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Correia A, Martins C, dos Santos R, Hidalgo V, de Jesus SN, Nunes C. Who Benefits Most from the Family Education and Support Program in Cape Verde? A Cluster Analysis. CHILDREN (BASEL, SWITZERLAND) 2024; 11:782. [PMID: 39062230 PMCID: PMC11274604 DOI: 10.3390/children11070782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2024] [Revised: 06/23/2024] [Accepted: 06/25/2024] [Indexed: 07/28/2024]
Abstract
BACKGROUND/OBJECTIVES Child parenting programs can enhance parental skills, prevent future issues in child development, and improve children's quality of life. The present research aimed to study the changes promoted by the Family Education and Support Program (FAF) implemented in Cape Verde, regarding parental educational practices, perceived parental efficacy, and attitudes and beliefs of Cape Verdean parents. METHODS To this end, 37 participants were evaluated through a pretest-postest design. The evaluated dimensions were perceived parental competence, parenting practices, Parental attitudes and beliefs, mental health and perceived child quality of life. RESULTS A cluster analysis was conducted, distinguishing two groups. Both groups benefited from the program. Cluster 1 reported more significant gains in dimensions of parental efficacy and satisfaction, inadequate expectations, affection and support, and reactivity, while cluster 2 showed a greater difference in regulation and reactivity. CONCLUSIONS Overall, the FAF intervention contributed to an increase in positive parenting practices. By analyzing potential underlying profiles in the change process, this study suggests that there are participants who benefit more than others from the intervention, and this information may be relevant for professionals and researchers in the field.
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Affiliation(s)
- Adriana Correia
- Research Centre for Tourism, Sustainability and Well-Being (CinTurs), University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal; (A.C.); (S.N.d.J.)
| | - Cátia Martins
- Psychology Research Centre (CIP), University of Algarve, 8005-135 Faro, Portugal; (C.M.); (R.d.S.)
- University Research Center in Psychology (CUIP), University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal
| | - Rita dos Santos
- Psychology Research Centre (CIP), University of Algarve, 8005-135 Faro, Portugal; (C.M.); (R.d.S.)
| | - Victoria Hidalgo
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Seville, 41018 Seville, Spain;
| | - Saúl Neves de Jesus
- Research Centre for Tourism, Sustainability and Well-Being (CinTurs), University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal; (A.C.); (S.N.d.J.)
- University Research Center in Psychology (CUIP), University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal
| | - Cristina Nunes
- Psychology Research Centre (CIP), University of Algarve, 8005-135 Faro, Portugal; (C.M.); (R.d.S.)
- University Research Center in Psychology (CUIP), University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal
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Jalil-Abkenar SS. Triple-P: Interaction of mother-adolescent with intellectual and developmental disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231224125. [PMID: 38129746 DOI: 10.1177/17446295231224125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
This study aimed to investigate the effect of a Positive Parenting Program (Triple-P) on the interaction of the mother-adolescent with intellectual disability. The pre-test and post-test randomized experimental design was used for this research. Thirty-four mothers of adolescents with intellectual disability took part in the present research and were assigned to experimental and control groups, each comprised of 17 people. The experimental group took part in an 8-session Triple-P and each session lasted 75 minutes, but the control group did not participate in this intervention. The data were analyzed using MANCOVA. The findings revealed that Triple-P intervention significantly influenced dependency, closeness, conflict, and positive interaction between the mother and the child with intellectual disability. The present study emphasized that Triple-P will improve the interaction of mother-adolescent with intellectual disability; therefore, Triple-P is a useful intervention.
