EFFECTS OF HOSPITAL-BASED INTERVENTION WITH MOTHERS OF PRETERM INFANTS ON MOTHER-INFANT INTERACTION AND MATERNAL SELF-CONFIDENCE
Environmental variables, particularly mother-infant interaction, are important contributors to predicting outcome for preterm infants. However, research demonstrates that early preterm mother-infant interaction is marked by distorted face-to-face interaction, with an infant who is less attentive, more fussy and more restless than a full-term infant, while the mother is more active, less imitative and less attentive to infant pauses than the mother of a full-term infant. These disturbed patterns persist beyond infancy and relate to later social interaction with peers, cognitive skills and language production. Intervention strategies have been utilized to improve early mother-infant interaction of mothers of full-term and preterm infants. However, existing research does not address the specific modes of intervention which are most effective in enhancing mother-infant interaction and maternal self-confidence with premature dyads. This study investigated that question by comparing three different hospital-based intervention conditions' effects on mother-infant interaction and maternal self-confidence. The effects of the intervention were assessed at hospital discharge and at one month conceptional age. Sixty healthy preterm infant-mother dyads were involved in the study. Assessment instruments included the Interaction Rating Scale, the Brazelton Neonatal Assessment Scale, the Maternal Self-Confidence Scale, and a Maternal Questionnaire. It was predicted that mothers and infants in the experimental intervention groups would perform more optimally than dyads in the control condition on interaction measures and maternal self-confidence. Further, it was predicted that mothers actively involved in the experimental intervention would receive more optimal scores than mothers who received general information. Analyses demonstrated that mothers and infants in the experimental conditions scored higher than mothers in the control condition on mother-infant interaction ratings. Further, the more active form of intervention group scored significantly better than the general information group on mother-infant interaction measures. No group differences were found on the maternal self-confidence measurement. Recommendations were made regarding theory, future research directions, and intervention strategies.
Off-Campus Purdue Users:
To access this dissertation, please log in to our