Maternal sensory sensitivity, mother-infant 9-month interaction, infant attachment status: predictors of mother-toddler interaction at 24 months

The expectant social mind: A systematic review of face processing during pregnancy and the effect of depression and anxiety

Pregnancy carries enormous changes in the psychological and neurophysiological domains. It has been suggested that pregnant women undergo a cognitive reorganization aimed at increasing the salience of social stimuli (i.e., the tendency of social cues to capture observer's attention, so that their processing results prioritized). The goal of the present work was to systematically review the empirical evidence of a change in face processing during pregnancy. Moreover, we explored whether face processing is associated with antenatal depression and anxiety and the extent to which this is part of a potential mechanism to explain detrimental effects of maternal psychopathology on infant outcomes. We identified 19 relevant studies and discussed them based on their methodological qualities. The results of the review suggest that even though it is not possible to draw firm conclusions, pregnancy is likely to be a plasticity window for face processing at the behavioral and neural levels. Evidence confirms the detrimental effect of depression and anxiety on face processing during pregnancy. Clinical implications for parenting interventions are discussed.

RECOGNIZING INFANTS' EMOTIONAL EXPRESSIONS: ARE ADOLESCENTS LESS SENSITIVE TO INFANTS' CUES?

Previous studies have shown that adolescent mothers interact less sensitively with their infants than do adult mothers. This difference might be due to developmental difficulties in the recognition of infants' emotional states in adolescents. Therefore, the aim of the current study was to explore differences in the recognition of infant signals between nonparous adolescent girls and boys as compared to female and male adults. To this end, we examined 54 childless adolescents and 54 childless adults (50% female). Participants were shown a series of 20 short videos of infants aged 3 to 6 months presenting different emotional states ranging from very distressed to very happy. In addition, participants were asked to report their own parental experiences using the German version, Fragebogen zum erinnerten elterlichen Erziehungsverhalten (J. Schumacher, M. Eisemann, & E. Brähler, ), of the Egna Minnen Befräffande Uppfostran (Own Memories of Parental Rearing Experiences in Childhood; C. Perris, L. Jacobsson, H. Lindstrom, L. von Knorring, & H. Perris, ). Adolescents rated distressed infants as more distressed than did the adults. Furthermore, female participants rated the very distressed infants as more distressed than did male participants. These data suggest that adolescents, in general, are not impaired in recognizing infant emotional states, as compared to adults. Thus, we suggest that more extreme ratings of infant signals of discomfort together with immature sociocognitive regulation processes during adolescence might contribute to reduced sensitivity observed in adolescent mothers.

Family support and education

Family involvement is essential to the developmental outcome of infants born into Neonatal Intensive Care Unit (NICU). In this article, evidence has been presented on the parent's perspective of having an infant in the NICU and the context of family. Key points to an educational assessment are also reviewed. Throughout, the parent's concerns and the educational needs of the family are shared, and strategies are given to help therapists enhance their teaching skills and ways to partner with parents. This article also introduces the NICU Discharge Path for parents "Preparing for Your Baby to Come Home". The Path educates parents on the steps towards home and encourages their participation in the process.

Instituting parent education practices in the neonatal intensive care unit: an administrative case report of practice evaluation and statewide action

BACKGROUND AND PURPOSE

Infants born preterm are at high risk of developmental disabilities and benefit from early developmental intervention programs. Physical therapists with neonatal expertise are ideally suited to educate parents about ways to support their infant's development in the first months of life. However, administrative policies are needed to support the therapist in providing adequate parent education in the neonatal intensive care unit (NICU). This administrative case report describes the process used by a team of neonatal therapists to evaluate clinical practice, determine the need for change, and develop and implement a new parent education program in the NICU.

CASE DESCRIPTION

Physical therapy parent education practices were evaluated in an academic medical center with a 36-bed, level-3 NICU. Physical therapists with neonatal expertise covered multiple units within the hospital each day. A series of focus groups, a small descriptive study, and staff discussion were used to evaluate parent education practices in this academic medical center. A new parent education program was developed based on data collected and literature to improve clinical care.

OUTCOMES

The new parent education model was implemented over the course of several months using overlapping initiatives. Administrative support for the change was developed through collaboration, open communication, and presentation of clinical data. In addition, this hospital-based program contributed to the development of a statewide initiative to educate parents of preterm infants about the importance of supporting development in the first months of life.

DISCUSSION

A collaborative and data-driven approach to evaluating parent education practices supported the development of a new parent education practice while acknowledging the need to meet staff productivity standards and provide excellent care throughout the hospital.

Maternal neural responses to infant cries and faces: relationships with substance use

Substance abuse in pregnant and recently post-partum women is a major public health concern because of effects on the infant and on the ability of the adult to care for the infant. In addition to the negative health effects of teratogenic substances on fetal development, substance use can contribute to difficulties associated with the social and behavioral aspects of parenting. Neural circuits associated with parenting behavior overlap with circuits involved in addiction (e.g., frontal, striatal, and limbic systems) and thus may be co-opted for the craving/reward cycle associated with substance use and abuse and be less available for parenting. The current study investigates the degree to which neural circuits associated with parenting are disrupted in mothers who are substance-using. Specifically, we used functional magnetic resonance imaging to examine the neural response to emotional infant cues (faces and cries) in substance-using compared to non-using mothers. In response to both faces (of varying emotional valence) and cries (of varying distress levels), substance-using mothers evidenced reduced neural activation in regions that have been previously implicated in reward and motivation as well as regions involved in cognitive control. Specifically, in response to faces, substance users showed reduced activation in prefrontal regions, including the dorsolateral and ventromedial prefrontal cortices, as well as visual processing (occipital lobes) and limbic regions (parahippocampus and amygdala). Similarly, in response to infant cries, substance-using mothers showed reduced activation relative to non-using mothers in prefrontal regions, auditory sensory processing regions, insula and limbic regions (parahippocampus and amygdala). These findings suggest that infant stimuli may be less salient for substance-using mothers, and such reduced saliency may impair developing infant-caregiver attachment and the ability of mothers to respond appropriately to their infants.

