Strengthening Parents' and Children's Wellbeing Through Positive Psychology: A Qualitative Study of Parents' Experiences of a Structured Training in Mindfulness and Character Strength

Family research has been dominated by how various negative factors affect families, for example the impact of divorce, death or violence on family life (Seligman & Csikszentmihalyi, 2000). Parenthood is at times challenging and stressful, but at the same time rewarding and joyful, hence, it is also of importance to understand how parents strengthen their own wellbeing and grow as parents. Positive psychology focuses on building strengths and resources in individuals, families and societies (Niemiec, 2010). Previous research offers encouraging results regarding how positive psychology may be useful within a family context (Pentti et al., 2019; Waters, 2015), for instance when it comes to supporting wellbeing and mental resources among children and parents (Deater-Deckard, 2004; Waters & Sun, 2017).

Generally, interventions in positive psychology have shown potential in easing mental illnesses and helping people live more meaningful lives (Azañedo et al., 2021; Pentti et al., 2019). The aim of positive psychology is to help individuals and societies flourish by studying and implementing wellbeing, satisfaction, hope, optimism, happiness and resilience (Seligman, 2011; Seligman & Csikszentmihalyi, 2000). Seligman's (2011) PERMA-theory of subjective wellbeing combines hedonic and eudaimonic perspectives on well-being and includes five elements: positive emotions, engagement and flow, relationships, meaning and accomplishment. According to Seligman (2011), the primary objective of positive psychology is to improve the presence of flourishing in both individual lives and the broader world. The concept of flourishing is intimately linked to the theory, as it represents the core of human well-being and is rooted in the elements of PERMA.

In positive psychology the focus of wellbeing lies in identifying strengths and using the tools one has access to, even in difficult situations (Seligman, 2011; Seligman & Csikszentmihalyi, 2000). Fredrickson (2003) argues that the main purpose of positive psychology is to study why and in which ways goodness and positivity are important. Fredrickson’s ‘Broaden and build theory’ illustrates the importance of positive emotions for cognitive abilities suggesting that positive emotions improve attention, cognition and ability to act (Fredrickson, 2001). Positive emotions also support wellbeing and resilience. In the long term, positive emotions build resources and help us flourish (Fredrickson, 2004). Positive psychology emphasizes the importance that social relationships have on wellbeing (Seligman, 2011), yet there is a research gap on the impact that relationships have on wellbeing. In their resent study, Brauer and Proyer (2023) demonstrate how the research published on the correlations between wellbeing and relationships has been underrepresented for the past five years within the major outlets of positive psychology.

Character strengths and mindfulness are other central features in positive psychology. Peterson and Seligman (2004) developed a universal assessment tool for measuring individuals' strengths. Their research focused on exploring the best attributes within individuals' and resulted in the development of 24 personal strengths that shape individuals' thoughts, emotions, and actions. Character strengths can be described as the best part of an individual, and the strengths contribute to living a meaningful and joyful life. (Peterson & Seligman, 2004.) According to Seligman (2011), adhering to one's signature strengths results in increased positive emotions, a deeper sense of meaning, improved relationships and greater accomplishments. Mindfulness is about focusing on the present moment and it can be pursued by paying close attention to moment-moment experiences without interference from one's opinions or ideas (Kabat-Zinn, 2013; Niemiec, 2014). When combined, a focus on character strengths and mindfulness may have a positive impact on wellbeing, relationships and reaching goals. (Niemiec, 2014.) The integration of strengths and mindfulness was initiated by Niemiec (2014) through the development of the Mindfulness-Based Strengths Practice (MBSP, Niemiec, 2014.)

Niemiec's (2014) Mindfulness-Based Strengths Pracfice (MBSP) is an eight-session program (with different themes) which combines mindfulness and personal strengths exercises in a practical way. The exercises include discussion, lectures, meditation, homework and strength exercises. According to Niemiec, the core lies in self-awareness. The synergy between mindfulness and strengths emerges through the integration of strong mindfulness (mindfulness practice improves when personal strengths are connected) and attentive use of strengths (strengths exercises improve when mindfulness is included). MBSP is about life commitment at a deeper level. The starting point is to get the most out of life by rediscovering happiness, achieving goals and coping with problems. (Niemiec, 2014.)

Stress, burnout and mental illness are common problems families struggle with (Sorkkila & Aunola, 2020; THL, 2019) and there is a lack of research exploring the application of positive psychology within the context of families (Pentti et al., 2019; Donaldson & Dollwet, 2015). The few studies that have been conducted have shown that positive emotions, strengths and mindfulness have positive effects on both parents and their children. Pentti et al. (2019) studied how interventions based on strengths may lead to flow, engagement, meaning and hope in the everyday lives of parents, and improved interactions between child and parent. Waters and Sun (2015, 2016) demonstrated with their Strength-based parenting (SBP) intervention how parents can develop their own strengths by supporting and identifying strengths in their children.

