The effect of mindfulness-based stress reduction on self-compassion and parent-child relationship quality in health caregivers

Abstract

Background

Women’s increasing workforce participation has led to stress, anxiety, and strained parent-child relationships, highlighting the need for effective interventions. Mindfulness-based stress reduction (MBSR) is a promising yet underutilized approach to improving psychological well-being and parenting quality. This study examines its impact on self-compassion and parent-child relationships among health caregivers.

Methods

A quasi-experimental study was conducted on 40 health caregivers in Masjed Soleyman, randomly assigned to intervention (n = 20) and control (n = 20) groups. The intervention group participated in eight 90-minute mindfulness-based stress reduction sessions over two months. Data were collected using the Parent-Child Relationship Scale (PCRS), the Self-Compassion Scale (SCS), and the Depression, Anxiety, and Stress Scale (DASS-21) before and two months after the intervention. Statistical analyses were performed using SPSS version 27 and included paired t-tests, independent t-tests, chi-square tests, Mann-Whitney U tests, and Wilcoxon signed-rank tests.

Results

Before the intervention, no significant differences were observed between groups in stress (P = 0.583) or self-compassion (P = 0.738). Post-intervention, stress (P = 0.001) and self-compassion (P = 0.001) significantly improved in the intervention group. Parent-child relationship scores also increased significantly (P = 0.001).

Conclusion

MBSR effectively enhances self-compassion, reduces stress, and strengthens parent-child relationships in working mothers. By fostering mindfulness and acceptance of their parenting role, mothers improved emotional regulation and connected more positively with their children.

Trial registration

Trial Id: 85639. IRCT Id: IRCT20223065147N2. Registration date: 2025-09-28. Membership number: 65147.503

Introduction

Throughout history, women have played essential roles in the workforce, from agricultural and domestic labor to caregiving responsibilities in both nomadic and settled societies [1]. What has evolved over the past century is not the mere participation of women in work, but rather the transformation in the nature, setting, and societal expectations of their labor [2]. Today, more women are employed in formal sectors such as healthcare, education, and public administration, professions characterized by high workload, emotional labor, and intense responsibilities [3]. Balancing these professional roles with ongoing family duties introduces complex psychological and physiological stressors [4]. This dual-role burden is associated with heightened risks of anxiety, emotional exhaustion, and parenting difficulties, particularly in occupations with high emotional demands, such as healthcare [5].

Job stress and healthcare workers

Healthcare professionals, especially those working in primary care and hospital-based settings, are frequently exposed to high-pressure environments, irregular schedules, and emotionally taxing interactions with patients [6]. These stressors contribute to an increased prevalence of burnout, depression, and suicidal ideation compared to other occupations [7]. Recent studies have shown that female healthcare workers, many of whom are also mothers, report significantly higher levels of occupational stress, role conflict, and psychological strain than their male counterparts [8, 9]. This underscores their vulnerability to mental health challenges and the need for targeted support strategies [10].

Child development and parent-child relationship

Maternal stress can also have downstream effects on family dynamics and child development [11]. During childhood and adolescence, the quality of family interactions plays a central role in shaping emotional regulation, social competence, and psychological resilience [12]. A secure and supportive parent-child relationship is strongly linked to positive developmental outcomes, whereas maternal stress and emotional unavailability can negatively affect children’s behavior and well-being [13, 14]. Furthermore, parenting styles influenced by chronic stress may result in less effective communication, emotional distancing, and inconsistent discipline [15]. These effects are more pronounced when mothers face role strain from competing professional and caregiving demands.

Parenting stress in working mothers

Parenting stress is defined as the distress experienced when the demands of parenting exceed the available psychological or physical resources [16]. Among working mothers, this stress is often amplified by time scarcity, emotional fatigue, and societal pressures to excel in both domains [17]. Recent findings indicate that working mothers are more likely to internalize feelings of inadequacy, guilt, and incompetence, which in turn undermines their parenting satisfaction and psychological health [18]. Persistent stress not only affects maternal well-being but can also erode the emotional connection with the child, leading to less responsive and more reactive parenting behaviors [13].

