A Systematic Meta-Review of Mindfulness-Based and Mindfulness-Integrated Programs with Parents and Families: Evidence from Over 25 Years of Research.

This meta-review provides a high-level perspective of the research evidence on mindfulness interventions for parents and families. It summarizes conceptual and methodological features, examines intervention approaches, intervention effects, and identifies moderators and mediators of these effects. Searches were conducted across eight databases to identify systematic reviews of mindfulness-based or mindfulness-integrated interventions with parents. Review overlap was quantified, and methodological quality was assessed. Quantitative information (e.g. sample sizes, study designs, effect sizes) and qualitative information (e.g., conceptualizations, intervention approach) were extracted. Primary studies were categorized based on intervention approach classifications. Eighteen systematic reviews, including ten meta-analyses, were identified, encompassing 119 unique primary studies. The collective evidence suggests that mindfulness-based programs are a promising approach for reducing parenting stress. In contrast, findings were inconclusive for parents' general stress, mental health, well-being, trait mindfulness, mindful parenting, parenting behaviors, and child mental health. Reviews showed acceptable methodological quality and moderate overlap in primary studies. Variations in study designs, samples, intervention approaches, dosage, and analytic methods contributed to inconclusive findings. The reviews of mindfulness-based and mindfulness-integrated programs revealed a mix of intervention approach categories and inconsistencies in conceptualizations and operationalizations. The evidence on moderators of intervention effects was inconclusive. Parenting stress appeared to be a mediator of the intervention's effects on youth outcomes. The literature offers encouraging results as well as limitations of the extant research. Future research should clarify conceptualizations of intervention approaches, investigate mediators and moderators, and improve rigor. Implications for clinicians using mindfulness with parents are also discussed.