Exploring the Role of Touch in the First Year of Life: Mothers' Perspectives of Tactile Interactions with Their Infants

Introduction:

Touch is a basic instinctual interaction between a parent and his or her infant and has a vital role in the infant's early development. Parents provide a variety of tactile stimulation while addressing their infant's daily care routines. This paper reports on research findings, exploring the nature of this tactile interaction and how it is influenced by personal and contextual factors.

Method:

A qualitative study, employing a phenomenological approach, was conducted to explore the experiential nature of tactile interaction. Data were collected from six mothers of typically developing infants through single semi-structured interviews, and analysed thematically. Credibility and trustworthiness were addressed throughout the research process through peer checking, an audit trail and the completion of a reflexive diary.

Findings:

The mothers described the importance of tactile interaction as a medium through which to bond with their infant and also discussed the influence that the infant's development has on this dyadic relationship. Personal and contextual factors were identified as affecting engagement in tactile interaction.

Conclusion:

Based on these findings, recommendations are made for occupational therapists who work with infants. The consideration of personal and contextual factors that influence mother-infant tactile interaction will contribute to a family-centred approach to therapy and support the achievement of best practice in this area.

Predictors of Maternal Sensitivity to Infant Distress

OBJECTIVE: The present study was designed to examine the extent to which mothers' emotional (i.e., empathy, negative emotions) and cognitive (i.e., accurate detection of distress, goals about infant crying, and emotion efficacy) responses to infant distress are related to maternal sensitivity in tasks designed to elicit infant distress. Mothers' emotional and cognitive responses to distress were assessed both prenatally in response to unfamiliar infants and postnatally in response to own infant. The extent to which prenatal and postnatal measures correlated with one another and with sensitivity to distress was examined. DESIGN: One-hundred and one mothers were interviewed prenatally about their responses to videotapes of crying infants, then videotaped interacting with their own infants at 6-months postpartum in two emotionally arousing tasks during which maternal sensitivity and infant distress were rated, and participated in a video-recall interview about their thoughts and feelings during the emotionally arousing tasks. RESULTS: Mothers' prenatal and postnatal goals in relation to infant distress and emotional reactions to infant distress were the most consistent predictors of sensitivity, but prenatal accurate detection of infant distress also predicted sensitivity. Furthermore, mothers' goals, emotional reactions to crying, and accurate distress detection buffered maternal sensitivity from the negative effect of observed infant distress. That is, infant distress was less strongly negatively associated with sensitivity when mothers had more infant-oriented goals, reported fewer negative emotions in response to infant crying, or were skilled at detecting infant distress. CONCLUSIONS: Assessing mothers' emotional and cognitive responses to infant distress provides insights into the origins of sensitivity to infant distress. Methodological issues relevant to assessing mothers' emotional and cognitive responses to infant distress are raised.

Domains of postpartum doula care and maternal responsiveness and competence

OBJECTIVE

To describe the domains of postpartum doula care and illustrate how doulas facilitate development of maternal responsiveness and competence.

DESIGN

Qualitative study using ethnographic method of participant observation.

SETTING

Homes of mothers who received postpartum doula care.

PARTICIPANTS

Thirteen women and their infants; 4 postpartum doulas.

RESULTS

Eleven domains emerged: emotional support, physical comfort, self-care, infant care, information, advocacy, referral, partner/father support, support mother/father with infant, support mother/father with sibling care, and household organization. Emotional support was used consistently and in combination with the other domains. Activities in all of the domains were used to facilitate the development of maternal responsiveness and maternal competence with 3 issues: resolution of infant feeding, integrating the infant into the family, and supporting developmental care and attachment.

CONCLUSIONS

Data suggest that by using 11 domains of care, postpartum doulas facilitate maternal responsiveness and competence. Development of a long-term relationship, mother-centered care, and education and support related to infant feeding, integrating the infant into family, and developmental care and attachment may contribute to these outcomes.

Parent preferences for motor development education in the neonatal intensive care unit

PURPOSE

The purpose of this pilot study was to determine parents' preferred method of receiving education on motor development of infants born preterm.

METHODS

This study was conducted through a pair of focus groups in which parents evaluated different educational formats and provided feedback on the clarity of the parent education intervention.

RESULTS

Parents reported that they would prefer to learn about their infant's motor development with a combination of observation, discussion, and written material. After the parent education intervention, parents of infants born preterm were able to describe the ways they would play with their infant and answered more questions correctly on a postintervention test.

CONCLUSIONS

Parents of infants who were born preterm would benefit from education using multiple approaches. The parent education intervention developed in this study is clear and well understood by parents. Further research is needed to evaluate the efficacy of this intervention.