Comparison of the Effects of Mindfulness-Based Cognitive Therapy for Children and Self-Compassion Training on the Development of Mindfulness in Children

Abstract

Introduction and Aim: Mindfulness is a fundamental psychological capacity in childhood that may enhance attention, self-awareness, emotional regulation, and adaptive responses to internal and external experiences. This study aimed to compare the effects of Mindfulness-Based Cognitive Therapy for Children and self-compassion training on the development of mindfulness among 7- to 12-year-old girls.

Methodology: This applied study was conducted as a randomized clinical trial with a pretest, posttest, control group, and three-month follow-up design. The statistical population included female students aged 7 to 12 years in Tehran during the 2024–2025 academic year. After screening and applying inclusion and exclusion criteria, participants were randomly assigned to three groups: Mindfulness-Based Cognitive Therapy for Children, self-compassion training, and control. The MBCT-C group received 12 group intervention sessions, and the self-compassion group received 10 group intervention sessions. Data were collected using the Child Acceptance and Mindfulness Measure at pretest, posttest, and follow-up. Data analysis was performed in SPSS using repeated-measures analysis of variance and Bonferroni post hoc test.

Findings: Repeated-measures analysis of variance showed a significant main effect of time on mindfulness (F=31.985, p<0.001, η²=0.432). The time × group interaction effect was also significant (F=8.600, p<0.001, η²=0.291), indicating that changes in mindfulness differed across the study groups. In addition, the main effect of group was significant (F=8.239, p=0.001, η²=0.282). Bonferroni post hoc comparisons showed that both intervention groups had significantly higher mindfulness scores than the control group; however, no significant difference was found between the two intervention groups (p=1.00).

Conclusion: Both Mindfulness-Based Cognitive Therapy for Children and self-compassion training significantly increased mindfulness in children, and the effects were maintained at the follow-up stage. Since no significant difference was observed between the two interventions, both approaches may be considered effective group-based programs for use in schools and child counseling settings.