A focus on character strengths has been linked to life satisfaction and higher levels of wellbeing (Wagner et al., 2020). Furthermore, a combination of mindfulness and strengths (in the form of the Mindfulness-Based Strengths Practice program, MBSP (Niemiec, 2014) may both improve wellbeing and reduce stress in an adult population (Whelan-Berry & Niemiec, 2021). Ninety-one percent of the respondents in a study conducted by Whelan-Berry and Niemiec (2021) reported a positive change in their wellbeing after participating in an 8-week MBSP training. Some research exists on factors that affect parental wellbeing, but there is a knowledge gap about how parenthood and parental wellbeing correlate (Suldo & Fefer, 2013; Waters & Sun, 2017). Duncan and colleagues (2009) demonstrated how parenting that focuses on mindfulness has positive effects on parents’ and children's psychological coping mechanisms and also deepens the connection between child and parent. In the model of parenting and conscious presence proposed by Duncan and colleagues (2009), self-regulation is emphasized as a means to align parenting practices with the parent's goals and values. Similar findings have been reported when character strengths and PERMA have been implemented (Wagner et al., 2020). Seligman's (2011) PERMA-theory of wellbeing encompasses various quantifiable components that collectively contribute to wellbeing. This theory elucidates the means through which individuals can thrive, lead a purposeful existence, and attain optimal wellbeing. The acronym PERMA represents the elements of Positive emotions, Engagement and flow, Relationships, Meaning, and Accomplishment. Mindful parents who are responsive to the reactions of their child are themselves emotionally affected by their children. Gottman et al., (1997) calls these meta-emotions and a lot of his studies show the importance of emotional communication between parent and child for a healthy parent–child relationship (Gottman & DeClaire, 1997). In Duncan’s et al. (2009) model of parenting and conscious presence, the importance of actively and consciously listening to the child is highlighted. In accordance with Gottman's and DeClaire's (1997) theories, this supports the child's development and needs.

This paper aims to study parenthood and wellbeing by examining parents’ experiences of participating in Flourishing Families, a positive psychology training focused on enhancing strength awareness and use, mindfulness skills, positive emotions and relationships. The research within the field of wellbeing and mindfulness is dominated by quantitative studies and there is a scarcity of qualitative research that examines participants’ understanding and experiences on a deeper level (Whelan-Berry & Niemiec, 2021). Hence, this paper offers a qualitative perspective on parents’ experiences of MBSP training by using the PERMA-model. This unique combination contributes to both the positive psychology community in terms of understanding the connection between PERMA, mindfulness and character strengths, but also to the research within MBSP by offering a qualitative approach.

2.1 Participants and Materials

The study was approved by the Ethical Review Board in the Humanities and Social and Behavioural Sciences at Helsinki University. The participants were 37 Finnish parents who participated in the Flourishing Families training and filled out questionnaires to evaluate the training at post-intervention. The study adopted a randomized wait-list control design including parents of schoolchildren. The parents were selected through the distribution of informational letters sent to the Home & School Association and to three Swedish-speaking schools situated in the Helsinki and Turku regions. Participation was voluntary and free of costs. One of the inclusion criteria for participating in the Flourishing Families training was that the parents experience some kind of challenges in parenthood. All parents that participated went through a pre-screening consisting of an interview with a research assistant. This was executed to ensure that the problems that parents were facing were not too severe and to exclude any serious psychiatric disorders that would have required extensive treatment. Most participants identified as female, but a few of the parents who participated identified as male (n = 3). There were 3 parents who did not answer the background questions and they are marked as missing data. The demographic characteristics of the participants are described in Table 1 above.

The answers that have been used in the analysis are translated from Swedish to English. The course was held in two geographical areas in southern and southwest Finland. Data were obtained through questionnaires with 23 open- and closed-ended questions as well as 5-point Likert scales, ranging from 1 (worst) to 5 (best) regarding questions such as “What did you think about the course in Flourishing Families” and 3-point Likert scale with anchors of 1 (not enough), 2 (suitable) and 3 (too much) for the question “Rate the course on a scale from 1 to 3”.

The questionnaire’s open-ended questions concerning the benefits of the intervention were for instance “Has this course had an effect on your wellbeing? And if it has, in what way?” or “Has your participation in the course had an influence on your family conditions like your relationship to your child and partner? And if it has, in what way?”. Questions regarding the educational purposes of the course were “What are, according to you, the most important or useful things that you learned during the course?” Questions about the homework exercises were questions such as “How did you feel about the homework?”. The questionnaire’s closed-ended questions were for example: “Would you consider taking a continuation course in Flourishing Families if it was offered?”. All participants did not answer every question and 3.13% of the participants did not allow their answers to be used for research purposes. These answers were removed before analysis.

