Abstract
Objectives
Major components of mindfulness, such as the development of empathy and compassion and the sharing of experience between people, necessitate a consideration of interpersonal relationships. The purpose of this paper is to review the literature on interpersonal mindfulness to-date and present a new way to conceptualize and measure mindfulness as it is cultivated and developed in interpersonal relationships.
Methods
We reviewed empirical literature on mindfulness in relationships and current conceptualizations and measures of mindfulness. Specifically, we focused attention on mindfulness in parenting and how cultivation of mindfulness impacts the parent–child interactions.
Results
Empirical investigations of mindfulness have largely centered on the intrapersonal and have rarely involved both intra- and interpersonal components of human experience. Further, although mindfulness is thought to involve the moment-to-moment awareness of human experience as it unfolds over time, empirical studies rarely measure mindfulness as a dynamic construct.
Conclusions
We suggest that dynamic systems theory can provide a useful framework in understanding how mindfulness both organizes and is organized by interpersonal interactions. We discuss several ways in which dynamic systems theory can inform the conceptualization of mindfulness as a process that takes place both within and between individuals. Finally, we present examples of how fine-grained and time-varying methods rooted in dynamic systems theory and currently utilized in human development research can be applied to understanding how mindfulness is manifested within close interpersonal relationships.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
American Mindfulness Research Association. (2013). Monthly Bulletin. http://goamra.org.
Baer, R. A. (2003). Mindfulness training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/10.1093/clipsy.bpg015.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504.
Barnes, S., Brown, K. W., Krusemark, E., Campbell, W. K., & Rogge, R. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family Therapy, 33(4), 482–500. https://doi.org/10.1111/j.1752-0606.2007.00033.x.
Biglan, A., Hayes, S. C., & Pistorello, J. (2008). Acceptance and commitment: Implications for prevention science. Prevention Science, 9(3), 139–152. https://doi.org/10.1007/s11121-008-0099-4.
Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health: Journal of the International Society for the Investigation of Stress, 26(5), 359–371. https://doi.org/10.1002/smi.1305.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clinpsy/bph077.
Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy: does nonjudgmental, present-moment awareness increase capacity for perspective-taking and empathic concern? Journal of Marital and Family Therapy, 33(4), 501–516. https://doi.org/10.1111/j.1752-0606.2007.00034.x.
Boker, S. M., & Laurenceau, J. (2006). Dynamical systems modeling: an application to the regulation of intimacy and disclosure in marriage. In T. A. Walls & J. L. Schafer (Eds.), Models for intensive longitudinal data (pp. 195–218). New York, NY: Oxford University Press.
Boker, S. M., & Nesselroade, J. R. (2002). A method for modeling the intrinsic dynamics of intraindividual variability: recovering the parameters of simulated oscillators in multi-wave panel data. Multivariate Behavioral Research, 37(1), 127–160. https://doi.org/10.1207/S15327906MBR3701.
Brefczynski-Lewis, J. A., Lutz, A., Schaefer, H., Levinson, D., & Davidson, R. (2007). Neural correlates of attentional expertise in long-term meditation practitioners. Proceedings of the National Academy of Sciences United States of America, 104(27), 11483–11488. https://doi.org/10.1073/pnas.0606552104.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822.
Brown, K. W., Weinstein, N., & Creswell, J. D. (2012). Trait mindfulness modulates neuroendocrine and affective responses to social evaluative threat. Psychoneuroendocrinology, 37(12), 2037–2041. https://doi.org/10.1016/j.psyneuen.2012.04.003.
Calkins, S. D. (2011). Caregiving as coregulation: psychobiological processes and child functioning. In A. Booth, S. McHale & N. Landale (Eds), Biosocial foundations of family processes (pp. 49–59). New York, NY: Springer.
Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593–600. https://doi.org/10.1089/acm.2008.0495.
Coatsworth, J. D., Duncan, L. G., Berrena, E., Bamberger, K. T., Loeschinger, D., Greenberg, M. T., & Nix, R. L. (2014). The mindfulness-enhanced strengthening families program: integrating brief mindfulness activities and parent training within an evidence-based prevention program. New Directions for Youth Development, 2014(142), 45–58. https://doi.org/10.1002/yd.20096.
Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., & Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. https://doi.org/10.1097/01.PSY.0000077505.67574.E3.
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. https://doi.org/10.1037/a0039512.
