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The Research Behind the MSC-CC Program

The Mindfulness and Self-Compassion for Children and Caregivers (MSC-CC) program was developed by Jamie Lynn Tatera to help children and the adults who care for them learn to meet difficult moments with kindness. It is an approved adaptation of the Mindful Self-Compassion (MSC) program created by Kristin Neff, PhD, and Christopher Germer, PhD. MSC-CC is supported by a growing body of peer-reviewed research, with Tatera serving as co-author and lead facilitator in each study. What began as a small pilot has grown into a collaborative research program involving scientists at UNC Chapel Hill, UW-Madison, and UC Irvine. The findings are promising, and the work continues.

Key Findings at a Glance

  • Caregiver self-compassion, parenting stress, and mindful parenting all showed significant improvement following program participation
  • Caregiver-reported child depression and anxiety decreased significantly
  • Families reported increased emotional closeness and confidence in applying skills
  • Program feasibility and acceptability were high across multiple cohorts

About the Program

MSC-CC is a six-session group program for children ages 7–11 and their caregivers. Caregiver-child pairs meet together once a week for six weeks, learning and practicing mindfulness and self-compassion as co-learners rather than as teacher and student.

The program is grounded in Neff’s three-component model of self-compassion: mindfulness, common humanity, and self-kindness. It was adapted from the adult MSC program to be developmentally appropriate for children while simultaneously supporting caregiver skill and mindful parenting.

Program developer, Jamie Lynn Tatera, is a certified Mindful Self-Compassion instructor and a bilingual elementary educator with many years of experience teaching mindfulness and self-compassion to children in Milwaukee Public Schools classrooms.

A Note on Program Names

You may encounter the name Self-Compassion for Children and Caregivers (SCCC) in published research. SCCC was the name used during the program’s early research phase. The name was later updated to Mindfulness and Self-Compassion for Children and Caregivers (MSC-CC) to more clearly reflect its connection to the MSC framework. Over time, the program was also enhanced to include a parent orientation, the Feelings Habit Animals, the Resilience Habit Animals, and comics. The foundational structure and evidence base established under the SCCC name carry forward into the current MSC-CC program. 

The Research

Study 1 — Feasibility and Preliminary Outcomes (Published)

Lathren, C., Bluth, K., & Tatera, J. L. (2023). Feasibility, acceptability and preliminary outcomes of the Self-Compassion for Children and Caregivers program. Journal of Child and Family Studies, 32, 2360–2374. https://doi.org/10.1007/s10826-023-02617-w

This study examined the SCCC program across three cohorts delivered online in 2021, using both quantitative surveys and open-ended caregiver feedback. Twenty-eight caregivers of school-aged children completed measures before and after the program. Attendance was high, with 93% of completers attending at least five of six sessions.

Findings showed significant pre-to-post improvements in caregiver self-compassion, parenting stress, mindful parenting, and caregiver-reported child depressive symptoms. Qualitative findings indicated high acceptability, with caregivers describing improvements in emotional communication and in the quality of their connection with their child.

Study 2 — Primary Outcomes (In Press)

Lathren, C. R., Heyn, S. A., DiMaio, S., Nip, H., Tatera, J. L., Diaz, V., & Herringa, R. J. (in press). A multiple methods pilot study of the Mindfulness and Self-Compassion for Children and Caregivers course. Family Relations.

This study examined outcomes for 23 caregiver-child dyads who completed the MSC-CC program in live online groups, conducted by researchers at UNC Chapel Hill and UW-Madison. Attendance and course satisfaction were high. Caregiver-reported child mental health outcomes showed significant improvement following the program. Qualitative interviews with families identified three themes: confidence in and application of emotional skills; attunement and closeness between caregiver and child; and course engagement and relatability.

This article is currently in production. A link will be added upon publication.

Study 3 — Physiological Outcomes (Under Review)

Lathren, C. R., Borelli, J. L., Ellsworth, R., Harr, E., DiMaio, S., Tatera, J. L., Diaz, V., Bluth, K., Herringa, R. J., & Heyn, S. A. (under review). Examining child stress response, parenting and relationship-related changes associated with a dyadic mindfulness and self-compassion program.

A third study is currently under peer review, conducted with the same 23 dyads from Study 2 by researchers at UNC Chapel Hill, UW-Madison, and UC Irvine. It examines children’s physiological responses during a standardized stress task, parenting-related outcomes, and relational factors.