2.2 Flourishing Families

The present study forms part of the "Strength, Happiness, and Compassion Project," a multi-cohort intervention initiative utilizing positive psychology to enhance the mental well-being of children and their significant caregivers. This study specifically focuses on an eight-week program known as the "Flourishing Families Program", with a primary emphasis on positive parenting. The purpose of this study is to examine how Flourishing Families, a training in positive psychology, affects parental wellbeing. Flourishing Families is based on the framework of MBSP (Niemiec, 2014). MBSP is an eight-session program that integrates character strengths and mindfulness. The synergy between mindfulness and strengths is created by integrating strong mindfulness (the mindfulness practices improves when strengths are included) and mindful usage of strengths (strengths practices improve with mindfulness). (Niemiec, 2014.) The following research questions were formulated: 1) What were the parents' experiences of the course in positive parenting? 2) How did the parents feel that training in strengths and mindfulness through participation in the course affected their well-being and their parenting? The essence of the research questions revolves around the experiences of the parents. The objective was to get information and insights into parents' experiences following the positive parenting course, as well as to explore the potential impact of strengths and mindfulness on their well-being and parenting.

In developing the Flourishing Families training, the structure of MBSP was kept with character strengths and mindfulness skills as core themes. The content was partly developed to focus on issues central to families. In addition, other wellbeing themes central to family life were added to the content: increasing positive emotions, positive resonance and positive communication, facing challenges and resilience, hope and values. This study only focuses on analysing how the core themes of the training: strengths and mindfulness impact the wellbeing of the parents. Flourishing Families was held as an 8-week training where a group of parents met for two hours one evening a week. The training consisted of brief lectures, discussion and practical exercises. In between sessions parents were given homework tasks aimed at increasing both their own wellbeing as well as the relationship between parent and child. The parents were also provided with mindfulness audio files, containing practical practices in mindfulness such as mindful parenting, cherishing the family and strength practices.

2.3 Data Collection and Analytic Approach

Seligman's (2011) PERMA-theory of wellbeing was included as a central part of the analyses of parental wellbeing. The PERMA model includes several measurable elements that together contribute to wellbeing. The theory illustrates how individuals can flourish; live a meaningful life and achieve maximum wellbeing. PERMA is an acronym for the elements Positive emotions, Engagement and flow, Relationships, Meaning and Accomplishment (Seligman, 2011). In his framework, Seligman (2011) stresses that happiness and life satisfaction are encompassed as components of positive emotions. Additionally, according to Fredrickson's (2001) Broaden and Build theory, positive emotions enhance attention, cognition, and action skills while fostering resilience, long-term well-being, and human flourishing (Fredrickson, 2004). Engagement is strongly associated with "flow," a state in which a task absorbs one's attention to the point where time and self-awareness fade away. In this state, individuals focus entirely on the task at hand, often experiencing feelings of well-being afterward. Relationships with others are a vital component of positive psychology, contributing significantly to well-being and the generation of positive emotions. Meaning provides a subjective feeling of meaningful existence by sense of belonging to something larger than oneself. Accomplishments can be described as achieving goals or engaging in activities for their intrinsic value, motivated by the desire for well-being. (Seligman, 2011.)

Data were collected from the end of December 2016 to June 2018 after participation in the Flourishing Families course via questionnaires. The most common participation rate was six or seven attended meetings. Seven out of 34 parents participated in every meeting. A few of the parents only participated two or three times.

Thematic analysis was applied to interpret parents' experiences with focus on the open answers in the questionnaires. The method is used for identifying and analysing patterns in data which are significant regarding the aims of the study (Braun & Clarke, 2006). The study applied a critical realist approach, which means that when interpreting the data, the aim was to reveal and understand underlying structures. Critical realism takes a “top down” approach, positing that a differentiation exists between the "real world" and the world "as we perceive it," highlighting that our understanding of reality is shaped by our personal perceptions, experiences, and interpretations. Thus, in the present study, the parents' responses were interpreted as reflecting their "genuine" experiences of the intervention. (Burr, 2015; Willig, 2008.) An abductive approach was applied where the analysis is based parallelly on both the empirical data but also the theoretical framework of MBSP, character strengths and the PERMA-theory of wellbeing (Tavory & Timmermans, 2014; Tuomi & Sarajärvi, 2002). Thematic analysis was chosen as the analytical framework in this study because of its theoretical flexibility. In accordance with Braun and Clark (2006), the analysis began by reading and getting familiar with the material. The data were coded, and afterwards specific patterns were highlighted and eventually turned into themes and subthemes. Wellbeing, character strengths and mindfulness were the main focus in the intervention and these topics were most often mentioned when the parents expressed themselves and their experiences about the training. Thus, the research questions were designed based on what the parents described the most and what appeared to be the most important part of their experiences.

The analysis identified three core themes that emerged from how the parents described their experiences. Due to the small sample and the need to guarantee the anonymity of the participants, random quotes from various parents were selected. Consequently, it is not possible to determine which specific responses correspond to each individual parent based on the data utilized in this study. These were positive, negative and ambivalent experiences. Within these, 7 themes and 10 sub-themes emerged that represent the parents' experiences on how character strength and mindfulness training affected their wellbeing and their parenthood. The themes and sub-themes are presented in Fig. 1.