Decety, J., & Jackson, P. L. (2006). A social-neuroscience perspective on empathy. Current Directions in Psychological Science, 15(2), 54–58. https://doi.org/10.1111/j.0963-7214.2006.00406.x.
Dumas, J. E. (2005). Mindfulness-based parent training: Strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child and Adolescent Psychology, 34(4), 779–791. https://doi.org/10.1207/s15374424jccp3404_20.
Duncan, L. G., Coatsworth, J. D., Gayles, J. G., Geier, M. H., & Greenberg, M. T. (2015). Can mindful parenting be observed? Relations between observational ratings of mother-youth interactions and mothers’ self-report of mindful parenting. Journal of Family Psychology, 29(2), 276–282. https://doi.org/10.1037/a0038857.
Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: Implications for parent–child relationships and prevention research. Clinical Child and Family Psychology Review, 12(3), 255–270. https://doi.org/10.1007/s10567-009-0046-3.
Feldman, R. (2012). Bio-behavioral synchrony: a model for integrating biological and microsocial behavioral processes in the study of parenting. Parenting, 12(2–3), 154–164. https://doi.org/10.1080/15295192.2012.683342.
Fjorback, L., Arendt, M., Ørnbøl, E., Fink, P., & Walach, H. (2011). Mindfulness-based stress reduction and mindfulness-based cognitive therapy: a systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica, 124(2), 102–119. https://doi.org/10.1111/j.1600-0447.2011.01704.x.
Gambrel, L. E., & Keeling, M. L. (2010). Relational aspects of mindfulness: Implications for the practice of marriage and family therapy. Contemporary Family Therapy: An International Journal, 32(4), 412–426. https://doi.org/10.1007/s10591-010-9129-z.
Garland, E. L., & Fredrickson, B. L. (2013). Mindfulness broadens awareness and builds meaning at the attention–emotion interface. In T. B. Kashdan, J. Ciarrochi, T. B. Kashdan & J. Ciarrochi (Eds.), Mindfulness, acceptance, and positive psychology: the seven foundations of well-being (pp. 30–67). Oakland, CA: Context Press/New Harbinger Publications.
Garland, E. L., Fredrickson, B., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, D. L. (2010). Upward spirals of positive emotions counter downward spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and deficits in psychopathology. Clinical Psychology Review, 30(7), 849–864. https://doi.org/10.1016/j.cpr.2010.03.002.
Garland, E. L., Geschwind, N., Peeters, F., & Wichers, M. (2015). Mindfulness training promotes upward spirals of positive affect and cognition: multilevel and autoregressive latent trajectory modeling analyses. Frontiers in Psychology, 6, 15. https://doi.org/10.3389/fpsyg.2015.00015.
Gehart, D. R. (2012). Mindfulness and acceptance in couple therapy. Boston, MA: Springer.
Gillespie, B., Davey, M. P., & Flemke, K. (2015). Intimate partners’ perspectives on the relational effects of mindfulness-based stress reduction training: a qualitative research study. Contemporary Family Therapy: An International Journal, 37(4), 396–407. https://doi.org/10.1007/s10591-015-9350-x.
Gottman, J., Swanson, C., & Swanson, K. (2002). A general systems theory of marriage: nonlinear difference equation modeling of marital interaction. Personality and Social Psychology Review, 6(4), 326–340. https://doi.org/10.1207/S15327957PSPR0604_07.
Granic, I. (2005). Timing is everything: developmental psychopathology from a dynamic systems perspective. Developmental Review, 25(3), 386–407. https://doi.org/10.1016/j.dr.2005.10.005.
Granic, I. & Hollenstein, T. (2003). Dynamic systems methods for models of developmental psychopathology. Development and Psychopathology, 15(03), 641–669. https://doi.org/10.1017.S0954579403000324.
Granic, I., Meusel, L., Lamm, C., Woltering, S., & Lewis, M. D. (2012). Emotion regulation in children with behavior problems: linking behavioral and brain processes. Development and Psychopathology, 24, 1019–1029. https://doi.org/10.1017/S095457941200051X.
Greenberg, M. T., & Mitra, J. L. (2015). From mindfulness to right mindfulness: the intersection of awareness and ethics. Mindfulness, 6(1), 74–78. https://doi.org/10.1007/s12671-014-0384-1.
Greenberg, M. T., & Turksma, C. (2015). Understanding and watering the seeds of compassion. Research in Human Development, 12(3–4), 280–287. https://doi.org/10.1080/15427609.2015.1068060.