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Mohamed AR. Using Attachment and Biobehavioral Catch-up with young children with developmental delays: A multiple-baseline trial of attachment, sensitivity, and cortisol. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:847-870. [PMID: 35648732 PMCID: PMC10647892 DOI: 10.1177/17446295221104614] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/13/2022] [Indexed: 06/15/2023]
Abstract
The Attachment and Biobehavioral Catchup intervention potentially offsets psychosocial risks facing dyads in which children have intellectual disability or developmental delays. In this single-case multiple-baseline study the efficacy of this intervention was tested across three such South African families. Maternal sensitivity, attachment security, and child affect regulation were measured weekly during a baseline and intervention period, using the Ainsworth Maternal Sensitivity Scales, Attachment Q-sort and salivary cortisol, respectively. Furthermore, post-intervention interviews invited parents' and intervenors' evaluations of the intervention. Visual analysis broadly indicated improvement in maternal sensitivity and attachment security across subjects over time following the introduction of the intervention, although randomisation tests were not statistically significant. Effects on affect regulation were not clearly observed and may have been influenced by case-specific variables. Parent-participants and intervenors also identified particularly helpful contributions from the intervention. Findings underscore the importance of individual-level effects evaluation, especially when implementing interventions outside the original population.
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Affiliation(s)
- Ahmed Riaz Mohamed
- Ahmed Riaz Mohamed, Department of Psychology, University of Pretoria, Private Bag X20, Hatfield, 0028, Pretoria, South Africa.
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4
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Alexander SL, Frederico M, Long M, Vicendese D. Attachment security in children with disability or developmental delay: Systematic review of quality and interventions. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2023. [DOI: 10.1080/19411243.2023.2177237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Affiliation(s)
- Stacey L. Alexander
- Department of Occupational Therapy, Social Work, and Social Policy, La Trobe University, Melbourne, Victoria, Australia
| | - Margarita Frederico
- Department of Occupational Therapy, Social Work, and Social Policy, La Trobe University, Melbourne, Victoria, Australia
| | - Maureen Long
- Department of Occupational Therapy, Social Work, and Social Policy, La Trobe University, Melbourne, Victoria, Australia
| | - Don Vicendese
- Department of Occupational Therapy, Social Work, and Social Policy, La Trobe University, Melbourne, Victoria, Australia
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Mohamed AR, Sterkenburg P, van Rensburg E, Schuengel C. Adapting Attachment and Biobehavioral Catch-up for infants and young children with intellectual disabilities and developmental delays in South Africa: Reflections and recommendations from local stakeholders. Infant Ment Health J 2023; 44:54-75. [PMID: 36538474 PMCID: PMC10107761 DOI: 10.1002/imhj.22027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2022] [Accepted: 10/02/2022] [Indexed: 12/24/2022]
Abstract
Attachment and Biobehavioral Catch-up (ABC) is an intervention targeted at enhancing the socioemotional and regulatory functioning of at-risk infants. However, to use the ABC for infants/toddlers with intellectual disabilities/developmental delays (ID/DD) and in novel cultural contexts, such as South Africa, adaptations may be required. This study aimed, therefore, to explore the opinions of clinical experts and perceptions of caregivers regarding the use of ABC for children with ID/DD in South Africa. It also sought to incorporate the experiences of families of children with ID/DD who received, and intervenors who delivered, ABC in its first implementation in South Africa. Semi-structured interviews were conducted with 18 participants. Thematic analysis explicated 12 main themes: Intervention Strengths, Points of Concern, and Recommendations (Experts); Focus on Caregiver-child Relationship, and Intervention Targets and Duration (Caregivers); Benefits of ABC, and Cultural Considerations (ABC Recipients); Focused and Targeted, Value of Feedback, Supportive Supervision, Working Alliance, and Challenges Experienced (ABC Intervenors). Practice and training recommendations include psychoeducation for parents and training for intervenors that is ID/DD-specific, expanding supervision capacity, building intervenors' cultural/linguistic sensitivity and competence, accessing referral networks, including local Community Health Workers as intervenors, and greater flexibility in how the sessions are organized.