The positive, negative and ambivalent experiences illustrated

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3.1 Positive Experiences About the Course in Flourishing Families

Parents reported that training in character strengths and mindfulness strengthened their parental skills and wellbeing. Ninety-seven percent of the parents said they would recommend the course to other parents and 49% gave the grade 4 or more on a 5-point Likert scale regarding how they liked the course. Based on how parents portrayed their experiences, four themes were identified among the positive experiences: Experiences of 1) parental wellbeing 2) child wellbeing 3) positive family dynamic and 4) flourishing parenthood. The interpretations of the parents' descriptions of their experiences with the training was that parental wellbeing is strongly linked to a flourishing parenthood. All elements of the PERMA model (Seligman, 2011) were found in the results, as outlined in the analysis below.

3.1.1 Experiences of Parental Wellbeing

Seventy-five percent felt that the course had a positive impact on their wellbeing. Parental wellbeing was characterized by parents themselves in the following form: 1) The Flourishing Families training increased their awareness of feelings. Awareness of feelings then led to 2) increased self-regulation which, in turn, led to 3) enhanced positive emotions and improved wellbeing. The elements of positive emotions and engagement from the PERMA theory were found in the analysis.

Awareness of feelings

The first sub-theme of parental wellbeing was the parents' descriptions of their improved abilities to become aware of their feelings after the training and, specifically, how training in character strengths and mindfulness had a positive impact on their wellbeing. Sixty percent of the parents gave the grade 4 or more on a 5-point Likert scale for the part of the course that consisted of character strengths and 35.48% graded the parts about mindfulness with the grade 4 or more on the 5-point Likert scale. Examples of the parents’ experiences of how the practices helped them become aware of their feelings and connect with themselves are summarized below:

I am more aware of my feelings and how I react.

…And the mindfulness and how it feels in the body. It feels so good to think about how it feels in the body.

To be able to stop and reflect and not be on “autopilot” in life. To really be present and not live in the past or the future.

I have become aware of the importance of focusing on strengths.

One of the main purposes with MBSP is to become aware of feelings and this is a way of engaging the character strengths as well. The parents express feelings of peace of mind, being able to relax and focusing on the present due to the mindfulness practices. Character strengths can be challenging to apply in everyday life and mindfulness practices help individuals to concentrate on this, which is illustrated in the parents' answers.

Self-Regulation

As parents became more aware of their feelings, they described the results as increased self-regulation and self-knowledge. The following quote is illustrative of this subtheme:

I think before I do in my everyday life

…Throughout the course I realized new aspects about my own behaviour

I have tried to use my strengths in my work. That has helped me to understand why I act in certain ways, especially at work.

The above examples show how mindfulness and character strengths increase self-regulation in terms of being able to control thoughts and behaviour. MBSP enables the parents to understand themselves and hence impact how they react.

Positive Emotions and Improved Wellbeing

In the third sub-theme of positive emotions and improved wellbeing parents described how the exercises in mindfulness and strengths had a positive impact on their wellbeing. Awareness of feelings and self-regulation led to positive emotions and better wellbeing. Many parents reported an increase in positive emotions. According to PERMA, positive emotions support resilience and contribute to wellbeing and flourishing (Fredricksons, 2004; Seligman, 2011). Below are examples of how some of the parents described the influence that the course had:

It has absolutely affected my wellbeing in a positive way

I have the tools to use the power of my thoughts, focus on the positive, notice my strengths and feel grateful. I feel more positive and grateful.

The parents shared how Flourishing Families helped them to actively focus on and use their strengths. Strengths such as creativity and curiosity are recognizable in the parents' descriptions. Parents showed signs of positive emotions and engagement from the PERMA theory in terms of their descriptions of mindfully using strengths. The parents expressed how MBSP helped their ability of focusing consciously on their emotions, which can be considered as manifestations of creative and curious character strengths. Niemiec (2014) underlines that becoming aware of one's emotions are forms of strengths that can be reinforced with the help of MBSP. The emphasis in MBSP is not only on developing one's strengths or areas of proficiency. It also underscores the importance of working on one's weaknesses and leveraging strengths to make improvements (Niemiec, 2014; Peterson & Seligman, 2004).

Additionally, the parents described how they utilized self-regulation to improve their well-being. Positive emotions, as emphasized in Seligman's (2011) PERMA theory, play a significant role in enhancing overall wellbeing. In line with Peterson’s and Seligman’s (2004) emphasis on how personal strengths can contribute to life satisfaction and overall well-being, the parents explained that the mindfulness exercises and strength-based activities had a positive impact on them, contributing to improved well-being. Fifty-nine percent of the parents rated the part on strengths and positive aspects with a score of 4 or more on a Likert scale of 1–5. For the section on conscious presence, 35.48% rated it with a score of 4 or more.

3.1.2 Child Wellbeing

Fifty-six percent of the parents reported that the course had a positive impact on their child's wellbeing. Several parents reported that the exercises in mindfulness and strengths had a positive impact on their parenthood and hence on their child. On a 5-point Likert scale 47.22% of the parents graded the course with a score of 4 or more for the section that focused on mindfulness with children. By implementing mindfulness in their parenting style, the child’s wellbeing was improved. The following sub-themes were identified as strengthening the child’s wellbeing: 1) Patience, 2) supporting the child’s strengths and 3) active presence in the parent. The elements meaning and accomplishment from the PERMA-theory were found in this section.