Self-compassion as a protective factor

Self-compassion, defined as treating oneself with understanding and kindness in times of suffering or perceived inadequacy, has emerged as a key protective factor for mental health [19]. Evidence suggests that higher self-compassion is associated with lower levels of depression, anxiety, and stress, and contributes to more adaptive emotion regulation [20]. In parenting contexts, self-compassion has been shown to reduce self-critical thoughts and support more balanced emotional responses to daily challenges [21]. One study found that self-compassion mediates the relationship between parenting stress and child well-being, highlighting its significance for family health [22]. Promoting self-compassion may therefore enhance parental resilience and improve the emotional climate within families.

Interventions for parental well-being

A variety of psychological and behavioral interventions have been developed to support parents facing elevated stress [23]. These include behavioral parent training, positive parenting programs, and stress-reduction techniques, all of which have shown efficacy in reducing parental anxiety, enhancing parenting skills, and improving child outcomes [24]. Among these, mindfulness-based interventions are gaining recognition for their dual benefit: improving emotional regulation and fostering compassionate parenting [25]. Mindfulness, the practice of present-moment, non-judgmental awareness, helps individuals acknowledge thoughts and emotions without over-identifying with them [26]. This capacity is particularly beneficial for working mothers facing chronic stress, as it facilitates calm, measured responses in emotionally demanding situations [27].

For mothers balancing caregiving roles and professional responsibilities, mindfulness can reduce emotional exhaustion and enhance parenting satisfaction [28]. Recent trials indicate that mindfulness-based stress reduction (MBSR) improves self-esteem, emotional availability, and overall well-being in parents, particularly those in high-stress occupations [29]. Such interventions not only support maternal mental health but also contribute to more responsive and nurturing parent-child relationships [30].

Study aim

Given the increased demands faced by working mothers, particularly in healthcare roles, and the promising role of mindfulness in reducing parenting stress and enhancing self-compassion, this study aimed to evaluate the impact of a mindfulness-based stress reduction program on self-compassion and the quality of the parent-child relationship among female health caregivers.

Methods

Study design and participants

This quasi-experimental study was conducted between April and June 2024 on health caregivers employed at comprehensive health centers in Masjed Soleyman. A total of 40 eligible caregivers with children were identified across all five centers. To ensure inclusivity and avoid selection bias, a census sampling method was applied: all eligible caregivers from each center were invited to participate. The inclusion of all eligible staff members from each center was verified through employment rosters and coordinated in collaboration with center supervisors.

To encourage full participation, the research team held informational sessions at each center, clearly explaining the study’s objectives, the voluntary nature of participation, the non-invasive content of the mindfulness training, and the confidentiality of responses. Flexibility in session scheduling was also emphasized. These efforts led to complete enrollment, with all 40 caregivers providing informed consent.

Participants were then allocated into groups at the center level using simple randomization: two centers were assigned to the intervention group (n = 20), and three centers to the control group (n = 20). This approach was chosen to reduce contamination between groups, as caregivers within the same center often work closely and share information.

Although group allocation was not stratified based on pre-test scores, baseline measurements—including self-compassion and parent-child relationship—were collected from all participants prior to the intervention. Independent t-tests and chi-square analyses were performed to compare pre-test scores and key demographic variables between the two groups. These analyses confirmed no statistically significant differences, indicating that the intervention and control groups were equivalent at baseline.

Inclusion criteria

• Employment as a health caregiver at a comprehensive health center.

• Having at least one child.

• Willingness to attend mindfulness sessions.

• Normal visual and auditory function.

• Residing in the study area throughout the research period.

Exclusion criteria

• Withdrawal of informed consent.

• Absence from more than two educational sessions in the intervention group.