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Affiliation(s)
- Ahmed Riaz Mohamed
- Department of Clinical Child and Family Studies, and Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands.,Department of Psychology, North-West University, Potchefstroom, South Africa.,Department of Psychology, University of Pretoria, Pretoria, South Africa
| | - Paula Sterkenburg
- Department of Clinical Child and Family Studies, and Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands.,Department of Assessment and Treatment, Bartiméus, Doorn, Netherlands
| | - Esmé van Rensburg
- Department of Psychology, North-West University, Potchefstroom, South Africa
| | - Carlo Schuengel
- Department of Clinical Child and Family Studies, and Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
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Vanwalleghem S, Miljkovitch R, Vinter A. Effects of intellectual disability and attachment on hostile intent attribution bias. Attach Hum Dev 2022; 24:732-749. [PMID: 35997252 DOI: 10.1080/14616734.2022.2109695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Understanding hostile intent attribution (HIA) seems important for prevention of problems in social adaptation. This study aimed to explore whether HIA in childhood is determined by both a cognitive factor (i.e. intellectual disability) and an affective factor (i.e. attachment representations). One hundred and eight 8- to 12-year-old children (54 with intellectual disability and 54 with typical development) passed the Attachment Story Completion Task and the Intention Attribution Test for Children. Results indicated that in ambiguous situations, attachment disorganization was associated with HIA, whereas intellectual disability was not. In nonintentional situations, both attachment hyperactivation and intellectual disability were linked with HIA. These results highlight the importance of helping children develop organized attachment representations and optimal activation of their attachment system to prevent social maladaptation.
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Affiliation(s)
| | | | - Annie Vinter
- LEAD CNRS 5022, University of Bourgogne Franche-Comté, Dijon, France
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7
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Gavron T, Feniger-Schaal R, Peretz A. Relationship Aspects of Mothers and Their Adolescents with Intellectual Disability as Expressed through the Joint Painting Procedure. CHILDREN 2022; 9:children9060922. [PMID: 35740859 PMCID: PMC9221804 DOI: 10.3390/children9060922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Revised: 06/17/2022] [Accepted: 06/17/2022] [Indexed: 11/16/2022]
Abstract
The quality of the interaction between mothers and their children with an Intellectual Disability (ID) plays a crucial role in their development and in particular during adolescence. This qualitative study was designed to provide a better understanding of aspects of the relationships between mothers and their adolescents with ID through an art-based tool, the Joint Painting Procedure. The qualitative analysis of six dyads of mothers and adolescents with severe, moderate and mild ID was based on the principles of narrative and phenomenological inquiry. The findings yielded three key themes that emerged from the relational dynamics during the JPP: (1) from dependency to autonomy, (2) the joint painting as a way to foster verbal communication, and (3) playfulness and enjoyment. The JPP appeared to serve as a meaningful art-based assessment of the implicit and explicit aspects of the relationships which evolved during the interaction. The findings underscore the potential of the JPP as a non-verbal, art-based tool that allows researchers and clinicians to learn more about the dynamics of relationships between mothers and their adolescents with ID. It also enables a context where the expression of relational issues can be communicated and even transformed.
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Affiliation(s)
- Tami Gavron
- Department of Art Therapy, Faculty of Social Sciences & Humanities, Tel Hai College, Upper Galilee, Qiryat Shemona 1220800, Israel
- School of Creative Arts Therapies, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 3498838, Israel; (R.F.-S.); (A.P.)
- Correspondence:
| | - Rinat Feniger-Schaal
- School of Creative Arts Therapies, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 3498838, Israel; (R.F.-S.); (A.P.)
- Drama & Health Science Lab, University of Haifa, Haifa 3498838, Israel
- Center for the Study of Child Development, University of Haifa, Haifa 3498838, Israel
| | - Adi Peretz
- School of Creative Arts Therapies, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 3498838, Israel; (R.F.-S.); (A.P.)
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8
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Farran EK, Hudson KD, Bennett A, Ameen A, Misheva I, Bechlem B, Blades M, Courbois Y. Anxiety and Spatial Navigation in Williams Syndrome and Down Syndrome. Dev Neuropsychol 2022; 47:136-157. [PMID: 35282728 DOI: 10.1080/87565641.2022.2047685] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Individuals with Down Syndrome (DS) and individuals with Williams syndrome (WS) present with poor navigation and elevated anxiety. The aim of this study was to determine the relationship between these two characteristics. Parent report questionnaires measured navigation abilities and anxiety in WS (N = 55) and DS (N = 42) as follows. Anxiety: Spence Children's Anxiety Scale and a novel measure of navigation anxiety. Navigation: Santa Barbara Sense of Direction Scale (SBSOD) and a novel measure of navigation competence. Most individuals were not permitted to travel independently. A relationship between navigation anxiety and SBSOD scores (but not navigation competence) was observed for both groups.