Patient Parent

Many parents reported that they gained more patience with their child as a result of participating in the Flourishing Families training. Further, parents emphasized the importance of taking the child’s perspective into account. One of the parents described her feelings like this:

I have reached a greater peace due to the practices we did. I have more patience with the kids.

...To see myself from the children's perspective (how am I as a parent right now). I still get angry/annoyed, but more often than before I find myself reflecting on how they might perceive me.

Many of the parents shared how they through enhanced mindfulness skills managed to reflect on their feelings and behaviour in difficult situations. Irritation and anger can be hard to control, and the mindfulness practice helps parents navigate the child's emotional reactions, which in turn influences how the parents experience their own feelings.

Child Strengths

Several parents felt that it is important to pay attention to the child’s strengths, especially in challenging situations, and that the course helped them note the child's different strengths in varying situations.

…to find the words for all the strengths that the child has and notice them in practice. In challenging situations it is wonderful to think about all the strengths that the child has, even if the strengths don't show in that given moment.

Parents express the importance of cultivating open-minded acceptance of oneself and the child. It helps to decrease unrealistic expectations regarding the child's attributes and fosters a healthier child-parent relationship, characterized by the parent's appreciation for the child's unique characteristics.

Present Parent

A number of parents reported that they have become more present as parents. One parent described it as follows:

I am trying to be more present when I am spending time with the kids. During the course I have learned to focus on the child in ways that are easy to implement in everyday life at home.

Because I am calmer, the children are calmer. Practicing to be more consciously present when I listen to the children, at least the younger child has been happy about it. Talked about strengths and using them.

The parents express the importance of being present and listening to the child. Many parents reported that the mindfulness audio files that contained practical practices in mindfulness helped them with this. The meaning element from the PERMA theory is identified based on the parents’ descriptions about their experiences. The parents explain how the wellbeing of their child brings meaning to their life. The parents explain how they used their strengths in order to reach more patience, being supportive of the child’s strengths and being actively present. The parents' accounts of their efforts represent a form of accomplishment in Seligman's (2011) PERMA theory.

3.1.3 Positive Family Dynamic

Seventy-one percent of the parents stated that participation in the course impacted the family dynamics in a positive way. Positive family dynamics as a result of the Flourishing Families training was described by several parents. Parents expressed how enhanced positivity in the family dynamics also supported their parenthood and wellbeing. The following sub-themes were identified: 1) increased parental confidence and less pressure, 2) strengths and a positive atmosphere, 3) problem-solving and 4) mutual communication. The elements of good relationships and positive emotions from the PERMA theory were present in the parents' descriptions of their experiences of how the course supported them in their and the whole family's wellbeing.

Confidence and Less Pressure on the Parent

Several parents described that they feel more secure as parents and experience less pressure. More confidence and less pressure on parenthood enabled the parents to meet their children with more empathy. Below an example of how one parent described it:

I feel like I have reached a new level of matureness. I am a bit more calm and above all more forgiving towards myself. Feeling less shame translates into kinder encounters with the children. (...)

By focusing on emotional awareness, the parents become more aware of the child's needs and feelings and they may also simultaneously reduce their own negative emotions such as anger, disappointment and shame. Many parents implied that they felt less pressure as parents and were more accepting of themselves. One parent stated the following:

The course gave me useful tools which have helped me to lower the incredibly high demands I have on myself as a parent (it is okay to make mistakes sometimes). The course also helped me to reduce stress and to feel better by being more present in the moment.

The parents described a better ability to be present in the moment and increased self-compassion. In turn, this has a positive impact on the family dynamics and leads to more wellbeing and stronger parentings skills. One of the parents describes it as the following:

(...) None is perfect and perfectionism cannot be reached. Everybody makes mistakes and it is always possible to try again. Wanting to succeed is more important than actually succeeding - when it comes to being kind towards your children and taking care of them (...)

This parent talks about the negative impacts that perfectionism has, and why it is important to believe in yourself and the will to succeed as a parent. The parents' experiences illustrate that the parents have become aware of the pressure they put on themselves and this has enabled the development of self-compassion and acceptance.

Strengths and a Positive Atmosphere

Strengths and a positive atmosphere were described as contributing to positive family dynamics. The parents share how they use their strengths to invest in the wellbeing of the family, in a determined yet relaxed way. The parents express their observations about being committed to obtaining a positive family atmosphere and how they have become aware of the strengths in the family:

…How much I fight for our family's and my children's wellbeing. I also think that this fighting has developed during the course, it is no longer a stubborn and cramping struggle but more about striving towards wellbeing in a relaxed and mindful way.

I've also suddenly got new ideas about what we can do together to create a positive atmosphere and a feeling of belonging in the family: me and my children have started a new tradition and watch the Voice of Finland together during the weekends, and plan together what we should eat on the VoF nights (eg should we buy chips or sweets?). My children clearly appreciate our VoF evenings, as they eagerly help with the preparations. I think it is especially important to create cohesion because we live in a very stressful situation in our family, and the general atmosphere at home is not good.

