APA 6Th Edition Template

Running head: SELF-COMPASSION 1

Self-Compassion for Foster Youth in Independent Living

Casey Stevens

Lewis-Clark State College

September 18, 2014 2

Abstract

There is a dire need for skills as well as resource’s for youth who are aging out of foster care due to the many hardships they face (Kools & Kennedy, 2003). Self-compassion has been shown as a useful tool in order to combat life’s struggles. Given that this researcher works alongside of former foster youth who are participating within the Northwest’s region of Independent Living

(IL) program, this quantitative study has the purpose of testing the theory of social learning and illustrate how self-compassion could help youth within this program lead happier and healthier lives. Whether self-compassion relates to IL youth’s wellbeing, and whether self-compassion training should be included within IL services are questions that will be answered. The independent variables are described as foster youth in IL who are in need of self-love and a non- judgmental awareness of one’s emotional discomfort. The variable is defined as a youth who projects mindfulness, self-kindness, and common humanity (Boucher, 2014). The sample for this study includes youth who are currently within Northwest Idaho’s IL program (N=15). Using the

Self-Compassion scale created by Neff (2003) a pretest-posttest module will be utilized, with a standard t-test used to run the final report. 3

SELF-COMPASSION

LACK OF SELF-COMPASSION FOR FOSTER YOUTH

Background

Children who are in foster care are one of the most vulnerable populations to experience poor health compared with any other group of children in the United States (Kools & Kennedy,

2003). Due to their exposure to risk factors such as poverty and maltreatment that often coincides with foster care, they are susceptible to threats towards their healthy development including attachment disorders, poor physical health, compromised brain functioning, inadequate social skills and mental health difficulties (Harden, 2004). Youth in foster care who are “aging out” suffer from a wide variety of issues entirely. They are in dire need of help offered by those who work directly with them. According to Neff and Vonk (2009), self-compassion may be one of life’s most important skills that can be used to impart resilience, forgiveness, courage, and self- love.

Historical Context

It has not been until recently that studies have been done to show the importance of self- compassion, including the many benefits. High self-compassionate people treat themselves with kindness, care, and concern when facing negative life experiences (Petersen, 2014). Self- compassion is characterized by three factors that are interrelated: mindfulness, self-kindness and common humanity. The research that has been done on self-compassion suggests that it is a promising factor in mental health, as well as well-being. According to researchers, teaching self- compassion may be helpful in all settings (Boucher, 2014). With the known problems facing foster youth “aging out,” self-compassion should be instilled in all of them. 4

Social Context

For years, youth have been discharged from foster care without adequate preparation to live independently. They have faced barriers with the lack of social supports, high rates of unemployment, lack of basic education, and homelessness. They have grown up only knowing how to be dependent on public assistance programs (Cunningham & Diversi, 2013). In 1999, the

Independent Living Program (IL) was created in order to help teach “aging out” teenagers life skills. More research is needed on the impact that self-compassion lessons could have on these youth participating in IL who face a variety of struggles (Cunningham & Diversi, 2013).

Theoretical Framework

Based on the Social Learning Theory, youth will be able to replicate what they see demonstrated before them. In order for self-compassion techniques to be taught successfully in

Independent Living, their IL worker will need to demonstrate proper self-compassion skills.

Given that learning is not purely behavioral; the cognitive process that occurs within a social context will be reinforced while IL workers go through the movements alongside foster youth

(Matias,O’Connor, Futh, & Scott, 2014).

Related Literature

According to Cunningham and Diversi (2013), foster youth in the United States face extreme barriers when transitioning to independence, which is distinctly abrupt compared to most young adults. Cunningham and Diversi (2013) go on to say that although the difficulties faced by youth in transition are known at the larger demographic level, there is not enough known from first-person narratives on the process of ‘aging out’ of foster care. There is a lack of 5

SELF-COMPASSION information in academic research that deals with one-on-one techniques that can be taught to youth who are suffering.

Research is needed on behalf of foster youth who are ‘aging out’ of the system. Given that the IL program deals directly with teenagers facing such hard dilemmas, it would make sense that the opportunity to teach these youth the critical technique of self-compassion would be used

(Cunningham & Diversi, 2013).