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Affiliation(s)
- Emily K Farran
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Kerry D Hudson
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK
| | - Amelia Bennett
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Aan Ameen
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Iliana Misheva
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Badri Bechlem
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK
| | - Mark Blades
- Department of Psychology, University of Sheffield, Sheffield, UK
| | - Yannick Courbois
- Univ. Lille, ULR 4072 - PSITEC - Psychologie: Interactions Temps Émotions Cognition, Lille, France
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9
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Variation in differential reactions to comfort by parents versus strangers in children with severe or profound intellectual disabilities: the role of parental sensitivity and motor competence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02501-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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10
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Vanwalleghem S, Miljkovitch R, Vinter A. Attachment representations among school-age children with intellectual disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 118:104064. [PMID: 34425542 DOI: 10.1016/j.ridd.2021.104064] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 07/22/2021] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Research data documenting a high risk of insecure and disorganized attachment among children with intellectual disability (ID) in infancy and early childhood raises the question of mutual influences between ID and attachment in later childhood. AIMS The objectives of the present study were to examine attachment among school-age children with ID and whether attachment varies according to level of intellectual functioning, adaptative functioning, and presence of a genetic syndrome (i.e. Down syndrome). METHODS Attachment among 54 children with ID aged 8-12 years (30 with Down Syndrome, 24 with non-specific ID) was assessed using the Attachment Story Completion Task, and compared with that of 108 typically developing children, 54 of the same chronological age and 54 of the same mental age. OUTCOMES Results show (1) less security among children with ID than among same-age controls (2) more disorganization among children with ID compared to the two control groups, (3) a link between attachment disorganization and level of adaptive functioning among children with ID and (4) no difference in attachment between children with DS and children with non-specific ID. CONCLUSIONS Children with ID remain vulnerable to disorganization during late childhood. More research is needed to understand the factors underlying disorganized attachment representations.
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Affiliation(s)
- Stéphanie Vanwalleghem
- Unité de Recherche CLIPSYD, Université Paris Nanterre, 200 avenue de la Liberté, 92001, Nanterre, France.
| | - Raphaële Miljkovitch
- Laboratoire Paragraphe, Université Paris 8, 2 Rue de la Liberté, 93526, Saint-Denis Cedex 02, France
| | - Annie Vinter
- LEAD, CNRS 5022, Université Bourgogne Franche-Comté, Esplanade Erasme, Pôle 2AFE, 21000, Dijon, France
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Oruç M, Kukulu K. The relationship between maternal function and maternal attachment of women during the postpartum period. J Reprod Infant Psychol 2021; 40:288-298. [PMID: 34348545 DOI: 10.1080/02646838.2021.1962824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE The objective of this study was to investigate the relationship between maternal functions including self-care and adjustment and maternal attachment during the postpartum period. BACKGROUND Mothers adapt to their new role during the postpartum period by recognising both their baby and their physical, emotional, and social recovery. During this period, a mother's interaction with her baby supports attachment. METHOD The study design was planned as a descriptive-relational type. The study was performed in two Family Healthcare Centres located in Antalya city, Turkey country. The population of the study consisted of 250 mothers aged 18-45 years who had a postpartum period between 8 and 11 weeks. A simple sampling method was used. Data were collected using the mothers' identification forms, the Barkin Index of Maternal Function, and the Maternal Attachment Inventory. The forms were administered to mothers via the face-to-face interview method. Numerical, percental, and relational statistical methods as well as arithmetic means were used in the data analysis. RESULTS The mean score of the Barkin Index of the Maternal Function was 76.97 ± 10.19 and the mean score of the Maternal Attachment Inventory was 100.92 ± 3.17. There was a positive, low, and significant relationship between maternal function and maternal attachment (r = 0.22, p = 0.00). There was a positive, low, and significant relationship between maternal attachment and self-care, maternal psychology, infant care, social support, and maternal adjustment scores. CONCLUSION The maternal attachment level was found to be high in women with high maternal function. To develop the relationship between functional status and maternal attachment, mothers may provided with social support and, if necessary, psychological support.