Personal strengths are positively related to the PERMA elements and this is illustrated in the way the parents describe the efforts to improve the family's well-being. Personal strengths such as creativity, curiosity, openness, the desire to learn new things, love, kindness and social intelligence can be seen in the parent's experiences. The parent's express positive emotions in accordance with PERMA in their descriptions of the positive family atmosphere.

Problem-Solving

Parents expressed that the course improved communication in the family and also enhanced problem solving skills. Some parents described it as the following:

The course has provided tools for discussing different types of problem situations. In addition, it has motivated me to pay more attention to my children.

The course has equipped my children with tools to improve communication regarding challenging situations with their father.

The parents share how the course made them aware of the importance of constructively discussing setbacks and solving problems in everyday family life, which is one of the main purposes of the strength training within MBSP.

Mutual Communication

The third sub-theme is based on the parents' descriptions on how communication between parent and child was improved as a result of the training and how it supports them in their parenting. The parents describe that the children recognize and appreciate the attention that their parents give them and, hence, know how to communicate their needs and thoughts. Participants explained:

(...) I feel that during the training we developed new tools to communicate with each other: before it was difficult to even get her [my child] to tell us what they had for lunch during the day at school, and now she can tell us about everything that happened during the school day (what was good, what was bad, if there is something she is wondering about, etc.).

…tools and methods to communicate better with the children and to gain perspective on their own and the family's situation. It has improved my own relationship with my older son and everyday life runs more smoothly with him, less arguments and more respect.

In the responses above, the parents describe the family dynamics as having improved due to better communication skills. Good relationships and other humans are important elements in supporting wellbeing in Seligman's (2011) PERMA theory and these elements are actively present in the parents' experiences. Parents share how conscious and active communication is important, as this supports the child's development and needs but also in terms of being able to relate to the child.

3.1.4 Flourishing Parenthood

In the last theme of positive experiences parents express that when they feel good, the child feels good, and vice versa. This can be described as a flourishing parenthood. The themes described above support the last theme about flourishing parenthood (see Fig. 1). Flourishing is a fundamental part of human wellbeing and is built on the PERMA elements of positive emotions, engagement and flow, relationships, meaning and accomplishments (Seligman, 2011). All the elements of PERMA were identified in the themes based on the parents' descriptions of their positive experiences. Below is an example of how one parent describes the connection between their own wellbeing and the wellbeing of the child:

Absolutely-wellbeing mother --> wellbeing child. They are also more relaxed and our relationship has become more playful.

Many of the parents describe how they feel better and how that has had a positive impact on the relationships within the family. One parent noted:

(...)The children have a more positive mother nowadays.

The synergy between the wellbeing in the parent and the wellbeing in the child is present in the parents' answers in all the discussed themes. Factors that had a positive impact on parenthood were described as having added to increased wellbeing in parents and their children as well. Many of the parents bring up how they feel better regarding their own, the family's or the child's wellbeing, and that it makes them happy to notice this positive change. One parent gave the following answer regarding a question whether the course had a positive impact on the child's wellbeing:

Indirectly, yes, because it had an impact on me.

It can be argued that parents acquired the ability to prioritize listening to their own needs first, which subsequently enabled them to listen effectively to the needs of their family. Mindfulness supports the ability to listen to others and be more present and this is notable in the following quote from a parent:

Take a break and reflect, listen to yourself and through that get better at listening to my family.

3.2 Negative Experiences

Few of the participants reported negative experiences with the Flourishing Families course. Forty-four parents felt that the course might have had a positive impact on their child's wellbeing, while 29% of the parents indicated that the course did not positively affect the family dynamic. Only 8% of the parents answered that they would not participate in a continuation course. Among the negative experiences the following themes were experienced by the parents: 1) feelings of stress and 2) experiences of performance anxiety.

3.2.1 Stress

The negative responses were few, in comparison to the positive experiences, however several parents described that they felt stress with the homework in-between sessions. Over half (51.35%) of the parents stated that the course had too much homework. The parents described that the hectic weekdays led to pressure and stress. Lack of time made the parents feel unmanageable to do the home tasks. Some parents noted:

Stressful and demanding, makes me feel bad

It has been tricky to get them [homework tasks] into the busy everyday life.

(...) It is a bit of a paradox to squeeze in a "stress management course" that comes with assignments without being able to remove anything else from your daily schedule. It should have been allowed to take time off work as part of the course! Because now it took time away from family time! I liked participating in the course but not so much the homework.

The parents indicate that they would have derived greater benefits from the course if they were provided with more time and improved practical arrangements. Many of the parents describe that the lack of time reduced the otherwise positive impact the course had on them.

3.2.2 Performance Anxiety

Another negative experience that arose from the parents' descriptions was performance anxiety. A few parents (3 out of 35 parents who answered the question) explained that they experienced pressure because they became aware of their flaws. Feelings of not being enough and performance anxiety are detectable in the answers. These parents showed signs of putting high expectations on themselves and striving for perfectionism. Some expressions were:

The course has almost caused me more stress because I realize all the flaws…

To breathe, that I absolutely should meditate.

