Parental caregivers of children with intellectual and developmental disabilities often experience  high levels of stress, and growing empirical evidence suggests that mindfulness training programs can help reduce this burden. Research in this population frequently employs the Be Mindful program, an asynchronous, individually accessed online mindfulness course based on Mindfulness-Based Cognitive Therapy (MBCT). However, online mindfulness programs, commonly face challenges in retaining participants through course completion. Coupling online programs with individual peer-mentor telephone support may enhance their effectiveness. 

Murray et al. [Journal of Intellectual Disability Research] implemented a pre-post intervention design to evaluate the feasibility of coupling the Be Mindful program with additional peer support for parent and adult sibling caregivers of children with intellectual and developmental disabilities. The study also examined the program’s association with changes in participant reported well-being

The researchers recruited 101 British family caregivers (58% parents, 43% siblings; 85% female; average age = 44 years old; 81% white; 66% below UK median income) of children with intellectual and developmental disabilities. They placed particular emphasis on enrolling participants from previously understudied groups, including sibling caregivers and caregivers from low socioeconomic status or ethnic minority backgrounds.

In this single-group observational trial, participants were offered the Be Mindful program, which consisted of 10 online sessions,12 homework assignments, and 6 course handouts. The program contained all core elements of MBCT but was delivered in an individual online format rather than a group setting. It also emphasized on cultivating wellness rather than alleviating depression.

Participants were also offered three 30-minute peer-support telephone calls that provided encouragement and guidance. Peer mentors were family caregivers who had previously completed the Be Mindful course and a 1.5-day virtual training workshop. These mentors were compensated, provided with a structured manual to follow, and given access to an online peer group for support.

The primary outcome was a seven-item self-rated mental well-being scale (Short Warwick-Edinburgh Mental Well-Being Scale) administered at baseline and 12 weeks. 

Of the 101 participants who began the study, six withdrew before follow-up assessment, 37 completed the full course, and 36 completed the post-intervention assessment. Only 49% of participants received all three peer-support phone calls due to cancellations or failure to answer. Those who completed post-intervention assessment were observed to have a significant within-group increase in psychological well-being scores (Cohen’s d=0.91) from pre- to post-survey. 

The study suggests that while the Be Mindful program can benefit well-being among those who complete it, most caregivers of children with intellectual and developmental disabilities do not finish the program, even when additional peer support is provided. Furthermore, the majority of participating parents were mothers, with few fathers represented.

Given the low completion and engagement rates, the feasibility of this approach is questionable. The study was also limited by the absence of a comparison group.

Reference:

Murray, C. A., Hayden, N. K., Gordon-Brown, A., ... Hastings, R. P. (2025). Implementation of Online Mindfulness With Peer Mentoring for Parent and Sibling Carers of People With Intellectual and Developmental Disabilities. Journal of Intellectual Disability Research. 

Link to study