Guo, Y., Leu, S. Y., Barnard, K. E., Thompson, E. A., & Spieker, S. J. (2015). An examination of changes in emotion co-regulation among mother and child dyads during the strange situation. Infant and Child Development, 24(3), 256–273. https://doi.org/10.1002/icd.1917.
Halifax, J. (2012). A heuristic model of enactive compassion. Current Opinion in Supportive and Palliative Care, 6(2), 228–235. https://doi.org/10.1097/SPC.0b013e3283530fbe.
Harrist, A. W., & Waugh, R. M. (2002). Dyadic synchrony: its structure and function in children’s development. Developmental Review, 22(4), 555–592. https://doi.org/10.1016/S0273-2297(02)00500-2.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: the process and practice of mindful change. New York, NY: Guilford Press.
Hollenstein, T., Granic, I., Stoolmiller, M., & Snyder, J. (2004). Rigidity in parent–child interactions and the development of externalizing and internalizing behavior in early childhood. Journal of Abnormal Child Psychology, 32(6), 595–607. https://doi.org/10.1023/B:JACP.0000047209.37650.41.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693.
Kabat-Zinn, J. (1990). Full catastrophe living. New York, NY: Delta.
Kabat-Zinn, J. (2011). Some reflections on the origins of MBSR, skillful means, and the trouble with maps. Contemporary Buddhism, 12, 1–18. https://doi.org/10.1080/14639947.2011.564844.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016.
Kelso, J. S. (1997). Dynamic patterns: the self-organization of brain and behavior. Cambridge, MA: MIT press.
Kemp, C. J., Lunkenheimer, E., Albrecht, E. C., & Chen, D. (2016). Can we fix this? Parent–child repair processes and preschoolers’ regulatory skills. Family Relations, 65(4), 576–590. https://doi.org/10.1111/fare.12213.
Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330, 932. https://doi.org/10.1126/science.1192439.
Kramer, G., Meleo-Meyer, F., & Turner, M. (2008). Cultivating mindfulness in relation: insight dialogue and the interpersonal mindfulness program. In S. Hick & T. Bien (Eds.), Mindfulness and the therapeutic relationship (pp. 195–214). New York, NY: Guilford Press.
Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220–223. https://doi.org/10.1111/1467-8721.00099.
Langer, E. J., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56(1), 1–9. https://doi.org/10.1111/0022-4537.00148.
Lerner, R. M. (2012). Developmental science: past, present and future. International Journal of Developmental Science, 6, 29–36. https://doi.org/10.3233/DEV-2012-12102.
Levenson, R. W., & Gottman, J. M. (1983). Marital interaction: physiological linkage and affective exchange. Journal of Personality and Social Psychology, 45, 587–597. https://doi.org/10.1037/0022-3514.45.3.587.
Lewis, M. D. (2000). The promise of dynamic systems appraoches for an integrated account of human development. Child Development, 71(1), 36–43. https://doi.org/10.1111/1467-8624.00116.
Lewis, M. D., Lamey, A. V., & Douglas, L. (1999). A new dynamic systems method for the analysis of early socioemotional development. Developmental Science, 2(4), 457–475. https://doi.org/10.1111/1467-7687.00090.
Lunkenheimer, E. S., Albrecht, E. C., & Kemp, C. J. (2013). Dyadic flexibility in early parent–child interactions: relations with maternal depressive symptoms and child negativity and behaviour problems. Infant and Child Development, 22(3), 250–269. https://doi.org/10.1002/icd.1783.
Lunkenheimer, E. S., & Dishion, T. J. (2009). Developmental psychopathology: maladaptive and adaptive attractors in children’s close relationships. In S. Guastello, M. Koopmans & D. Pincus (Eds.), Chaos and complexity: the theory of nonlinear dynamical systems (pp. 282–306). New York, NY: Cambridge University Press.
Lunkenheimer, E. S., Hollenstein, T., Wang, J., & Shields, A. M. (2012). Flexibility and attractors in context: family emotion socialization patterns and children’s emotion regulation in late childhood. Nonlinear Dynamics—Psychology and Life Sciences, 16(3), 269.
Lunkenheimer, E. S., Olson, S. L., Hollenstein, T., Sameroff, A. J., & Winter, C. (2011). Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems. Development and Psychopathology, 23(02), 577–591. https://doi.org/10.1017/S095457941100006X.