That one should wind down, be more present consciously, to have

patience.

For some the course felt like a performance, and thus they did not experience the course as a tool to learn how to relax or focus on wellbeing. Parents who felt that they "should" meditate and unwind, indicate hard demands and perfectionism. Finding the right mindset for MBSP and reaching the elements in the PERMA theory takes time and does not come without challenges, especially if the parents face difficult family situations and are under a lot of stress.

3.3 Ambivalent Experiences

3.3.1 Ambivalence Regarding the Intervention

A few ambivalent responses were identified in the parents' answers. When asked if they would recommend the course to other parents, only 2.78% of the parents answered that they would not. 29% of the parents express that they could not say if the course had an impact on the family dynamic. They describe the course as fuzzy and inaccessible. One parent answered Probably, but I can't put my finger on how, when asked if the course had an impact on the family dynamic. Being busy with everyday life and struggling with taking in the purpose of the course seemed like a problem for some:

Hard to say, other circumstances in life have also affected everyday life.

To a certain extent (...) We didn't really get this thing about the strengths internalized.

Some parents may have had difficulties focusing on the content of the course and thus do not know whether the course affected them or not. Problems with finding time and managing to focus can be common problems experienced with mindfulness exercises.

This study has focused on how participation in the Flourishing Families training affected family wellbeing. Results showed that increased parental skills affected parental wellbeing, child wellbeing and family dynamics as a whole. As a result of participating in the training, parents described a broad range of experiences linked to a more flourishing family life: positive emotions, engagement, relationships, meaning and accomplishments (Seligman, 2011).

More specifically, parents described how the Flourishing Families training helped them improve their own wellbeing through awareness of strengths and development of mindfulness skills. Peterson and Seligman (2004) emphasize that personal strengths contribute to life satisfaction and overall wellbeing. According to a study conducted by Whelan-Berry and Niemiec (2021) that investigated the impacts of MBSP, 91% of participants reported a favourable transformation in their overall wellbeing. Many of the parents in this study gave examples of a positive loop where awareness of feelings affected their self-regulation which, in turn, led to more experiences of positive emotions and ultimately improved wellbeing. As Niemiec (2014) has demonstrated, engaging in mindfulness exercises enhances self-awareness, leading to increased activation of an individual's character strengths. Peterson and Seligman (2004) suggest that strengths also contribute to self-regulation. Further, results showed how increased mindfulness skills enabled parents to become more aware of their children’s strengths in everyday situations. As a result, children’s wellbeing improved, and parents experienced meaning and satisfaction. Many of the parents also described utilizing their own character strengths in the service of improving the wellbeing of their children.

Through increased mindfulness skills parents developed more self-compassion, were able to focus more on the strengths in the family and improved their communication skills. This strengthened the relationship between parent and child and enabled family dynamics to flourish. Gottman et al., (1997) highlights the importance of constructively discussing setbacks in everyday family life. The purpose of the strength training within MBSP is to give individuals tools for resilience (Niemiec, 2014). The results of this study are in line with previous research within the field. Mindfulness has been shown to help individuals to be in the present and focus on strengths (Niemiec, 2014). Positive communication is important in well-functioning parenthood (Gottman et al., 1997), and studies have shown that interventions that focus on strengths can improve the interaction between child and parent (Pentti et al, 2019). Previous studies have shown that participation in the MPSP training has led to happiness, engagement, meaning and the ability to flourish. Improved family relationships have also been reported (Whelan-Berry & Niemiec, 2021; Niemiec, 2014), even though these studies did not focus on families or parents per se. One of the purposes with MBSP is to connect to the character strengths through mindfulness (Niemiec, 2014) and character strengths help individuals thrive in social interactions (Seligman & Peterson, 2004).

This study portrays how parental wellbeing and child wellbeing mutually influence each other. When parents invest in their wellbeing it improves their parental skills. Several parents expressed that they experienced an improved sense of wellbeing when their child was thriving. As previous studies have shown (Peterson & Seligman, 2004; Wagner et al., 2020; Waters, 2015) it is important for both the parent’s and the child’s wellbeing to support the child’s strengths. Previous studies have shown that meaning and engagement from the five pillars in the PERMA model are some of the effects of MBSP (Niemiec, 2014; Pentti et al., 2019). Other studies have shown similar results, highlighting parenthood as meaningful and as a generator of positive emotions (Nelson et al., 2014). Waters has shown how parents experience positive emotions when they support their children's strengths (Waters, 2015). In Wagner's et al. (2020) study, accomplishments were related to among other things, the personal strengths of perseverance, curiosity and openness. Many of the parents in the current study shared how they used their strengths with the help of mindfulness to ensure that the child feels better. Also, mindful parenting has been shown to exercise a positive impact on parental wellbeing and the relationship between child and parent (Duncan et al, 2009; Pentti et al, 2019). In his model about parenthood and mindfulness Duncan and colleagues (2009) describe the importance of emotional awareness among parents regarding both themselves and the child. By focusing on emotional awareness, the parents become more aware of the child's needs and feelings, and they may also simultaneously reduce their own negative emotions such as anger, disappointment and shame. Duncan and colleagues (2009) further highlight the importance of self-acceptance and accepting the child in order to reduce self-criticism, build a stronger relationship to the child and ultimately successfully raise children. In the current study, many parents implied that they felt less pressure as parents and were more accepting of themselves after the training. Duncan and colleagues (2009) describe emotional awareness as a tool for getting a broader perspective of the responsibilities as a parent. In the current study the parents express that they put less focus on negative emotions and on punishing themselves after the course. Whelan-Berry and Niemiec (2021) showed in their study how MBSP led to more self-compassion and appreciation of character strengths among the respondents.