Problem Statement

The problem is that youth who are ‘aging out’ of foster care generally suffer from a variety of problems. Foster youth are in need of self-compassion, or a warm and accepting self-approach during times of difficulty. According to Boucher (2014) the research that has been done on self- compassion proposes it is a promising factor in mental health and well-being. Boucher (2014) goes on to say that by educating others on self-compassion, it may be helpful for clinical as well as nonclinical populations.

Purpose Statement

The purpose of this quantitative study is to test the theory of social learning and illustrate how self-compassion could help youth in Independent Living lead happier and healthier lives.

Using a treatment (tx) group, or group of IL youth who are participating in the study, and a control group, or youth who are not, this researcher will be able to articulate whether teaching self-compassion in IL in the Northwest region would be beneficial or not. The independent variables are described as foster youth in IL who are in need of self-love and a non-judgmental awareness of one’s emotional discomfort. The variable is defined as a youth who projects mindfulness, self-kindness, and common humanity (Boucher, 2014). For example, once a youth 6 from the treatment group completes training in self-compassion, pre-post assessments will be done on their mindfulness, self-kindness, and common-humanity as compared to before they began.

Significance of the Study

This study is significant for the Northwest region of Independent Living because it may confirm how teaching IL foster youth self-compassion will lead to happier and healthy adults.

On the null, this research project will confirm that teaching self-compassion in IL services is unnecessary. Using the social learning theory to confirm how youth learn, it will contribute to the academic research done on successful interventions for youth transitioning out of foster care.

According to Cunningham and Diversi (2013) most qualitative studies rely on methods that are not grounded on trust-based relationships between youth and the researchers. This study will include trainings given to the youth by the researcher in nurturing manner, and the trust-based relationship that has been acquired is hoped to be advantageous. Given that IL workers form close relationships with foster youth, the one-on-one narratives and will be beneficial for professionals, policy makers, and future research.

Research Questions

The following research questions are purposed:

RQ1: How does self-compassion relate to IL youth’s wellbeing?

RQ2: How does the treatment group differ from the control group in terms of receiving education on self-compassion?

RQ3: Would self-compassion be a valuable tool for IL foster youth in the NW to have?

RQ4: Should IL services include training on self-compassion in order to teach youth?

Null Hypothesis 7

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The following null hypotheses are purposed:

Ho1: There is no relation between self-compassion and IL youth’s wellbeing.

Ho2: There will be no difference between the treatment group and control group in terms of receiving education on self-compassion.

Ho3: Self-compassion will not prove to be a valuable tool for IL foster youth to have.

Ho4: IL services should not include training on self-compassion in order to teach youth.

Definitions

The following definitions are used for this study:

1) According to Boucher (2014) self-compassion is defined as a warm and accepting self-

approach especially during times of difficulty, particularly involving failure or some

other disappointment with oneself. Self-compassion is characterized by mindfulness,

self-kindness and common-humanity (Boucher, 2014). Mindfulness in self-compassion

involves holding a non-judgmental awareness of one’s emotional discomfort rather

than obsessing over it. Self-kindness encompasses treating one’s self with care and

love as opposed to criticism and self-judgment. Common humanity is the awareness of

the universal experience of being human—that all people experience struggle, as

opposed to self-isolation (Boucher, 2014).

2) Youth who are in the Independent Living Program (IL) are former foster youth

between the ages of 16 and 21 who require or desire help to achieve self-sufficiency

prior to, and after, exiting the foster care system (Wylie, 2014). 8

Literature Review

The Social Learning Theory helps to demonstrate how people are able to learn a skill by observing it in action (Grusec, 1992). Much of literature demonstrates how grasping the skill of self-compassion is extremely beneficial for mental health. Research validates that self- compassion is a useful tool in order to combat feelings of helplessness when life events are stressful, and that it is a skill that can be taught (Neff & Germer, 2013). Youth who are aging out of foster care are in dire need of more resources, and not enough is known about how to help them in the stressful life events they often face (Scannapieco, Connell-Carrick, & Painter, 2007).

This research will add to literature whether or not teaching self-compassion to youth is a beneficial life skill that should be utilized.