• Voluntary discontinuation of participation at any point during the study.

Sample size and sampling method

Masjed Soleyman has five comprehensive health centers, employing 40 health caregivers who met the inclusion criteria. Using a census approach, all 40 were enrolled. Centers were then randomly allocated, with two assigned to the intervention group (n = 20) and three to the control group (n = 20), ensuring full participation from each included center.

Data collection instruments

Data were collected using a demographic questionnaire and the following standardized tools:

• Demographic Questionnaire: Included variables such as age, job status, education level, number of children, smoking habits, and income.

  Depression, Anxiety, and stress scale (DASS-21): This 21-item scale assesses three negative emotional states—depression, anxiety, and stress—across three subscales, each consisting of 7 items. Responses are scored on a 4-point Likert scale ranging from 0 (“Did not apply to me at all”) to 3 (“Applied to me very much or most of the time”). The scores for each subscale are summed and then multiplied by two to align with the full 42-item version, resulting in subscale score ranges from 0 to 42. Higher scores indicate greater severity of symptoms. The following cut-off points are commonly used to classify severity levels:

• Depression: Normal (0–9), Mild (10–13), Moderate (14–20), Severe (21–27), Extremely Severe (28+).

• Anxiety: Normal (0–7), Mild (8–9), Moderate (10–14), Severe (15–19), Extremely Severe (20+).

• Stress: Normal (0–14), Mild (15–18), Moderate (19–25), Severe (26–33), Extremely Severe (34+).

  The tool was developed by Lovibond and Lovibond (1993), with high reliability coefficients: 0.91 for depression, 0.81 for anxiety, and 0.89 for stress [31]. In an Iranian validation by Samani et al. (2007), Cronbach’s alpha values were 0.81 for depression, 0.78 for anxiety, and 0.80 for stress [31]. In the current study, Cronbach’s alpha values were 0.88 for depression, 0.84 for anxiety, and 0.86 for stress, indicating good internal consistency.

• Self-Compassion Scale (SCS): Developed by Neff et al. (2003), this 26-item questionnaire measures six subscales: self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification, using a 5-point Likert scale. Certain items (1, 2, 4, 6, 8, 11, 13, 16, 18, 20, 21, 24, and 25) are reverse-scored. An Iranian study by Khosravi et al. (2007) found a Cronbach’s alpha of 0.76 for the overall scale, with subscale reliability ranging from 0.79 to 0.85 [32]. In this study, the overall Cronbach’s alpha for the SCS was 0.90, reflecting high reliability.

• Parent-Child Relationship Scale (PCRS): Developed by Fine, Moreland, and Schwebel (1983), this 24-item questionnaire evaluates the quality of parent-child relationships using a 7-point Likert scale. Items 9, 13, and 14 are reverse-scored. Reliability coefficients range from 0.89 to 0.94 for fathers and 0.61 to 0.94 for mothers, with an overall reliability of 0.96 [33]. An Iranian validation study by Araki et al. (2008) reported reliability coefficients of 0.93 for fathers and 0.92 for mothers [33]. In the present study, the overall Cronbach’s alpha for the PCRS was 0.94, indicating excellent internal consistency.

Educational intervention

Before the intervention, baseline data on stress, self-compassion, and parent-child relationships were collected using standardized questionnaires. The educational intervention was developed through a structured, multi-step process based on existing mindfulness-based stress reduction programs and tailored to the cultural and occupational context of Iranian health caregivers.

In the first step, a needs assessment was conducted through a review of the literature and informal discussions with healthcare staff to identify common psychological challenges among working mothers in caregiving roles. These included high levels of stress, reduced self-compassion, and difficulties in maintaining quality parent-child relationships.

In the second step, the content of the intervention was adapted from established mindfulness-based training frameworks, including those used in research by Schwind et al. (2022) [34]. Core mindfulness concepts—such as present-moment awareness, self-acceptance, emotional regulation, and non-judgmental reflection—were integrated with culturally relevant content, including spiritual and faith-based components commonly used in stress coping among Iranian women.