In the present study, a minority of the parents, however, also experienced stress and perfectionism after participating in the course. Becoming aware of one's flaws and feeling unable to meet self-imposed expectations as a parent caused negative emotions. Perfectionism that arises from societal pressure forms a risk factor for burnout among parents, especially mothers (Sorkkila & Aunola, 2021). The risk of burnout may however be alleviated through training in self-acceptance and self-compassion. Duncan and colleagues (2009) stress that a more forgiving perception of parenthood and the mistakes that come with it can be reached through self-compassion as well as compassion towards the child. One of the inclusion criteria for participating in the Flourishing Families training was that parents experience challenges in parenthood. Thus, it is possible that the training per se was not the cause of stress that some parents experienced. It is reasonable to claim that the parents already suffered from stress and burnout before the training, however, these symptoms may have become more evident during the course. It is common that parents are stressed (Deater-Deckard, 2004) and there are studies that show the importance of resilience as a preventing factor. Cognitive reframing and optimism are mechanisms that have proven to be efficient against burnout (Sorkkila & Aunola, 2021). ​​The course's gender division among the participants of the course is also relevant as a majority of the participants were women. Some of the parents expressed that they would have wanted their partner (the father) to participate in the training, as they believed it would have facilitated the integration of the training material into their everyday family life. This is important for future research to consider, given the fact that current studies suggest that there is a lack of gender equality in parenthood and the amount of burnout among mothers should be addressed. (Roskam et al, 2022).

4.1 Implications

Results presented in this research paper suggest that parents' wellbeing affects the child’s wellbeing and vice versa. Parents become better parents when they focus on their own wellbeing. Parents reported that they feel better when the child feels better. Research has argued that parenthood is indeed meaningful and generates positive emotions (Nelson, et al., 2014) and parents get pleasure out of supporting their children’s strengths (Waters, 2015). Several theories illustrate that parenthood with focus on mindfulness has positive impacts on parents’ wellbeing and on the parent–child relationship (Duncan et al., 2009; Pentti, et al., 2019). The connection between parental and child wellbeing is reasonable, yet there is a lack of studies implementing positive psychology within a family context (Pentti et al., 2019; Donaldson & Dollwet, 2015). Positive psychology highlights that parents’ wellbeing is important in order for families to flourish (Waters & Sun, 2017; Deater-Deckard, 2004). This thesis is supported in the present findings: parents strengthen their wellbeing and grow in their roles as parents by investing in their own wellbeing. Until now, Whelan-Berry and Niemiec’s (2021) study is the only published qualitative analysis that offers insight on experiences of MBSP. Through interpreting parents’ experiences of a structured training in mindfulness and character strengths through the lens of the PERMA model (Seligman, 2011), this study contributes with novel insights into participants' experiences of MBSP. Specifically, the results of this study add to the evidence that character strengths and mindfulness support elements of wellbeing according to the PERMA model. There is, however, need for more research on the relationship between these.

4.2 Limitations and Future Research

The material in the study was limited and the sample fairly small which means that results cannot be generalized without caution. Our sample consisted of mostly middle aged and highly educated Swedish-speaking Finns. In addition, the sample had a limited number of male participants. Only three participants identified as male. Coatsworth et al. (2015) suggest that fathers gain significant benefits from positive psychology interventions. It is thus worth digging deeper to ascertain if these results can be reproduced and to explore the potential factors contributing to gender-based differences in the effects of positive psychology interventions.

Further, the parents were asked to answer the questionnaires immediately after the intervention. This means that long-term impacts of the training are not included. Flourishing Families is a training based on self-knowledge which can take time to implement, and the effects are often noticeable with time if the methods are actively practiced (Whelan-Berry & Niemiec, 2021). To better understand the benefits of the Flourishing Families training it is necessary to also examine long term effects. More research is needed to understand the relationship between character strengths and wellbeing in a family context. Future research could benefit from studying subjective experiences about how specific character strengths impact wellbeing and parenthood.

It would be interesting for future research to consider the impact that socioeconomical background and age has on participating in an intervention in positive parenting. Ensuring that different cultural, ethnic, and gender groups are represented in future research is also crucial for the validity of cross-cultural comparisons and for minimizing the risk of measurement bias. As Brauer and Proyer (2023) stress, future interventions should focus also on underrepresented groups, such as sexual minorities in order to understand wellbeing and the study of social relationships in an inclusive and comprehensive way.