Social Learning Theory

The Social Learning Theory was developed by Albert Bandera, with the help of Robert

Sears. Sears was attempting to meld the psychoanalytic and stimulus-response learning theory into an explanation that was comprehensive of human behavior (Grusec, 1992). Bandera detached the psychoanalytic features of this approach, and instead emphasized and focused on cognitive and information-processing capacities that mediate social behavior. Grusec (1992) further explains how both of these theories were intended as a general framework to better understand human behavior. This theory emphasizes the importance of observing and modeling the behaviors, attitudes and emotional reactions of others. The Social learning theory explains 9

SELF-COMPASSION human behavior through continuous reciprocal interaction between cognitive, behavioral, and environmental influences (Grusec, 1992).

The Social Learning Theory has advanced the knowledge in the value of self-compassion by demonstrating how such a skill can be taught and replicated among adults. This study will advance that knowledge base further by demonstrating if teaching self-compassion to

Independent Living youth is beneficial or not.

Review of the Literature

There have been numerous studies that suggest self-compassion supports the practice of healthy behaviors. Researchers are beginning to see the many positive associations that self- compassion has with mental health, as well as its capability to be imparted on others (Sirois,

Kitner, & Hirsch, 2014).

Depression. According to Boucher (2014), self-compassion is an important attribute that is a promising factor in mental health and well-being. Boucher (2014) goes on to say that by teaching self-compassion, it may be helpful for clinical and nonclinical populations. Self- compassion involves showing kindness to oneself when personal weakness or hardship is challenging (Krieger, Altenstein, Baettig, Doerig, & Holtforth, 2013). There have been a handful of studies done that examine self-compassion and its relation to clinical depression. One study that was done compared self-compassion in patients who were clinically depressed as well as patients who were never depressed. The results indicated that subjects who were depressed showed much lower levels of self-compassion than those subjects who were never depressed

(Krieger et al., 2013). 10

Another round of studies that were done by Johnson and O’Brien (2013) reaffirmed this by focusing on negative experiences including stressful life events and their relation to depression.

Study one used 335 university students to evaluate four markers of threats that were potentially related, and found a strong negative association between self-compassion and depressive symptoms. Shame was found as a significant mediator. The second study that was done by

Johnson and O’Brian (2013) found that students who were shame-prone recalled having an experience of shame when they were randomly asked to write or discuss feelings regarding self- compassion. Students who were more self-compassionate reported a less shameful state as well as a less negative affect than those who participated in the writing assignment. According to this study, self-compassion promotes soothing responses to negative outcomes that reduce depressive symptoms (Johnson & O’Brian, 2013).

Reactions. Leary, Tate, Adams, Batts Allen, and Hancock (2007) used five studies to investigate the cognitive and emotional processes that self-compassionate people use to deal with unpleasant life events. Participants in the study reported life events that were negative, hypothetical scenarios, rated their or others’ performances that were videoed from awkward situations, reacted to interpersonal feedback, and they reflected on negative personal experiences.

Study one revealed that self-compassion predicted cognitive and emotional reactions to events in everyday life that were negative. Study two found that self-compassion helped people combat negative self-feelings when thinking about stressful social events. Study three indicated that self- compassion helps moderate emotions that are negative after receiving hesitant feedback, especially for those participants who were low in self-esteem. Study four found that participants who had low self-compassion underrated their performances from the video sessions. The last study five induced a self-compassionate perspective and results showed that self-compassion 11

SELF-COMPASSION helps people see their role in life events that are negative without feeling overwhelmed with emotions that are negative. Leary et al. (2007) went on to say that these studies put forward that self-compassion lessens people’s reactions to events that are negative in ways that are more beneficial than self-esteem.

Trainings. Two other studies that were done by Neff and Germer (2013) who evaluated the effectiveness of self-compassion in an eight week workshop that was designed to train people to be self-compassionate. The first was a pilot study that observed changed scores in self- compassion, mindfulness, as well as various wellbeing outcomes amongst adults within the community. The second study was a randomized controlled trial that compared a treatment group

(tx) with a control group. The results that came from the first study found significant pre/post gains in self-compassion, mindfulness, and various wellbeing outcomes. The second study found that those participants who had intervention reported significantly larger increases in self- compassion, mindfulness, and wellbeing. The gains were maintained in this study at six month and one year follow-ups (Neff & Germer, 2013).