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Affiliation(s)
- Mine Oruç
- Antalya Research and Education Hospital, Antalya Health Science University
| | - Kamile Kukulu
- Faculty of Nursing, Akdeniz University, Antalya, Turkey
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O’Neill MC, Badovinac S, Pillai Riddell R, Bureau JF, Rumeo C, Costa S. The longitudinal and concurrent relationship between caregiver sensitivity and preschool attachment: A systematic review and meta-analysis. PLoS One 2021; 16:e0245061. [PMID: 33481826 PMCID: PMC7822304 DOI: 10.1371/journal.pone.0245061] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Accepted: 12/22/2020] [Indexed: 11/21/2022] Open
Abstract
The present study aimed to systematically review and meta-analyze the concurrent and longitudinal relationship between caregiver sensitivity and preschool attachment measured using the Main and Cassidy (1988) and Cassidy and Marvin (1992) attachment classification systems. This review was pre-registered with the International Prospective Register of Systematic Reviews (PROSPERO; Registration Number CRD42017073417) and completed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The present review identified 36 studies made up of 21 samples (N = 3, 847) examining the relationship between caregiver sensitivity and preschool attachment. Eight primary meta-analyses were conducted separately according to the proximity of the assessment of sensitivity to attachment (i.e., concurrent versus longitudinal), operationalization of caregiver sensitivity (i.e., unidimensional versus multidimensional) and attachment categorizations (i.e., secure-insecure versus organized-disorganized). Overall, the meta-analyses revealed higher levels of caregiver sensitivity among caregivers with secure and organized preschoolers, relative to insecure and disorganized preschoolers, respectively. Medium effect sizes (g = .46 to .59) were found for both longitudinal and concurrent associations between caregiver sensitivity and preschool attachment when a unidimensional measure of caregiver sensitivity was employed, compared to small to medium effect sizes (g = .34 to .49) when a multidimensional measure of caregiver sensitivity was employed. Child age at attachment measurement was a significant moderator of the longitudinal association between unidimensional caregiver sensitivity and preschool attachment. Future directions for the literature and clinical implications are discussed.
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Affiliation(s)
| | | | - Rebecca Pillai Riddell
- Department of Psychology, York University, Toronto, Ontario, Canada
- Department of Psychiatry Research, Hospital for Sick Children, Toronto, Ontario, Canada
- Department of Psychiatry and Pharmacy, University of Toronto, Toronto, Ontario, Canada
- * E-mail:
| | | | - Carla Rumeo
- Department of Psychology, York University, Toronto, Ontario, Canada
| | - Stefano Costa
- Department of Psychology, York University, Toronto, Ontario, Canada
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MacMillan KK, Lewis AJ, Watson SJ, Galbally M. Maternal depression and the emotional availability of mothers at six months postpartum: Findings from the Mercy Pregnancy and Emotional Wellbeing Study (MPEWS) pregnancy cohort. J Affect Disord 2020; 266:678-685. [PMID: 32056944 DOI: 10.1016/j.jad.2020.01.109] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2019] [Revised: 11/14/2019] [Accepted: 01/20/2020] [Indexed: 12/16/2022]
Abstract
BACKGROUND Existing research suggests maternal depression may reduce the quality of early mother-infant interaction and this might increase our understanding of how maternal mental health impacts on child development outcomes. However, most studies recruit from community samples and few include both a diagnostic measure of maternal depression together with an observational measure of the quality of the mother-infant relationship. METHODS Data was drawn from 210 women recruited in early pregnancy until 6 months postpartum within an Australian pregnancy cohort, the Mercy Pregnancy and Emotional Wellbeing Study. Those women who at six months postpartum were video recorded interacting with their infant for at least 40-minutes were included in this study, with the quality of those interactions assessed using the Emotional Availability Scales coding system. Depression was measured using the Structured Clinical Interview for the DSM-IV-TR Clinician Version and the Edinburgh Postnatal Depression Scale, and covariates included maternal age and education. RESULTS Whilst results showed a small negative association between antenatal depressive symptoms in trimester one of pregnancy and maternal EA, there was no effect of maternal depression diagnosis or of maternal depressive symptoms in later pregnancy or postpartum. LIMITATIONS This study focuses exclusively on mothers and does not account for the role of partners. CONCLUSIONS Maternal depression might have a smaller effect on maternal EA then some existing research implies, with that effect most prevalent in early pregnancy. Clinical intervention might not be necessary for all mother-infant dyads experiencing depressive symptomology, but instead be directed to those with additional risk factors.