Lunkenheimer, E. S., Shields, A. M., & Cortina, K. S. (2007). Parental emotion coaching and dismissing in family interaction. Social Development, 16(2), 232–248. https://doi.org/10.1111/j.1467-9507.2007.00382.x.
Lunkenheimer, E., Tiberio, S. S., Buss, K. A., Lucas-Thompson, R. G., Boker, S. M., & Timpe, Z. C. (2015). Coregulation of respiratory sinus arrhythmia between parents and preschoolers: differences by children’s externalizing problems. Developmental Psychobiology, 57(8), 994–1003. https://doi.org/10.1002/dev.21323.
Lutz, A., Jha, A. P., Dunne, J. D., & Saron, C. D. (2015). Investigating the phenomenological matrix of mindfulness-related practices from a neurocognitive perspective. American Psychologist, 70(7), 632–658. https://doi.org/10.1037/a0039585.
Molenaar, P. C. M. (2007). Psychological methodology will change profoundly due to the necessity to focus on intra-individual variation. Integrative Psychological & Behavioral Science, 41(1), 35–40. https://doi.org/10.1007/s12124-007-9011-1.
Molenaar, P. C. M., Lerner, R. M., & Newell, K. M. (2014). Handbook of developmental systems theory and methodology. New York, NY, US: Guilford Press.
Morelen, D., & Suveg, C. (2012). A real-time analysis of parent–child emotion discussions: the interaction is reciprocal. Journal of Family Psychology, 26(6), 998. https://doi.org/10.1037/a0030148.
Overton, W. F. (2013). A new paradigm for developmental science: relationism and relational-developmental systems. Applied Developmental Science, 17(2), 94–107. https://doi.org/10.1080/10888691.2013.778717.
Parent, J., McKee, L. G., Rough, J. N., & Forehand, R. (2016). The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of Abnormal Child Psychology, 44(1), 191–202. https://doi.org/10.1007/s10802-015-9978-x.
Park, T., Reilly-Spong, M., & Gross, C. R. (2013). Mindfulness: a systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of Life Research, 22(10), 2639–2659. https://doi.org/10.1007/s11136-013-0395-8.
Parker, S. C., Nelson, B. W., Epel, E. S., & Siegel, D. J. (2015). The science of presence: a central mediator of the interpersonal benefits of mindfulness. In K. W. Brown, J. D. Creswell & R. M. Ryan (Eds), Handbook of mindfulness: theory, research, and practice (pp. 225–244). New York, NY: Guilford Press.
Quaglia, J. T., Braun, S. E., Freeman, S. P., McDaniel, M. A., & Brown, K. W. (2016). Meta-analytic evidence for effects of mindfulness training on dimensions of self-reported dispositional mindfulness. Psychological assessment, 28(7), 803–818. https://doi.org/10.1037/pas0000268.
Reynolds, D. (2003). Mindful parenting: a group approach to enhancing reflective capacity in parents and infants. Journal of Child Psychotherapy, 29(3), 357–374. https://doi.org/10.1080/00754170310001625413.
Sameroff, A. J. (1994). Developmental systems and family functioning. In R. D. Parke & S. G. Kellam (Eds.), Exploring family relationships with other social contexts (pp. 199–214). Hillsdale, NJ: Lawrence Erlbaum.
Sameroff, A. J., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: the limits of the possible. Development and Psychopathology, 15(03), 613–640. https://doi.org/10.1017/S0954579403000312.
Scarpa, A., Ashley, R. A., Waldron, J. C., Zhou, Y., Swain, D. M., Dunsmore, J. C., & Bell, M. A. (2018). Side by side: modeling dyadic physiological linkage in strangers. Emotion, 18(5), 615–624. https://doi.org/10.1037/emo0000340.
Shoham, A., Goldstein, P., Oren, R., Spivak, D., & Bernstein, A. (2017). Decentering in the process of cultivating mindfulness: an experience-sampling study in time and context. Journal of Consulting and Clinical Psychology, 85(2), 123–134. https://doi.org/10.1037/ccp0000154.
Siegel, D. J. (2012). The developing mind: how relationships and the brain interact to shape who we are. 2nd ed. New York, NY: Guilford Press.
Singh, N. N., Lancioni, G. E., Karazsia, B. T., Myers, R. E., Hwang, Y. S., & Anālayo, Bh (2019). Effects of Mindfulness-Based Positive Behavior Support (MBPBS) training are equally beneficial for mothers and their children with Autism Spectrum Disorder or with intellectual disabilities. Frontiers in Psychology, 10, 385. https://doi.org/10.3389/fpsyg.2019.00385.
