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

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 Week 4 (44.93 ± 8.00 vs. 52.47 ± 7.41), Week 8 (40.33 ± 7.00 vs. 55.37 ± 7.97), and Week 12 (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 Week 8 (21.70 ± 4.35 vs. 18.93 ± 5.11) and Week 12 (21.90 ± 4.38 vs.17.93 ± 4.91) than the control group after the intervention (P < 0.05). 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.