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Affiliation(s)
| | - Andrew J Lewis
- Psychology Discipline, Murdoch University, Perth, Australia
| | - Stuart J Watson
- Psychology Discipline, Murdoch University, Perth, Australia; School of Medicine, The University of Notre Dame, Fremantle, Australia
| | - Megan Galbally
- Psychology Discipline, Murdoch University, Perth, Australia; School of Medicine, The University of Notre Dame, Fremantle, Australia; King Edward Memorial Hospital, Subiaco, Australia.
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14
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Feniger-Schaal R, Oppenheim D, Koren-Karie N. Parenting children with intellectual disability: linking maternal insightfulness to sensitivity. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2019; 63:1285-1289. [PMID: 30834656 DOI: 10.1111/jir.12614] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Revised: 02/10/2019] [Accepted: 02/11/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND This study examined mothers' representation of their children's inner world - maternal insightfulness - and its link to sensitive maternal behaviour. We aimed to understand some of the parental processes that underlie parenting children with intellectual disability (ID). METHODS The sample included 38 mothers and their children with non-specific ID aged 2.5 to 5.5 years. Children had developmental quotient scores of M = 56.29, SD = 9.65 and adaptive behaviour scores of M = 60.72, SD = 10.43. We hypothesised that mothers who were insightful show more sensitive behaviour when interacting with their children than non-insightful mothers do. Maternal insightfulness was assessed using the insightfulness interview, and maternal sensitive behaviour during mother-child interaction was assessed using the emotional availability observation scales. RESULTS Forty-one per cent of the mothers showed positive insightfulness regarding their children's inner world. These mothers showed higher levels of sensitive behaviour than did the non-insightful mothers. The insightfulness-sensitivity link was not associated with any of the mothers' or the children's characteristics, including the level of developmental quotient, suggesting that these parental constructs are not simply a reflection of the level of the children's developmental delay. CONCLUSIONS Better understanding of the mechanism of parenthood, including the insightfulness-sensitivity link, may help personalise the support provided to parents of children with ID. The associations between maternal insightfulness and sensitivity imply that promoting maternal insightfulness may enhance mothers' sensitivity towards their children.
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Affiliation(s)
- R Feniger-Schaal
- The Center for the Study of Child Development, University of Haifa, Israel
- Graduate School of Creative Arts Therapies, University of Haifa, Israel
| | - D Oppenheim
- The Center for the Study of Child Development, University of Haifa, Israel
- Department of Psychology, University of Haifa, Israel
| | - N Koren-Karie
- The Center for the Study of Child Development, University of Haifa, Israel
- School of Social Work, University of Haifa, Israel
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15
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Ashori M, Norouzi G, Jalil-Abkenar SS. The effect of positive parenting program on mental health in mothers of children with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2019; 23:385-396. [PMID: 30760097 DOI: 10.1177/1744629518824899] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The aim of this research was to examine the effectiveness of positive parenting program (Triple-P) on the mental health of mothers of children with intellectual disability (ID). This study was a quasi-experimental research with pretest, posttest design, and a control group. Thirty-six mothers of students with ID participated in this study and were divided into two groups (intervention group and control group). Each group consisted of 18 participants. The intervention group received a parent training program during 12 sessions, each session lasting for 80 min, while the control group did not receive any special training. Multivariate analysis of covariance test was applied to analyze the obtained data using SPSS software. The results of this study indicated that Triple-P had significant effect on the somatic symptoms, anxiety, depression, social dysfunction, and mental health of mothers of children with ID. As a result, this research emphasized that parenting skills training will improve the mental health of mothers of children with ID, and therefore, planning for Triple-P training is of particular importance.
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