Development of a Compassionate Mind Training Program for Adolescents: Intervention Mapping Approach

Document Type : Original Article

Authors

1 Ph.D. Condidate of General Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran.

2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran.

3 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran.

Abstract

Aim: This study aimed to design a compassion-based mindfulness training program for adolescents using the intervention mapping approach.
 
Method: Intervention mapping is a method that employs a repetitive and cumulative process to develop health-oriented interventions grounded in theory, evidence, and practice. This research involved reviewing theoretical and empirical knowledge on compassion, as well as incorporating expert opinions from the fields of positive psychology and developmental psychology. The primary goal was to create a context-specific protocol for teaching compassion-based mindfulness to adolescents.
 
Results: The results indicated that achieving compassion-based mindfulness through this educational protocol is linked to factors such as emotional expression, perfectionistic parenting, blame-oriented environments, social media influences, basic needs, and self-care. These findings highlight that a one-dimensional approach to compassion is insufficient and that various social, familial, and individual dimensions must be considered.
 
Conclusion: Oversimplifying the concept of compassion by focusing on a single aspect leads to a limited understanding and less effective interventions. Compassion interventions should be designed and implemented in a multidimensional manner, taking into account the diverse aspects of this construct.

Keywords

Main Subjects

References

Araúz-Ledezma, A. B., Massar, K., & Kok, G. (2022). Implementation of a school-based Social Emotional Learning Program in Panama: Experiences of adolescents, teachers, and parents. International Journal of Educational Research, 115, 101997.[Link]
Beaumont, E., & Martin, C. J. H. (2016). A proposal to support student therapists to develop compassion for self and others through Compassionate Mind Training. The Arts in Psychotherapy, 50, 111–118. [Link]
Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108-118. [Link]
Bluth, K., Gaylord, S. A., Campo, R. A., Mullarkey, M. C., & Hobbs, L. (2016). Making friends with yourself: A mixed methods pilot study of a mindful self-compassion program for adolescents. Mindfulness, 7, 479-492. [Link]
Bogaert, L., Gucht, K. V. D., Kuppens, P., Kock, M., Schreuder, M. J., Kuyken, W., & Raes, F. (2023).  The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools. Behaviour Research and Therapy, 169, 104405. [Link]
Cerit, E., & Simsek, N. (2021). A social skills development training programme to improve adolescents' psychological resilience and emotional intelligence level. Archives of Psychiatric Nursing, 35, 610–616. [Link]
Chowkase, A. A. (2023). Social and emotional learning for the greater good: Expanding the circle of human concern. Social and Emotional Learning: Research, Practice, and Policy, 1, 100003. [Link]
Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2019). Developing and evaluating complex interventions: Following considerable development in the field since 2006, MRC and NIHR have jointly commissioned an update of this guidance to be published in 2019. BMJ, 50(5): 587-92. [Link]
Durkin, M., Gurbutt, R., Carson, J. (2020). Development and validation of a new instrument to measure nursing students compassion strengths: The Bolton Compassion Strengths Indicators. Nurse Education in Practice, 46, 102822. [Link]
 Elsayed, W. (2024). Building a better society: The Vital role of Family’s social values in creating a culture of giving in young Children’s minds. Heliyon, 10, e29208. [Link]
Eryılmaz, A., Yıldırım-Kurtulus, H., & Yıldırım, M. (2024). A cross-sectional and longitudinal study on the mediation effect of positive and negative affects in the relationship between self-compassion and resilience in early adolescents. Children and Youth Services Review, 161, 107669. [Link]
Everitt-Reynolds, A., Treacy, J., Murphy, E., & Colwell, M. (2022). Compassion within an academic setting: Experiences of student nurses. Nurse Education Today, 109, 105241. [Link]
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6–41. [Link]
Gilbert, P. (2015a). An evolutionary approach to emotion in mental health with a focus on affiliative emotions. Emotion Review, 7: 230–237. [Link]
