Running head: SELF-COMPASSION
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Self-Compassion for Foster Youth in Independent Living
by
Casey Stevens
Lewis-Clark State College
September 18, 2014
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SELF-COMPASSION
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 nonjudgmental 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.
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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 selflove.
Historical Context
It has not been until recently that studies have been done to show the importance of selfcompassion, including the many benefits. High self-compassionate people treat themselves with
kindness, care, and concern when facing negative life experiences (Petersen, 2014). Selfcompassion 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 selfcompassion 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.
SELF-COMPASSION
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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
information in academic research that deals with one-on-one techniques that can be taught to
youth who are suffering.
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SELF-COMPASSION
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 selfcompassion 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
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.
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SELF-COMPASSION
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
The following null hypotheses are purposed:
Ho1: There is no relation between self-compassion and IL youth’s wellbeing.
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SELF-COMPASSION
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 selfapproach 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).
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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 selfcompassion 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
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
SELF-COMPASSION
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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 selfcompassion 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. Selfcompassion 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).
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
SELF-COMPASSION
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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 selfcompassion 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
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
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SELF-COMPASSION
to be self-compassionate. The first was a pilot study that observed changed scores in selfcompassion, 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 selfcompassion, 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
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).
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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
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 selfcompassion 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
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SELF-COMPASSION
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 selfcompassion, no pretest will be given to the control group.
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
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.
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
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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 selfcompassion 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
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 selfcompassion 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
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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
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).
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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 selfcompassion skills.
3. There is the assumption that this researcher will work unbiased and equally with all
participants.
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.
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4. There is the limitation that the researcher for this study is not an expert on selfcompassion, 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
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
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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-Judgment Common Humanity Isolation Mindful-ness Over Identification
Mean
2.45
3.65
2.88
3.25
2.94
3.06
Std. Dev.
1.16
1.23
1.51
1.71
1.64
1.68
Table 1.2
Self-Kindness
Mean
Std. Dev.
4.4
0.67
Post Treatment Group Self-Compassion Subscales
Self-Judgment Common Humanity Isolation Mindfulness
2.2
0.94
4.5
0.84
2.25
0.74
Over Identification
4.25
0.79
1.88
0.78
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 selfcompassion 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.
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Table 2
Self-Kindness
Mean
Std. Dev.
2.75
1.01
Post Control Group Self-Compassion Subscales
Self-Judgment Common Humanity Isolation Mindfulness
3.29
1.04
2.61
0.61
2.98
1.08
Over Identification
2.89
0.82
3.05
0.99
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
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 overidentification (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
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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 SelfCompassion 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. (2tailed)
Mean
Difference
95% Confidence Interval of the Difference
Lower
Upper
Pre Total
4.156
3
.025
2.69250
.6306
4.7544
Post
Total
11.325
3
.001
4.09750
2.9461
5.2489
Table 4
Post
Total
Group
N
Mean
Std.
Deviation
Std. Error Mean
Treatment
4
4.0975
.72362
.36181
Control
11
2.8155
.75299
.22703
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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.
5.00
4.62
4.5
4.23
4.04
4.00
3.46
3.04
3.00
2.08
2.00
1.19
1.00
0.00
1
2
Pre Total Treament Group
3
Post Total Treatment Group
Figure 1. Treatment group pretests and posttests.
4
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5
4.5
4
Axis Title
3.5
3
2.5
2
1.5
1
0.5
0
1
2
3
4
5
6
7
8
9
10
11
Post Treatment Total
4.5
Post Control Total
4.50 3.00 1.85 2.96 1.85 2.54 2.12 3.19 3.00 3.23 2.73
3.04 4.23 4.62
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, selfkindness, and common humanity (Boucher, 2014).
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The following Research Questions were proposed:
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?
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 well-
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SELF-COMPASSION
being. 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 commonhumanity should be included within Independent Living services in the Northwest. As shown
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 selfcompassion and its many benefits. It is suggested that former foster youth aging out of the
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25
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.
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, selfcompassion 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.
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