Effective stress intervention programs for parents of premature children: A systematic review

Martínez-Shaw, Melissa Liher; Sánchez‐Sandoval, Yolanda

doi:10.1002/smi.3194

Cited by 4 publications

(2 citation statements)

References 121 publications

(221 reference statements)

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“…In this regard, other investigations show that early intervention improves the cognitive outcomes of premature infants (Nordhov et al, 2010 ). Likewise, there is a wide variety of interventions in the family of preterm children that reduce parental stress (Martínez-Shaw and Sánchez-Sandoval, 2022 ). New intervention programs with preterm newborns developed in recent decades, such as the Developmental Centered Care Model (CCD) or the Newborn Individualized Developmental Care and Assessment Program (NIDCAP), were not considered.…”

Section: Discussionmentioning

confidence: 99%

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Lacalle¹,

Martínez-Shaw²,

Marín³

et al. 2023

Front. Psychol.

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Preterm birth (before 37 weeks of gestational age) is associated with certain risks to child development. The aim of this systematic review was to summarize available and updated empirical evidence on prematurity as a risk factor for cognitive development in school age. Thus, we attempted to identify similarities and differences with the full-term population and to point out possible risk or protective factors among the biological, psychosocial and family variables. The conceptualization and methodology of this review followed the PRISMA recommendations. The search was carried out in Web of Science, Scopus, PsycInfo, and Dialnet databases, in May 2022. The search was limited to journal articles, published between 2012 and 2022, in English and Spanish. Research articles selected were those focused on the intelligence quotient (IQ) of preterm children aged 6–12 years. The review included studies with cross-sectional or longitudinal cohorts, compared to a control group of children born at term or to standardized scales. The quality of evidence of the selected studies was verified with the Mixed Methods Appraisal Tool (MMAT). The initial search identified 1,040 articles. Forty articles met the inclusion criteria and were finally included in this review. These studies involved 5,396 preterm children from 37 different cohorts. Despite the diversity found among the results, in general, total IQ scores were within the normative mean for premature children; however, compared to their full-term peers, these scores were lower. The most studied variables in relation to IQ are perinatal (e.g., gestational age and birth weight) and family (e.g., socioeconomic level and education level of the mother). Recent studies corroborate that premature birth affects cognitive development in school age, and identify associated perinatal and family variables.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=337371; identifier: CRD42022337371.

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Section: Discussionmentioning

confidence: 99%

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Lacalle¹,

Martínez-Shaw²,

Marín³

et al. 2023

Front. Psychol.

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“…family-centred care), koji povratno učinkovito umanjuju doživljaj stresa kod roditelja. Kod tih se intervencija roditelji promatraju kao aktivni partneri u njezi nedonoščeta, a one podrazumijevaju slobodan pristup roditelja NICU-u, omogućavanje klokanske njege, edukaciju roditelja o specifičnoj skrbi za nedonoščad, poučavanje roditelja tehnikama relaksacije te emocionalnu i informativnu podršku medicinskoga osoblja (Axelin i sur., 2021;Martίnez-Shaw i Sánchez-Sandoval, 2023;Sabnis i sur., 2019;Soni, 2020).…”

Section: Smjernice Za Daljnja Istraživanja I Praktične Implikacijeunclassified

Preterm Birth

Ombla

Vidaković

Slišković

2023

Psihol. teme (Online)

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Cilj je ovoga preglednog rada ukazati na moguće rizike prijevremenoga poroda za daljnji razvoj djece te prikazati rezultate recentnih istraživanja psihofizičkoga zdravlja roditelja prijevremeno rođene djece. Istraživanja pokazuju da posljedice koje prijevremeno rođenje ima za djecu mogu biti ozbiljne, pri čemu rizik od neurorazvojnih poremećaja raste s nižom gestacijskom dobi djeteta i nižom porodnom težinom. Rizici prijevremenoga rođenja djeteta za roditelje mogu se očitovati neposredno i/ili dugoročno, od akutne stresne reakcije do poslijetraumatskoga stresnog sindroma, poteškoća u razvoju privrženosti, perzistirajuće intenzivne brige i straha za dijete, što je dodatno naglašeno prelaskom djeteta iz bolničkoga okruženja na kućnu njegu. Inicijalna emocionalna i informativna podrška medicinskoga osoblja, prakticiranje tzv. klokanske njege, dostupnost stručnjaka za mentalno zdravlje te neformalni izvori podrške izuzetno su važni čimbenici prilagodbe roditelja. Pregled suvremenih istraživanja upućuje na potrebu za daljnjim ispitivanjima čimbenika koji se dovode u vezu s (ne)uspješnom psihofizičkom prilagodbom roditelja na prijevremeno rođenje djeteta i skrb o nedonoščetu. Budući da je adekvatno suočavanje roditelja važan preduvjet razvojnih ishoda kod neurorizične djece, bitno je osigurati programe podrške roditeljima da bi se osnažila njihova znanja i kompetencije.

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Effect of a Follow-up Program Involving an Early Intervention and Self-help Group on Parenting Stress, Depression, and Parenting Efficacy for Mothers of Premature Infants

Ji,

Choi,

Shim

2023

J Korean Soc Matern Child Health

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Purpose: This study is intended to investigate the impact of an early intervention and follow-up program involving self-help groups on maternal parenting stress, depression, and parenting efficacy in families with premature infants.Methods: The study included 30 mothers in the experimental group and 29 in the control group, all of whom had premature infants in the neonatal intensive care unit. Changes in dependent variables before and after the followup program were analyzed using paired t-tests with mean and standard deviation, and variables that differed in presurvey scores were analyzed using analysis of covariance with covariates.Results: Parenting stress decreased in the experimental group that participated in the follow-up program, while it increased in the control group. Depression decreased by 3.44 points in the intervention group and 1.76 points in the control group. Parenting efficacy increased by 3.03 points in the experimental group and decreased by 1.03 points in the control group after the program.Conclusion: This study highlights the significance of offering family-centered early interventions within existing hospitals or institutions, rather than relying solely on home visits, to promptly address the early developmental issues of premature infants, share information, and provide emotional support through regular self-help meetings.

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Effective stress intervention programs for parents of premature children: A systematic review

Cited by 4 publications

References 121 publications

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Preterm Birth

Effect of a Follow-up Program Involving an Early Intervention and Self-help Group on Parenting Stress, Depression, and Parenting Efficacy for Mothers of Premature Infants

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