In the third step, a detailed session structure was developed. Although the overall program was designed to include eight weekly sessions lasting approximately 90 min each, the actual duration of individual sessions varied depending on the content and instructional method. Some sessions—particularly those focused on practical exercises, relaxation techniques, or specific themes—were shorter (ranging from 20 to 50 min), while others involving lectures, group discussions, or interactive content extended to 90 min. Each session had specific objectives and included teaching methods such as guided mindfulness practices (e.g., breathing and body awareness), lectures, group discussions, and Q&A. Later sessions focused more heavily on parenting challenges and self-compassion within caregiving roles. The structure and content of the sessions are summarized in Table 1.

Table 1.

Educational program structure

Session	Objective	Content	Duration (minutes)	Teaching Method	Instructor
1	Introduction	Building rapport, explaining session objectives	90	Lecture, Q&A	Researcher & experts
2	Mindfulness Meditation	Breathing exercises, mindful eating, mindful movement	90	Poster presentation	Psychology expert & researcher
3	Developing Focus	Creating a distraction-free space, guided relaxation	20	Lecture, group discussion, Q&A	Researcher
4 & 5	Mental Relaxation	Positive visualization, deep breathing techniques	20	Practical exercise	Researcher
6	Strengthening Faith and Optimism	Reducing fear and anxiety through spirituality	20	Lecture	Researcher
7	Parent-Child Bond & Self-Compassion	Strengthening spiritual connection, enhancing parental role	90	Lecture, discussion, Q&A	Psychology expert & researcher
8	Review and Reflection	Participant experiences, post-test completion	50	Group discussion	Researcher

In the fourth step, the complete program was reviewed by two independent experts in psychology and health education for cultural appropriateness, accuracy, and practical feasibility. Based on their feedback, minor adjustments were made. Additionally, selected exercises were informally piloted with a small group of non-participant caregivers to assess clarity, comfort, and engagement.

In the fifth step, the intervention was implemented with the caregivers from two health centers assigned to the intervention group. To minimize contamination and potential information sharing between the intervention and control groups, especially given the small and connected institutional environment, the groups were selected from different health centers with no overlapping staff. Sessions were conducted privately, and participants were asked not to discuss session content with colleagues. The control group, comprising caregivers from separate centers, had no exposure to the intervention during the study period.

In the sixth step, two months after the completion of the training, post-intervention data were collected from both groups using the same questionnaires administered at baseline. After data collection was completed, a summary of the intervention content and resources was offered to the control group for ethical consideration and equal benefit.

These data were analyzed to evaluate changes in stress, self-compassion, and the quality of the parent-child relationship.

Study protocol

This study was approved by the Ethics Committee of Shiraz University of Medical Sciences (Approval Code: IR.SUMS.SCHEANUT.REC.1403.026). Informed consent was obtained from all participants prior to data collection.

After obtaining authorization from the relevant health authorities, the researcher visited comprehensive health centers, explained the study objectives, and invited eligible health caregivers to participate. Baseline questionnaires on stress, self-compassion, and parent-child relationships were administered. Participants were then randomly allocated to intervention and control groups, with the intervention group receiving mindfulness training. Two months later, post-intervention data were collected using the same instruments.

Data analysis

Data analysis was performed using IBM SPSS Statistics for Windows, Version 27.0 (IBM Corp., Armonk, NY, USA). Descriptive statistics (mean, standard deviation, and frequency) were used to summarize the data. Normality was assessed using the Kolmogorov-Smirnov test.

• For normally distributed data (P > 0.05): Independent t-tests were used for between-group comparisons, and paired t-tests for within-group changes.

• For non-normally distributed data (P < 0.05): Mann-Whitney U tests were used for between-group comparisons, and Wilcoxon signed-rank tests for within-group changes.

