Mindfulness and communication intervention for mothers of children with developmental disabilities in Yangon: A randomized controlled trial on parental stress and problem-solving communication

Abstract

Objective This study aimed to examine the effects of the Mindfulness and Effective Communication Enhancement (MECE) program on parental stress and problem-solving communication among mothers of children with developmental disabilities in Yangon, Myanmar. Methods A randomized controlled trial was conducted with 60 mothers of school-aged children with developmental disabilities from a specialized daycare center in Yangon. Participants were randomly assigned to either an intervention group ( n = 30) or a control group ( n = 30). The intervention group received the MECE program in addition to routine services, which included four weekly in-class sessions (Weeks 1–4) and two follow-up sessions (Weeks 6 and 10). At the same time, the control group received routine services. The outcomes were collected at baseline (Week 1), post-intervention (Week 4), and follow-ups at Week 8 and Week 12 using the Parental Stress Scale, the Family Problem Solving Communication Index, and a program satisfaction survey. Results All 60 mothers completed the study. The stress scores of mothers in the intervention group were lower than those in the control group at 4 weeks (44.93 ± 8.00 vs. 52.47 ± 7.41), 8 weeks (40.33 ± 7.00 vs. 55.37 ± 7.97), and 12 weeks (43.07 ± 7.61 vs. 52.63 ± 7.97) after the intervention ( P < 0.001). The mothers in the intervention group scored higher in family problem-solving communication at 8 weeks (21.70 ± 4.35 vs. 18.93 ± 5.11) and 12 weeks (21.9 ± 4.38 vs.17.93 ± 4.91) than the control group after the intervention ( P < 0.001). The mean program satisfaction score of mothers in the intervention group was high (42.77 ± 2.97). Conclusion The MECE program, integrating mindfulness practices with communication skill training, effectively reduced parental stress and improved problem-solving communication among mothers of children with developmental disabilities. These findings offer a theoretical foundation for nurses to implement targeted psychosocial interventions in similar situations.