Self-compassion and foster youth. According to Scannapieco, Connell-Carrick, and

Painter (2007), even though there have been many efforts addressing the challenges foster youth experience when they age out of foster care, outcomes are still representing heartbreaking results, and it’s not clear what more is needed. Hudson (2013) reinforces the issue by stating how adolescents with a history of foster care placement are much more likely to have mental illness, become homeless, become parents too early in life, or become incarcerated. Self-compassion is a strategy used for countering negative life experiences (Petersen, 2014). Such a skill should be useful for IL youth who are or have aged out of foster care. Petersen (2014) enforces this notion 12 by nothing how high self-compassionate people treat themselves with kindness, care, and concern when facing negative life experiences.

Summary

According to the studies that have been done on self-compassion, such a tool is reliable to help combat issues like depression, shame, and negative life events (Krieger et al., 2013; Johnson

& O’Brian, 2013). Research has shown that self-compassion is there for people when self-esteem fails, and helps to lessen negative emotions when life events are undesirable (Leary et al., 2007).

Scannapieco et al. (2007) has added to literature that there is not enough known on how to help former foster youth. It has been shown by research that self-compassion is a tool that can be taught, and that the benefits are measurable (Neff & Germer, 2013). With that stated, and by what is known about the troubles facing youth who are aging out of foster care, self-compassion could be a valuable tool for IL youth to learn. This research project will help to fill that gap in literature, and assist in finding resolutions for foster youth aging out of the system.

Methodology

This research project is intended to find the relate-ability between self-compassion and youth’s wellbeing from those who are in the Northwest region of the Independent Living program. This research project will add to literature whether or not self-compassion should be added to the Independent Living curriculum. The pretest-posttest instrument that will be utilized to conduct this project is the Self-Compassion scale created by Kristin Neff (2003). This instrument will be used alongside training given by this researcher for the treatment group involved. A standard t-test analysis will be utilized to run the final report.

Research Design 13

SELF-COMPASSION

The quantitative study presented will test the theory of social learning and illustrate how self-compassion could help youth in Independent Living in the Northwest lead happier and healthier lives. Using a treatment (tx) group defined as a youth who will be exposed to self- compassion training, and a control group, defined as youth who will not be exposed to the training, this researcher will be able to articulate whether teaching self-compassion in IL in the

Northwest region would be beneficial or not. The independent variables are described as foster youth in IL who are in need of self-love and a non-judgmental awareness of one’s emotional discomfort. The variable is defined as a youth who projects mindfulness, self-kindness, and common humanity (Boucher, 2014). For example, once a youth from the treatment group completes training in self-compassion, pre-post assessments will be done on their mindfulness, self-kindness, and common-humanity as compared to before they began. Due to the potential limitation that youth not going through treatment would experience a false sense of self- compassion, no pretest will be given to the control group.

Research Questions

The following research questions are purposed:

RQ4: Should IL services include training on self-compassion in order to teach youth?

Null Hypothesis

The following null hypotheses are purposed: 14

Ho1: There is no relation between self-compassion and IL youth’s wellbeing.

Ho2: There will be no difference between the treatment group and control group in terms of receiving education on self-compassion.

Ho3: Self-compassion will not prove to be a valuable tool for IL foster youth to have.

Ho4: IL services should not include training on self-compassion in order to teach youth.

Participants and Setting

The participants for part of this study will be selected from a convenience sample of former foster care youth in the Northwest Region of the Independent Living (IL) program.

However, the participants within the treatment group will be comprised of youth who are within this researcher’s caseload. Within this group, 100% are between the ages of 18-23. The statistics for the population as a whole does not include former foster care youth in the Northwest who opted out of IL services.

A convenience sample will be taken for the control group by assigning each youth in other

Independent Living worker’s caseloads a number. All of these youth will also be from the

Northwest region. From there, those numbers will be put into bowl. This researcher will draw random numbers until the acquired amount have been selected. This sample includes two groups that are naturally occurring: (n=00) youth who are participating in the self-compassion trainings and (n=00) youth who are not. The total sample size is N = 00. Independent Living youth who are participating within the treatment group will take the pretest and posttest, as well as self- compassion lessons at the comfort of their homes. Independent Living youth within the control group who are taking the posttest will also do this at the comfort of their homes.