Chi-square tests were applied for categorical variables. A significance level of P < 0.05 was considered statistically significant.

Results

Table 2 presents the demographic characteristics of the intervention and control groups. The chi-square test showed no significant differences between the groups regarding education level (P = 0.132), number of children (P = 0.338), smoking history (P = 1.000), and income (P = 0.511). The independent t-test also indicated no significant difference in age between the two groups (P = 0.242). These findings confirm demographic homogeneity between the groups, enhancing the study’s validity by ensuring that any observed effects can be attributed to the intervention rather than pre-existing differences.

Table 2.

Comparison of baseline demographic variables between intervention and control groups

Variable		Intervention Group (%)	Control Group (%)	P-value
Age (years, mean ± SD)		26.35 ± 3.93	27.80 ± 3.77	0.242
Education	High school Diploma	11 (55)	12 (60)	0.132
	Associate degree	5 (25)	5 (25)
	Bachelor’s degree	4 (20)	3 (15)
Number of children	One child	17 (29.3)	16 (80)	0.338
	More than one child	3 (15)	4 (20)
Smoking history	Yes	0 (0)	0 (0)	1.000
	No	20 (100)	20 (100)
Income	Good	1 (5)	2 (15.5)	0.511
	Average	16 (80)	14 (70)
	Poor	3 (15)	4 (20)

Table 3 compares the mean and standard deviation of stress, anxiety, and depression scores between the two groups. The Mann-Whitney U test results showed no significant differences between the intervention and control groups before the intervention in terms of depression (P = 0.583), stress (P = 0.968), and anxiety (P = 0.314). However, after the intervention, depression, stress, and anxiety scores were significantly lower in the intervention group compared to the control group (P < 0.001). The Wilcoxon signed-rank test further indicated that, within the intervention group, depression, stress, and anxiety scores significantly decreased after the intervention (P < 0.001).

Table 3.

Comparison of mean and standard deviation of Depression, Stress, and anxiety in intervention and control groups

Variable	Group	Before Intervention (Mean ± SD)	After Intervention (Mean ± SD)	P-value**
Depression	Intervention	18.60 ± 2.06	9.50 ± 4.43	< 0.001
	Control	18.20 ± 1.96	17.95 ± 1.98	0.226
	P-value*	0.583	< 0.001
Stress	Intervention	18.20 ± 1.54	8.45 ± 3.50	< 0.001
	Control	18.25 ± 1.91	18.25 ± 1.88	0.147
	P-value*	0.968	< 0.001
Anxiety	Intervention	18.60 ± 2.03	10.45 ± 4.66	< 0.001
	Control	17.75 ± 2.48	18.25 ± 2.17	0.625
	P-value*	0.314	< 0.001

*Mann-Whitney U test

**Wilcoxon signed-rank test

Table 4 presents the comparison of self-compassion scores between the two groups. The Mann-Whitney U test revealed no significant difference in self-compassion scores between the intervention and control groups before the intervention (P = 0.738). However, post-intervention comparisons showed a statistically significant increase in self-compassion scores in the intervention group compared to the control group (P < 0.001). Additionally, the Wilcoxon signed-rank test confirmed that self-compassion scores significantly increased within the intervention group after the intervention (P < 0.001).

Table 4.

Comparison of mean and standard deviation of Self-Compassion in intervention and control groups

Variable	Group	Before Intervention (Mean ± SD)	After Intervention (Mean ± SD)	P-value**
Self-Compassion	Intervention	41.40 ± 14.66	81.50 ± 9.25	< 0.001
	Control	45.10 ± 15.38	45.36 ± 13.31	0.984
	P-value*	0.738	< 0.001

*Mann-Whitney U test

**Wilcoxon signed-rank test

Table 5 displays the comparison of parent-child relationship scores between the two groups. The independent t-test showed no significant difference between the intervention and control groups before the intervention (P = 0.383). However, post-intervention comparisons using the Mann-Whitney U test demonstrated a statistically significant improvement in parent-child relationship scores in the intervention group compared to the control group (P < 0.001). The Wilcoxon signed-rank test also confirmed that, within the intervention group, parent-child relationship scores significantly increased after the intervention (P < 0.001).

