective subscales)
Time frame: 8-weeks (baseline, mid-intervention, post-intervention)
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