Gilbert, P. (2015b). The evolution and social dynamics of compassion. Social and Personality Psychology Compass, 9(6): 239–254. [Link]         
Gilbert, P. (2017). A brief outline of the evolutionary approach for compassion focused therapy. EC Psychology and Psychiatry, 3(6): 218–227. [Link]
Gilbert, P. (2020). Compassion: From its evolution to a psychotherapy. Frontiers in Psychology, 11, Article 586161. [Link]
Heng, Y. T., & Fehr, R. (2022). When you try your best to help but don’t succeed: How self-compassionate reflection influences reactions to interpersonal helping failures. Organizational Behavior and Human Decision Processes, 171, 104151. [Link]
Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B. (2018). Gender differences in response to a school-based mindfulness training intervention for early adolescents. Journal of School Psychology, 68, 163–176. [Link]
Kaplan, D. M., deBlois, M., Dominguez, V., & Walsh, M. E. (2016). Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools. Evaluation and Program Planning, 58, 160–170. [Link]
Khalej Zadeh, M., & Hashemi, N. (2019). The effectiveness of self-compassion training on perceived competence and psychological flexibility of orphan girls. Educational Psychology Quarterly, 15(54): 1-32. [Link]
Laurenzi, C. A., Toit, S. D., Mawoyo, T., Luitel, N. P., Jordans, M. J. D., Pradhan, I., Westhuizen, C. V. D., Melendez-Torres, G. J., Hawkins, J., Moore, G., Evans, R., Lund, C., Ross, D. A., Lai, J., Servili, C., Tomlinson, M., & Skeen, S. (2024). Development of a school-based programme for mental health promotion and prevention among adolescents in Nepal and South Africa. SSM - Mental Health, 5, 100289. [Link]
Maloney, J. E., Whitehead, J., Long, D., Kaufmann, J., Oberle, E., Schonert-Reichl, K. A., Cianfrone, M., Gist, A., & Samji, H. (2024). Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education. Social and Emotional Learning: Research, Practice, and Policy, 4, 100044. [Link]
Matos, M., Palmeira, L., Albuquerque, I., Cunha, M., Lima, M. P., Galhardo, A., Maratos, F. A., & Gilbert, P. (2022). Building compassionate schools: Pilot study of a compassionate mind training intervention to promote teachers’ well‑being. Mindfulness, 13: 145–161. [Link]
Maya, J., Arcos-Romero, A. I., Rodríguez-Carrasco, C. R., & Hidalgo, V. (2024). Psychometric properties of Self-Compassion Scale Short Form (SCS-SF) in Spanish adolescents. Heliyon, 10, e36331. [Link]
Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4, 100060. [Link]
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69: 28–44. [Link]
Neff, K. D., Bluth, K., Toth-Kiraly, Davidson, O., Knox, M. C., Williamson, Z., & Costigan, A. I. (2021). Development and validation of the Self-Compassion Scale for Youth. Journal of Personality Assessment, 103(1), 92–105. [Link]
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101-112. [Link]
Seekis, V., Farrell, L., & Zimmer-Gembeck, M. (2023). A classroom-based pilot of a self-compassion intervention to increase wellbeing in early adolescents. Explore, 19, 267–270. [Link]
Santos, L., Pinheiro, M. D. R., & Rijo, D. (2022). Compassionate mind training for caregivers of residential youth care: Early findings of a cluster randomized trial. Child Abuse & Neglect, 123, 105429. [Link]
Santos, L., Pinheiro, M. D. R., & Rijo, D. (2023). Fostering an affiliative environment in residential youth care: A cluster randomized trial of a compassionate mind training program for caregivers enrolling youth and their caregivers. Child Abuse & Neglect, 139, 106122. [Link]
Shoshani, A. (2024). The roots of compassion in early childhood: Relationships between theory of mind and attachment representations with empathic concern and prosocial behavior. Journal of Experimental Child Psychology, 242, 105880. [Link]
Solimanpoor Moghadam, H., Saeedi, A., & Mahdian, H. (2022). Comparing the effectiveness of compassion and acceptance and commitment-based training on the psychological well-being of adolescents. Applied Family Therapy, 3(4): 464-478. [Link]                 
Wu, W. C., Lee, M. J., & Chang, Y. (2023). Effects of the positive Interpersonal and life orientation training (PILOT) program among elementary school students in Taiwan. Children and Youth Services Review, 155, 107212. [Link]
Yang, Z., Tse, M. M. Y., Chung, J. W. Y., Chong, D. Y. K., & Wong, T. K. S. (2023). Exploring the impact of a compassion oriented training program on personal are workers in a nursing home: A mixed-methods pilot study. Geriatric Nursing, 54, 16-22. [Link
 
Applied Psychology
Volume 18, Issue 3 - Serial Number 71
October 2024
Pages 150-172

Files

Share

How to cite

Statistics