Table 5.

Comparison of mean and standard deviation of Parent-Child relationship in intervention and control groups

Variable	Group	Before Intervention (Mean ± SD)	After Intervention (Mean ± SD)	P-value**
Parent-Child Relationship	Intervention	53.15 ± 8.77	115.30 ± 21.75	< 0.001
	Control	55.55 ± 7.42	54.60 ± 11.33	0.654
	P-value*	0.383	< 0.001

*Independent t-test

**Wilcoxon signed-rank test

Discussion

The present study aimed to evaluate the effect of a mindfulness-based stress reduction (MBSR) intervention on self-compassion and the quality of the parent-child relationship among health caregivers in Masjed Soleyman. The findings indicate that the intervention effectively improved self-compassion, enhanced parent-child relationships, and reduced stress. Demographic comparisons between the intervention and control groups showed that most participants were young health caregivers, with the majority holding a bachelor’s degree. The chi-square test confirmed no significant differences between the groups in demographic variables, ensuring group homogeneity. This strengthens the study’s validity by confirming that observed changes were likely due to the intervention rather than pre-existing differences.

The results demonstrated that MBSR significantly reduced stress levels in the intervention group compared to the control group. These findings align with previous studies, including those conducted by Azar et al. (2025) on women’s health [35], and Saberjouyan et al. (2025) on mothers’ quality of life [36]. While part of the stress reduction may be attributed to the program’s spiritual dimension, such as fostering a connection with God and adopting a meaningful approach to life, it is important to note that several structured mindfulness activities likely contributed to these outcomes as well. Breathing exercises, guided relaxation, mindful body awareness, and positive visualization techniques were employed throughout the sessions. These practices help regulate the autonomic nervous system, lower physiological arousal, and reduce emotional reactivity. Additionally, participants engaged in group discussions, reflection exercises, and grounding techniques, which likely fostered social support and a sense of emotional safety. Therefore, the observed reduction in stress can be interpreted as a multifactorial outcome resulting from both cognitive-emotional tools and supportive interaction, alongside spiritual framing. These findings are consistent with those of Marin Navarro et al. (2025) [37] and Asnisos Martinez et al. (2024) [38], who also observed significant stress reduction following mindfulness training.

Regarding self-compassion, the results showed a significant increase in the intervention group after the intervention compared to the control group. This finding aligns with previous studies by Baghawati et al. (2024) [39], Amirza et al. (2024) [40], D’elia et al. (2024) [41], and Liubers et al. (2024) [42], which confirmed the positive effect of mindfulness interventions on self-compassion. While the spiritual components of the program, such as discussions around divine wisdom and the symbolism of suffering, offered an enriching perspective, the structured content also played a critical role. Participants were introduced to practices such as self-kindness meditations, reframing of self-critical thoughts, mindful journaling, and present-moment awareness exercises. These components were designed to help individuals reduce harsh self-judgment, normalize emotional suffering, and increase emotional resilience. Participants learned that self-acceptance and surrendering to divine wisdom could help them navigate difficulties and suffering. They were encouraged to view hardships as a purification process, much like trees shedding their leaves in autumn, enduring winter, and blooming again in spring. This perspective enabled them to detach from fear and grief, fostering a deep sense of inner peace and self-compassion [43]. The study also supports the notion that spiritual mindfulness leads to moral purification, emotional stability, and increased self-confidence.