Instrumentation 15

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The instrument used for this research study was created by Dr. Kristin Neff and her colleagues. It will be used as a pretest/posttest for the treatment and a posttest for the control group. This instrument is labeled as a Self-Compassion Scale; with questions that indicate how a person typically acts towards oneself in difficult times (Neff, 2003). There are 26 statements to which the participant answers with a 1-5 Likert Scale response. To compute a total self- compassion score, the researcher will reverse scores the negative subscale items that are associated with self-judgment, isolation, and over-identification (i.e., 1 = 5, 2 = 4, 3 = 3, 4 = 2, 5

= 1). After which, a mean will be computed by using all of the answers. This instrument will be used as a pretest/posttest for this research to indicate whether or not the treatment group differs in scores from the control group. The internal consistency reliability for the Self-Compassion

Scale is .92. This instrument will serve as a way to evaluate if self-compassion training for the treatment group is proven to be beneficial.

Data Collection

Upon approval of IRB, this researcher will begin randomized collection for control group participants in February of 2015. Youth who are going to be part of the treatment group will be notified. Once participants have been chosen, a consenting process will begin in which youth will have the study fully explained to them, and they will have the option to participate or not.

Once the consenting process is finished, a pretest will be given using the instrument to the treatment group. In the weeks following weeks, five to six trainings on self-compassion will be given to the treatment group by the researcher. Within these trainings, self-compassion will be explored through writing, and youth will engage in exploring healthier ways in which they treat themselves in times of hardships (Self-Compassion, 2009). By April of 2015, a posttest will be 16 given using the same instrument to both the treatment and control group. All of the data that is received will be kept on a USB drive provided by the Department of Health and Welfare. This

USB is only activated once connected to a computer located within the agency’s building. Once all of the data is received and ready for computation, Microsoft Excel Spreadsheet (2010) will be utilized one analysis.

Data Analysis

Given that a pre-test/post-test model will be used to conduct this research, a t-test analysis will be utilized to run the report. The null hypotheses each contain a variable (self-compassionate youth in Independent Living) and training on self-compassion; therefore this researcher will be able to use a simple t-test to see if training on self-compassion was impactful for youth within treatment group (Morgan, Leech, Gloeckner & Barrett, 2013).

Assumptions and Limitations

In order to take an active step in reducing validity threats, this researcher has reviewed and articulated the individual and environmental issues that may be out of control. This researcher has recognized potential limitations that will allow for a more legitimate study.

Assumptions

This study is based on the following assumptions:

1. There is the assumption that all Independent Living youth will report honestly on their

self-assessment of self-compassion skills.

2. There is the assumption that youth in Independent Living have a need for self-

compassion skills.

3. There is the assumption that this researcher will work unbiased and equally with all

participants. 17

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4. There is the assumption that this researcher will meet every month as planned with all

youth participating in treatment group.

Limitations

This study will be conducted according to the following limitations:

1. There is a limitation in that the data that will be analyzed is archival and therefore

may have significant holes in the information.

2. There is a limitation in that the youth participating in this study make up a very small

percentage of all youth participating in the Northwest region.

3. There is a limitation in that the youth who are participating in this study do not make

up a diverse population.

4. There is the limitation that the researcher for this study is not an expert on self-

compassion, and therefore there may be a lack in the quality of self-compassion

training.

5. There is the limitation that youth who are participating within the treatment or control

group will opt to leave Independent Living, or just stop participating within the study.

Conclusion

Upon approval of IRB, this methodology will begin to take place between February and

March of 2015 for youth within the Northwest region of the Independent Living program. Using the Social Learning theory as a means to show that self-compassion can be taught to participants, a pretest-posttest model will be used to prove whether it was successful. The treatment group, or group of IL youth within this researcher’s caseload, alongside the control group, or group of IL youth within other IL worker’s caseloads, a standard t-test analysis will be used to run the final 18 report. This researcher has taking into consideration the assumptions, as well as limitations that may alter findings within this study, and it is hoped that this methodology adds to literature to fill the gap for self-compassion’s role within IL services in Northwest region.

Findings

This quantitative study has given insight into whether self-compassion trainings with young adults whom have experience in foster care are beneficial or not. The following information has been computed using SPSS alongside of Excel.

Descriptive Statistics

The treatment group for this research project who were exposed to self-compassion trainings insisted of four females, between the ages of 18 and 21. These young adults all lived in the Northwest region of Idaho, and participated in IL services. For the overall self-compassion score, subscale items related to self-kindness, self-judgment, common humanity, isolation, mindfulness, and over identification were used to find how participants rated themselves. Using a Likert scale of 1-5 (1 being low, 5 being high) the above listed subscales mean and standard deviations are listed in Table 1. Using the same Likert scale of 1-5, the treatment group rated themselves on the same subscales six weeks after self-compassion trainings. The mean and standard deviation results are listed in Table 1.2.

