(PS6-49) Lessons Learned: Results from a Pilot Parent Program Integrating Psychoeducation and Mindfulness Support for Aces

Since the start of the Kaiser-Permanente study on adverse childhood experiences (ACEs) in 1995, research has documented their multiple effects. For adults exposed to ACEs, research has found increased risk of many health problems, such as heart disease, cancer, drug abuse, depression and suicide attempts (Felitti et al., 1998). For youth exposed to ACEs, associated problems include poor sleep, lower academic achievement, and a variety of emotional and behavioral difficulties (e.g., conduct disorder, depression) (Qu et al., 2024). Moreover, studies reveal that there is an overall dose-response effect for ACEs; exposure to a higher number is related to greater risk (Felliti et al.; Qu et al.). It is also important to note that ACEs prevalence is higher among people of color and those from lower SES backgrounds (Lam-Hine et al., 2023; Zhang & Monnat, 2022).

            Given the extensive data related to ACEs effects, researchers and practitioners have begun to develop and study prevention and intervention efforts. Prevention-based initiatives often involve early detection and screening to identify risk factors and implement early intervention strategies (e.g., positive parenting programs) (Brennan et al., 2020; Matjasko et al., 2022). Some research has highlighted the potential for intergenerational ACE influences (Narayan et al., 2021), which indicates the need for family-focused strategies. There is increased emphasis on expanding positive childhood experiences (PCEs) as a mechanism to address ACEs (Matjasko et al.). Examples include experiencing a sense of belonging and connectedness; feeling safe at home; and participation in community traditions (Bethell et al., 2019). Lastly, beyond individual and family-focused efforts, community-based initiatives for ACEs are also being studied (Mazzeo et al., 2023).

            In the context of these expanded prevention-based initiatives, this poster describes the piloting of a community-based program for parents of children who have been exposed to ACEs. While the effectiveness of parent support and psychoeducation to address ACEs has not been well examined, some promising trauma-informed approaches can involve group delivery (e.g., TF-CBT) (Deblinger et al., 2016). All participants for our program were individuals of color who were recruited through an urban school. The program consisted of three weekly sessions lasting approximately 90 minutes each. The content involved a combination of psychoeducation (written materials and videos), therapeutic support, and mindfulness. Therapeutic support included opportunities to discuss their children’s ACEs and their own ACE history. Lastly, the mindfulness component involved breathing practices, sensory activities and experiential activities focusing on family strengths. Following these sessions, participating parents were asked to complete a brief survey providing ratings and qualitative feedback about the program. Results indicated that participants perceived the sessions positively and rated them as helpful in increasing understanding of ACEs. Participants also provided feedback about ways to improve the program. We also discuss future implications, including strategies to increase engagement of families in ACEs initiatives.