Feasibility, Acceptability and Preliminary Outcomes of the Self-Compassion for Children and Caregivers Program

Caregivers of elementary-aged children are instrumental in shaping children’s understanding of and ability to regulate difficult emotions (e.g., sadness, anger, shame). Self-compassion has emerged as a useful skill in promoting adaptive responses to difficult emotions in adults and teens but has been minimally explored in child and family contexts. This study used both qualitative and quantitative data to examine the feasibility, acceptability, and preliminary outcomes of a new online, synchronous program called Self-Compassion for Children and Caregivers (SCCC). This program offers six sessions of group-based co-learning for caregivers and their school-aged children. Twenty-eight caregivers (79% female, 79% White) recruited through university advertisements and a community-based organization completed close-ended surveys pre and post program and provided open-ended written feedback about their experience with the program. The program was feasible, with 93% of completers attending at least 5 of 6 classes. Content analysis of caregivers’ open-ended responses suggested high acceptability, with caregivers citing improvements in communication about and support for difficult emotions and caregiver-child bonding. However, the online learning format was not ideal for all dyads. Suggested changes may improve engagement and outcomes. Quantitative analysis confirmed qualitative findings, showing significant improvements in caregivers’ self-compassion, parenting stress, mindful parenting, and caregivers’ assessment of their children’s depression pre- versus post-program. Implications for intervention refinements and future studies are discussed.