The experiences of adults with intellectual disabilities attending a mindfulness-based group intervention
Abstract
Mindfulness helps us to “slow down” and notice how we are thinking and how we are feeling. When we notice our thoughts and our feelings, we can choose to do the things that help us to feel better. We wanted to know what people with learning disabilities thought of mindfulness. Nine people with learning disabilities told us what they thought about mindfulness.
We found out that:
People enjoyed mindfulness activities and the chance to socialise with other people
People showed some understanding of mindfulness
People could do the mindfulness activities
1.1 Background
A growing body of research supports the efficacy of mindfulness-based intervention programmes (MBPs) for people with intellectual disabilities. Existing literature calls for focus on the experiences of people with intellectual disabilities participating in MBPs.
1.2 Materials and Methods
This study explored the experiences of nine adults with intellectual disabilities attending an eight-week group MBP delivered within the community. Two audio-recorded group discussions and seven semi-structured interviews were thematically analysed.
1.3 Results
Themes were as follows: participants’ experience of the group as a meaningful and enjoyable activity; opportunities for socialisation, sharing, friendship and support; the significance of participant–facilitator relationships; and how participants understood and experienced the mindfulness exercises and concepts.
1.4 Conclusions
Some understanding of mindfulness was evident, and participants demonstrated an ability to engage in mindfulness exercises. Findings inform the development of effective MBPs for people with intellectual disabilities.
MIDER Authors
Citations
Altmetric:
Date
2021-02-01
Type
Article
Subject
Mental health
Collections
Citation
Croom, S, Chadwick, DD, Nicholls, W, McGarry, A. (2021) The experiences of adults with intellectual disabilities attending a mindfulness-based group intervention. British Journal of Learning Disabilities 49(2), pp.162– 178.
Journal / Source Title
British Journal of Learning Disabilities
DOI
10.1111/bld.12359
PMID
Publisher
Wiley
Publisher’s URL
https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12359