The Effect of a Social-Emotional Intervention on the Development of Preterm Infants in Institutions

The Relationship Between Temperament Characteristics and Emotion Regulation Abilities in Institutionalized and Noninstitutionalized Children

This study examined the role of institutionalization and temperament dimensions on emotion regulation and negative lability in school-aged (6-10 years) children. Participants were 46 institutionalized (22 boys; 24 girls) and 48 noninstitutionalized children (23 boys; 25 girls), matched in age and sex. Emotion regulation and negative lability were assessed with the Emotion Regulation Checklist (ERC). The School-Age Temperament Inventory (SATI) was used to measure temperament dimensions. No significant between-group differences emerged in temperament dimensions, emotion regulation and negative lability. After controlling for institutionalization status, results indicated that (a) approach/withdrawal (sociability) and persistence positively predicted emotion regulation, (b) negative reactivity positively predicted negative lability, and (c) persistence negatively predicted negative lability. Institutionalization did not predict emotion regulation or negative lability. The protective role that specific temperament characteristics, such as persistence and approach/withdrawal (sociability), may have for at risk populations (e.g., institutionalized) and typically developing (e.g., noninstitutionalized) children is highlighted.

“Quem Não Pega, Não Se Apega”? Interações e Vínculos com Bebês Acolhidos

Resumo Investigou-se o estabelecimento de vínculos entre cuidadores e bebês acolhidos, e como estes eram significados e (im)possibilitados em instituição de acolhimento. Utilizando videogravações semanais, por três meses, entrevistas e diários de campo, conduziu-se estudo exploratório, descritivo-qualitativo, em contexto naturalístico, acompanhando interações entre cuidadoras e 3 bebês (idade: 4 a 13 meses). Categorias observacionais foram quantificadas. Observou-se baixa responsividade às expressões dos bebês. Contatos físicos eram evitados pelas cuidadoras. Orientações institucionalizadas (como não pegue para não se apegar) mostraram-se significativos circunscritores das interações. Laços afetivos se estabeleceram apenas com determinadas crianças. Discutiu-se como a socialização emocional, a responsividade das cuidadoras e a organização do contexto relacionavam-se com o desenvolvimento socioafetivo, a construção de vínculos e os processos de aprendizagens.

[Optimization of neonatal hospital care for very preterm babies while supporting early parent-child relationships]

Research shows that not only medical but also psychological factors such as parents' emotional state, their parenting skills, quality of very early relationships with the infant influence child's physical and mental health and development. The support of good infant-mother relationships is an essential part of early family-centered help to premature babies. The article reviews existing evidence-based programs of neonatal care and support of early mother-child relationships for preterm babies at the hospital. It covers three main directions: discussing with parents prognosis of a child's health and development; supporting natural conditions of child development, and including parents into child early care and observation. Data presented in the article shows that if using each of the mentioned above directions that are important for quality early care and interaction, positive dynamics is seen both on parents' and preterm infant's side. Designated programs can be widely implemented in neonatal intensive care units for children born before term, including those with extremely low body weight when they achieve clinical stabilization. The material presented in the article may be used as the scientific base for implementing in Russian Federation early care system both at the hospital level and, later, in the family environment. It also constitutes new directions for research of preterm babies and their parents.

Effect of a Focused Social and Communication Intervention on Preterm Children with ASD: A Pilot Study

While advances in intensive neonatal care have greatly improved survival rates among preterm infants, incidence of neurodevelopmental disorders in this group is still high, with autism spectrum disorder (ASD) being one of the most frequent. To this end, we conducted a social-communication intervention aimed at investigating efficacy in social-communicative skills. Eighteen children (preterm and full-term with ASD and preterm children) aged 18 through 20 months participated in the study. Our findings indicate that most participants in the intervention groups registered significant improvements in terms of socio-communicative skills, cognitive development, and language. Accordingly, these pilot data underscore the need for further research and implementation of early interventions in young preterm children with ASD.