This study is currently under peer review. Findings will be summarized here upon acceptance.

Related Research

Lathren, C. R., Ratliff, M. L., Tatera, J. L., Ellsworth, R., Park, J., & Allen, H. (2025). A qualitative exploration of self-compassion for caregivers of children with physical disabilities. Rehabilitation Psychology. Advance online publication. https://doi.org/10.1037/rep0000636

This qualitative study examined a self-compassion-based resilience curriculum for caregivers of children with physical disabilities. The curriculum was developed by Jamie Lynn Tatera, drawing from her Path to Resilience program, MSC-CC, and the adult Mindful Self-Compassion program. Findings suggested that self-compassion may help caregivers balance emotional suppression with greater awareness, isolation with connection, and self-criticism with self-advocacy.

Note: This study was not conducted with the MSC-CC parent-child program but examined a caregiver-focused adaptation in a specialized population.

Looking Ahead

The next step in this research program is a randomized controlled trial (RCT), which would provide a more rigorous test of the program’s outcomes. The current body of findings is preliminary but consistent, and provides a foundation for that next phase of study.

What Professionals Are Saying

Headshot of Chris Germer“Self-compassion is an inner resource that nourishes and strengthens us throughout our lives.  Fortunately, self-compassion can also be learned, and the sooner the better.  The Self-Compassion for Children and Caregivers program is a brilliant adaptation of the MSC program that captures the essence of self-compassion for kids and their caregivers.  I’m so grateful to Jamie Lynn Tatera for seeing the need and meeting it in a manner that is both profound and delightful.”-Christopher Germer, PhD, Co-Developer of the Mindful Self-Compassion program

“The Mindfulness and Self-Compassion for Children and Caregivers program is a powerful way to help kids learn how to be kind to themselves. It takes the core of the Mindful Self-compassion for adults and transforms it into something that is fun and accessible to children and their caregivers. I’d highly recommend MSC-CC for anyone who wants their child to grow up with skills of emotional resilience and self-acceptance.”
-Kristin Neff, PhD, Co-developer of the Adult Mindful Self-Compassion Training

MSC-CC Course: Session Overview

The following is a summary of the six MSC-CC sessions. The Resilience Habit Animals are integrated throughout each session to make the content playful and accessible for children.

Week Session Name Description and Sample Exercises
1 Self-Compassion and Universal Emotions Introduction to the three parts of self-compassion: mindfulness (Spots the giraffe), common humanity (Buddy the dog), and self-kindness (Snuggles the bunny). Participants explore accepting all emotions.
2 Mindfulness, Resistance and Common Humanity Noticing emotions, understanding why we resist them, and opening slowly to difficult feelings (Spots habit). Exploring how difficult emotions are a shared part of life (Buddy habit).
3 Practicing Self-Compassion Deepening both tender and strong self-compassion (Snuggles habit), learning the Self-Compassion Break, and practicing kind touch.
4 Opening to Kindness and Compassion Opening to kindness and compassion, sending kind wishes, exploring why self-compassion can be tricky, and a Compassionate Friend visualization (Snuggles and Sunny habits).
5 Meeting Difficult Emotions Strengths and weaknesses, anger, universal needs (Buddy habit), soft feelings underneath anger, and the Squeeze and Soften exercise (Doodles habit).
6 Embracing Your Life Soaking in good things, self-appreciation, gratitude (Sunny habit), Custom Kind Wishes practice, and review of all Resilience Habit Animals.

Note. Five Resilience Habit Animals are used throughout the course to make the content playful and accessible for children. Spots the giraffe helps children notice their emotions, thoughts, body sensations, and five senses. Buddy the dog helps children know they are not alone. Snuggles the bunny offers tender kindness and strong support. Doodles the dolphin helps children take kind and helpful actions. Sunny the sun helps children notice and soak in good things.

From Research to Practice

Not every family can participate in a six-session parent-child class. With that in mind, the Mindfulness and Self-Compassion Workbooks for Kids (Volumes 1 and 2) were developed to extend the core skills of MSC-CC into a format accessible to more children across more settings.

Both the workbooks and the MSC-CC program are adventure-based and share the same animal systems, comics, metaphors, and core self-compassion concepts. The workbooks also feature real children sharing their experiences throughout, which brings in the same sense of connection and common humanity that is central to the parent-child program.

School-based applications of this work, including classroom programs and educator trainings, adapt MSC-CC principles for group settings with children in grades K–5.

Explore Further