Document Detail

Parenting stress in mothers after very preterm birth and the effect of the Infant Behavioural Assessment and Intervention Program.
MedLine Citation:
PMID:  20645992     Owner:  NLM     Status:  In-Data-Review    
Objective  Purpose of this study was to examine maternal parenting stress as a secondary outcome of the Infant Behavioural Assessment and Intervention Program (IBAIP). Methods  In a randomized controlled trial 86 very preterm infants and their parents were assigned to the intervention group and 90 to the control group. Maternal parenting stress was assessed with the Dutch version of the Parenting Stress Index at 12 and 24 months post term. Results  Mothers in the intervention group mothers assessed their infants as happier and less hyperactive/distractible compared with the control group mothers. However, mothers in the intervention group reported more feelings of social isolation. Conclusions  The IBAIP appears to have made mothers more satisfied about their infants' mood and distractibility, but also may have evoked more feelings of social isolation. Next to long-term evaluation of the development in very preterm born children, follow-up on functioning of their parents is important.
D E Meijssen; M J Wolf; K Koldewijn; A G van Wassenaer; J H Kok; A L van Baar
Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  Child: care, health and development     Volume:  37     ISSN:  1365-2214     ISO Abbreviation:  Child Care Health Dev     Publication Date:  2011 Mar 
Date Detail:
Created Date:  2011-02-15     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  7602632     Medline TA:  Child Care Health Dev     Country:  England    
Other Details:
Languages:  eng     Pagination:  195-202     Citation Subset:  IM    
Copyright Information:
© 2010 Blackwell Publishing Ltd.
Developmental Psychology, Tilburg University, Tilburg Department of Rehabilitation, Academic Medical Center, University of Amsterdam Department of Neonatology, Academic Medical Center, University of Amsterdam, Amsterdam, and Pedagogical and Educational Sciences, Utrecht University, Utrecht, the Netherlands.
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