Mindfulness as an Occupational Therapy Intervention for Children: Advancing Evidence, Practice, and Participation

 

Learner Outcomes:

1. Define mindfulness and describe its relevance to occupational therapy practice with children.
2. Apply practical mindfulness strategies and activities that support children's participation in meaningful occupations across home, school, and community environments.
3. Identify potential barriers and implementation challenges when using mindfulness interventions in pediatric occupational therapy practice.

Abstract:

Mindfulness-based interventions are increasingly recognized as valuable tools for promoting self-regulation, emotional well-being, and engagement in meaningful occupations among children. As pediatric occupational therapists seek evidence-based approaches to address growing concerns related to attention, anxiety, sensory processing, behavioral regulation, and participation, mindfulness offers a flexible, occupation-centered strategy that can be integrated across home, school, clinic, and community settings.

This presentation will explore the theoretical foundations of mindfulness within occupational therapy practice and examine current evidence supporting its use with pediatric populations. Participants will gain an understanding of how mindfulness influences cognitive, emotional, sensory, and physiological processes that contribute to occupational performance and participation. This session will highlight the relationship between mindfulness, sensory regulation, executive functioning, emotional control, and engagement in daily activities.

Drawing from the literature and clinical practice examples, this presentation will discuss the application of age-appropriate mindfulness interventions for children with a variety of needs, including autism spectrum disorder, attention-deficit/hyperactivity disorder, anxiety, sensory processing challenges, and trauma-related concerns. Practical strategies such as mindful breathing, body awareness activities, movement-based mindfulness, and mindfulness integrated into daily routines and occupations will be presented.

Attendees will learn how to incorporate mindfulness interventions into occupation-centered treatment plans while considering developmental level, family involvement, and contextual factors that influence participation. Challenges and opportunities related to implementation, outcome measurement, and future research will also be addressed.

By emphasizing the connection between mindfulness and meaningful participation, this presentation aims to equip occupational therapy practitioners with practical tools and evidence-informed approaches to enhance children's engagement, health, and quality of life. Participants will leave with a deeper understanding of mindfulness as an intervention that supports not only symptom management but also children's ability to participate successfully in the occupations that matter most to them.

 

 

 

Biography of speaker(s):

Dr. Ashley Fecht earned her entry-level Doctor of Occupational Therapy degree from Creighton University in 2004. After practicing in school-based, early intervention, and pediatric outpatient settings in Omaha and Las Vegas, she joined academia in 2011. She currently serves on the faculty at Creighton University as Director of Academic Clinical Education. Her scholarship focuses on clinical education best practices, standardized patient experiences, interprofessional learning, mental health, and pediatric occupational therapy.

 

References to Support Evidence-Based Practice:

Bockmann, J. O., & Yu, S. Y. (2023). Using mindfulness-based interventions to support self-regulation in young children: A review of the literature. Early Childhood Education Journal, 51, 693-703. https://doi.org/10.1007/s10643-022-01333-2

Cairncross, M., & Miller, C. J. (2020). The effectiveness of mindfulness-based therapies for ADHD: A meta-analytic review. Journal of Attention Disorders, 24(5), 627-643. https://doi.org/10.1177/1087054715625301

McCorquodale, L., & Teachman, G. (2024). Mindfulness in paediatric occupational therapy practice: a henomenological inquiry. Disability and rehabilitation, 46(10), 2056–2064. https://doi.org/10.1080/09638288.2023.2214380