Table 1.1 Pre Treatment Group Self-Compassion Subscales Self-Kindness Self- Common Humanity Isolatio Mindful-ness Over Identification Judgment n

Mean 2.45 3.65 2.88 3.25 2.94 3.06 Std. 1.16 1.23 1.51 1.71 1.64 1.68 Dev.

Table 1.2 19

SELF-COMPASSION Post Treatment Group Self-Compassion Subscales Self-Kindness Self-Judgment Common Humanity Isolation Mindfulness Over Identification

Mean 4.4 2.2 4.5 2.25 4.25 1.88 Std. 0.67 0.94 0.84 0.74 0.79 0.78 Dev.

Those participants within the control group consisted of 11 young adults who participated within IL services in the Northwest region; however, to maintain confidentiality, the gender of each individual was not included. All of these participants within the control group were between the ages of 18 and 21. The control group for this study was not subjected to any self-compassion training; however they completed the same survey as the treatment group. For the overall self- compassion score, subscale items related to self-kindness, self-judgment, common humanity, isolation, mindfulness, and over identification were used to find how participants rated themselves. Using the same Likert scale of 1-5 (1 being low, 5 being high) the above listed subscales mean and standard deviations are listed in Table 2 for the control group.

Table 2 Post Control Group Self-Compassion Subscales Self-Kindness Self-Judgment Common Humanity Isolatio Mindfulness Over Identification n

Mean 2.75 3.29 2.61 2.98 2.89 3.05 Std. 1.01 1.04 0.61 1.08 0.82 0.99 Dev.

Results

A t-test analysis was utilized to examine the Null Hypothesis that examined the difference between the treatment group (individuals who participated in self-compassion trainings) and the control group (individuals who did not participate in self-compassion trainings). The instrument used was a survey labeled as a Self-Compassion Scale. This survey was comprised of questions 20 that indicate how a person typically acts towards oneself in difficult times (Neff, 2003). There were 26 statements to which the participant answered with a 1-5 Likert Scale response (1 being low, 5 being high). To compute a total self-compassion score, the researcher reverse scored the negative subscale items that were associated with self-judgment, isolation, and over- identification (i.e., 1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1). After which, a mean was computed by using all of the answers.

Participants within the treatment group (n=4) were within the researcher’s caseload of

Independent Living. These individuals took the survey at the beginning of this project. They were then subjected to one-time sessions of self-compassion training for six weeks with their IL worker. During these trainings, meditation exercises were done in which the researcher would guide them through, and they were also encouraged to practice it on their own. Also during these trainings, journals were given to participants for them to put their feelings into words for their own use. An additional self-compassion exercise that was done was to discuss common humanity- or understand that we are all human who make mistakes. Within common humanity exercises, participants were asked to recognize their feelings without labeling themselves

(Example: “I am experiencing sadness. That does not make me a sad person.”). At the end of the six weeks, participants within the treatment group took the Self-Compassion survey once more.

The results that came from this research proved to be statistically significant, with a probability score of .025 (p= .025) for the treatment groups pretest, and a probability score of .

001 (p= .001) for the posttests. This was shown to have at least a 95% confidence interval of the difference. This information can be found in Table 3.

The participants within the control group were within the caseloads of other IL workers, and were not subjected to self-compassion trainings. These participants only took the Self- 21

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Compassion survey at the time of posttests. These posttests were compared with those from the treatments group. The results that came back were also found to be statistically significant with average mean posttest scores for those from the treatment group averaging at 4.1% and those from the control group at 2.9%. This information can be found in Table 4.

Table 3 Test Value = 0 t df Sig. (2- Mean 95% Confidence Interval of the Difference tailed) Difference Lower Upper Pre Total 4.156 3 .025 2.69250 .6306 4.7544 Post 11.325 3 .001 4.09750 2.9461 5.2489 Total

Table 4 Group N Mean Std. Std. Error Mean Deviation Post Treatment 4 4.0975 .72362 .36181 Total Control 11 2.8155 .75299 .22703

In order to better demonstrate preliminary analyses with pretests compared to posttests for the treatment group (n= 4), a histogram is included in Figure 1. As shown, each individual’s mean (M) score from their posttest was improved compared to their pretests.