The study findings also revealed a significant improvement in parent-child relationships in the intervention group, aligning with previous research by Langia et al. (2024) on early childhood behavioral parenting programs [44], Niese et al. (2024) on mindfulness and parental stress [45], Yesilka et al. (2024) on autism-related parental stress [46], Karakurt et al. (2024) on mindfulness-based parenting and depression [47], and Sadat Hosseini et al. (2023) on mindfulness-based parenting education [48]. Within this study, several features of the intervention likely contributed to this improvement. In particular, sessions dedicated to the emotional experience of parenting, the development of self-compassion in caregiving roles, and practical strategies for emotional regulation may have helped participants interact more mindfully and empathetically with their children. By practicing present-moment awareness, caregivers became more attuned to their own emotional responses and were better equipped to pause before reacting impulsively. Skills such as mindful listening, emotional labeling, and attention redirection may have promoted more constructive communication and nurtured stronger emotional bonds. Participants learned to embrace their parenting role with greater emotional awareness and mindfulness, reducing negative thoughts and focusing on positive interactions with their children. Increased engagement led to stronger emotional bonds and improved communication, enhancing the overall quality of parent-child relationships. Moreover, exposure to shared experiences and solution-focused discussions in group settings likely normalized parenting challenges and promoted a more compassionate parenting identity. These mechanisms reinforce the hypothesis that mindfulness-based training can influence relational quality by improving emotional regulation and interpersonal presence.

Strengths and limitations

One of the main strengths of this study was the structured and culturally adapted design of the mindfulness-based intervention. The program incorporated elements of emotional regulation, present-moment awareness, and spiritual content tailored to the needs of working mothers in caregiving roles. Although qualitative feedback was not formally collected or analyzed, the integration of mindfulness with culturally relevant spiritual practices was intended to enhance participant engagement and relevance. This context-sensitive design likely provided the participants with an original and meaningful experience, contributing to the observed improvements in self-compassion, stress reduction, and parent-child relationship quality.

Despite its strengths, this study had several limitations. First, self-reported data may have been influenced by subjectivity or social desirability bias. Second, there may have been an increased risk that participants’ responses would be biased. Third, the study’s follow-up period was relatively short, limiting the ability to assess long-term effects. Future research should consider longitudinal studies to evaluate the sustainability of mindfulness benefits. Finally, the study was conducted in a specific cultural context, making it difficult to generalize findings to other regions. Therefore, further studies in different cultural contexts are important in terms of evaluating the universal validity of the intervention.

Conclusion

The findings of this study demonstrated that mindfulness-based interventions are effective in improving parent-child relationships. The results suggest that mindfulness helped strengthen the bond between mothers and their children and, more importantly, enabled mothers to embrace their parental role with greater self-acceptance. By fostering a deeper sense of responsibility in child-rearing, the intervention led to enhanced parent-child relationships, increased self-compassion, and reduced stress.

The outcomes of this research may be beneficial not only for parents and their children but also for comprehensive health centers and counseling services. Additionally, these findings provide valuable insights for the design and planning of future interventions, which may be utilized by relevant organizations such as the Ministry of Health, medical universities, healthcare centers, and psychology clinics.

Abbreviation

MBSR

Mindfulness-based stress reduction

Authors’ contributions

TR, AB, AK and AKHJ conceived and designed the study. TR and AKHJ analyzed and interpreted the data, and drafted the manuscript. TR, AB, AK and AKHJ were involved in the composition of the study tool, supervision of the research process and critical revision and review of the manuscript. All the authors read and approved the final manuscript.

Funding

None.

Data availability

The datasets used and/or analyzed during the current study can be made available by the corresponding author on reasonable request.

Declarations

Ethics approval and consent to participate

The study procedures were carried out following the Declaration of Helsinki. This study was approved by the Ethics Committee of Shiraz University of Medical Sciences (IR.SUMS.SCHEANUT.REC.1403.026). Informed consent was taken from all the participants. Informed consent was taken from all the participants. There was an emphasis on maintaining privacy in keeping and delivering the information accurately without mentioning the names of the participants. The participants were given the right to leave the interview at any time if they wished to leave the interview process, and they were promised to have the study results if they want.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.