Aim:This study describes the implementation of a group intervention using Video Interaction Guidance (VIG) to decrease maternal postnatal depression and increase attunement and pleasure in mother-infant relationships.Rationale:Interventions that focus on reducing maternal depression levels do not always have an impact on the relationship between mother and child. Yet depression can limit a parent’s emotional availability and thereby impair the child’s emotional, social, cognitive and physical development, in the long as well as in the short term. An intervention using VIG was designed to increase parental sensitivity and confidence.Method:22 participants received the ‘Fun with Mum’ intervention in closed groups of six to eight mothers and infants. Individuals were referred by health visitors, midwives, family doctors or through the Family Support Service. Criteria for referral included a score of 10 or above on the Edinburgh Postnatal Depression Scale (EPDS) and a stated desire for support.Findings:Pre- and post-intervention EPDS data was collected from 20 of the participants. Sixteen individuals reported a marked decrease in maternal depression. All 22 participants indicated positive change on individually defined targets. Qualitative analysis of targets showed the nature of change experienced. Feedback from mothers indicated improved mindfulness and enjoyment in the relationship with their infant. In addition to video work, organised activities and peer support were identified by mothers as crucial aspects of the intervention.Conclusions:Group-based interventions using VIG can offer an effective approach to developing positive relationships between mothers and their infants in vulnerable circumstances.
There is now a wealth of research to validate Bowlby’s (1969) idea that the attachment relationship is crucial to development (for a review, see Schore, 2001). In particular, we know from longitudinal studies just how damaging the insecure attachment relationship can be, above all when it is disorganised (e.g. Dutra et al., 2009; Lyons-Ruth & Jacobvitz, 2009). From this increased understanding of long-term harm has come a desire to develop and implement programmes that impact as early as possible on the infant-carer relationship. Although it is debatable whether the word ‘attachment’ can be applied during pregnancy in strict Bowlbian terms (Walsh, 2009), there are an increasing number of studies that indicate how vital the prenatal period is to the future development of the attachment relationship. This article provides a review of current antenatal assessment and interventions, exploring what is being measured and which factors in antenatal care are conducive to enhancing the post-birth attachment relationship. There is a clear role here for educational psychologists: the profession deals with the consequences of insecure attachment on a daily basis but there is also an opportunity to be engaged in truly preventative work.
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