Within Figure 2, the posttest results of the treatment group are compared with those of the control group. As noted, there were four (n= 4) participants in the treatment group, and 11 (n=

11) participants within the control group. It is clear to see that on average, those from the treatment group had overall higher mean (M) scores.

Figure 1. Treatment group pretests and posttests. 22

Figure 2. Posttest for both treatment and control group.

Discussion, Conclusion, and Recommendations

In the following section, an overview of the study is given once more, along with the conclusion by the Research Questions. The results will be discussed in light of the literature review and theoretical framework used.

Discussion

The purpose of this quantitative study was to test the theory of social learning and illustrate how self-compassion could help youth in Independent Living lead happier and healthier lives. A treatment (tx) group, or group of IL youth who participated in the study, and a control group, or youth who did not, this researcher was able to articulate whether teaching self-compassion in IL in the Northwest region was beneficial or not. The independent variables were described as foster youth in IL who were in need of self-love and a non-judgmental awareness of their emotional discomfort. The variable was defined as a youth who projects mindfulness, self- kindness, and common humanity (Boucher, 2014).

The following Research Questions were proposed:

RQ4: Should IL services include training on self-compassion in order to teach youth? 23

SELF-COMPASSION

As was noted in the literature review, foster youth in the United States face extreme barriers when transitioning to independence, which is distinctly abrupt compared to most young adults. Also as written in the literature review, there have been numerous studies that suggest self-compassion supports the practice of healthy behaviors- researchers are beginning to see the many positive associations that self-compassion has with mental health, as well as its capability to be imparted on others (Sirois, Kitner, & Hirsch, 2014). Given that youth who are aging out of foster care are in dire need of more resources, self-compassion is a tool to allow them to have a warm and accepting self-approach especially during times of difficulty, particularly involving failure or some other disappointment with oneself. Self-compassion has been characterized by mindfulness, self-kindness and common-humanity (Boucher, 2014). As with the studies included within the literature review, self-compassion has been shown to be beneficial, and is a skill that can be taught.

The Social Learning Theory has advanced the knowledge in the value of self-compassion by demonstrating how such a skill can be imparted and replicated among adults. This research suggests that trainings on self-compassion not only can be successfully taught to former foster youth in Independent Living services, but that self-compassion is a valuable tool for their wellbeing. The results that have been shown from this study suggest that self-compassion trainings should be included within IL services.

Conclusions

It is concluded by this research project that self-compassion trainings that focus on warm and accepting self-approaches characterized by mindfulness, self-kindness and common- humanity should be included within Independent Living services in the Northwest. As shown 24 from the t-test analysis, self-compassion can be taught, and trainings can be utilized for youth to feel better about themselves during times of difficulty.

Limitations

As noted at the beginning of this research proposal, those participants within the treatment group were of this researcher’s IL caseload. With that stated, it’s very possible that those participants answered in a way that would please their IL worker when filling out their posttests.

With that as a potential limitation, the reliability of this study is hindered. Another limitation of this study is that both the treatment and control group made up a very small percentage of those who do participate in IL services in the Northwest region. An additional limitation would be that the population who participated within this study did not make up a diverse population, and therefore the validity is also impeded.

For further research on this topic, it is hoped that the population used is of a much larger portion and that diversity is a key component. It is also hoped that there is not a dual relationship for the researcher and the person instilling self-compassion trainings.

Recommendations for Future Research

It is recommended for future practitioners and researchers to continue the study of self- compassion and its many benefits. It is suggested that former foster youth aging out of the system are examined further for the purpose of assisting them, as they are a vulnerable population. However, it is also recommended that the benefits of self-compassion be examined on any other vulnerable population. The Self-Compassion survey, trainings on self-compassion, along with tools offered by Kristen Neff (2003) should be utilized for further research with any population examined. 25

SELF-COMPASSION

For readers of this proposal, it is hoped that the benefits of self-compassion are thoroughly understood, as well as the capability for self-compassion to be taught. It is hoped that for the purpose of helping former foster youth within Independent Living services, self- compassion is a skill that is taught mandatorily. The clinical and practical significance of the outcomes from this study have the potential to impact practice, policy and future research. 26

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