Singh, N. N., Lancioni, G. E., Winton, A. S. W., Fisher, B. C., Wahler, R. G., McAleavey, K., & Sabaawi, M. (2006). Mindful parenting decreases aggression, noncompliance, and self-injury in children with autism. Journal of Emotional and Behavioral Disorders, 14(3), 169–177. https://doi.org/10.1177/106342660601400304.
Singh, N. N., Lancioni, G. E., Winton, A. S. W., Singh, J., Curtis, W. J., Wahler, R. G., & McAleavey, K. M. (2007). Mindful parenting decreases aggression and increases social behavior in children with developmental disabilities. Behavior Modification, 31(6), 749–771. https://doi.org/10.1177/0145445507300924.
Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19(2), 157–166. https://doi.org/10.1007/s10826-009-9272-z.
Skoranski, A. M., Lunkenheimer, E., & Lucas-Thompson, R. G. (2018). The effects of maternal respiratory sinus arrhythmia and behavioral engagement on mother–child physiological coregulation. Developmental Psychobiology. Advance online publication. https://doi.org/10.1002/dev.21543.
Snyder, R., Shapiro, S., & Treleavan, D. (2012). Attachment theory and mindfulness. Journal of Child and Family Studies, 21, 709–717. https://doi.org/10.1007/s10826-011-9522-8.
Steele, J. S., & Ferrer, E. (2011). Latent differential equation modeling of self-regulatory and coregulatory affective processes. Multivariate Behavioral Research, 46(6), 956–984. https://doi.org/10.1080/00273171.2011.62530.
Stoolmiller, M., & Snyder, J. (2006). Modeling heterogeneity in social interaction processes using multilevel survival analysis. Psychological Methods, 11(2), 164–177. https://doi.org/10.1037/1082-989X.11.2.164.
Thelen, E., & Smith, L. B. In: In W. Damon, R. Lerner, (eds.) 1998). Dynamic systems theories. Handbook of child psychology. (Vol. 1). New York, NY: Wiley.
Tronick, E. Z. (2003). “Of course all relationships are unique”: how co-creative processes generate unique mother–infant and patient–therapist relationships and change other relationships. Psychoanalytic Inquiry, 23(3), 473–491. https://doi.org/10.1080/07351692309349044.
Tronick, E., & Beeghly, M. (2011). Infants’ meaning-making and the development of mental health problems. American Psychologist, 66(2), 107–119. https://doi.org/10.1037/a0021631.
Tronick, E. Z., & Gianino, A. (1986). Interactive mismatch and repair: challenges to the coping infant. Zero to Three, 6(3), 1–6.
Turpyn, C. C., & Chaplin, T. M. (2016). Mindful parenting and parents’ emotion expression: effects on adolescent risk behaviors. Mindfulness, 7(1), 246–254. https://doi.org/10.1007/s12671-015-0440-5.
Van Doesum, N. J., Van Lange, D. A., & Van Lange, P. A. (2013). Social mindfulness: skill and will to navigate the social world. Journal of Personality and Social Psychology, 105(1), 86. https://doi.org/10.1037/a0032540.
von Bertalanffy, L. (1968). General system theory: foundations, development, applications. New York, NY: George Braziller.
Wachs, K., & Cordova, J. V. (2007). Mindful relating: exploring mindfulness and emotion repertoires in intimate relationships. Journal of Marital and Family Therapy, 33(4), 464–481. https://doi.org/10.1111/j.1752-0606.2007.00032.x.
Weng, H. Y., Fox, A. S., Shackman, A. J., Stodola, D. E., Caldwell, J. Z. K., Olson, M. C., & Davidson, R. J. (2013). Compassion training alters altruism and neural responses to suffering. Psychological Science, 24(7), 1171–1180. https://doi.org/10.1177/0956797612469537.
Author Contributions
A.S. performed the literature review and wrote the paper. J.D.C. and E.L. provided feedback and helped formulate ideas expressed in the paper.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Additional information
Publisher’s note: Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Skoranski, A., Coatsworth, J.D. & Lunkenheimer, E. A Dynamic Systems Approach to Understanding Mindfulness in Interpersonal Relationships. J Child Fam Stud 28, 2659–2672 (2019). https://doi.org/10.1007/s10826-019-01500-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10826-019-01500-x