The Effect of a Social–Emotional Intervention on the Development of Preterm Infants in Institutions

Abstract

This study examined the effect of a social-emotional intervention implemented in one St. Petersburg (Russian Federation) institution (called a Baby Home, BH) on the general behavioral development of preterm children (gestational ages of 30-36 weeks) during their first two years of life. The intervention consisted of training caregivers and implementing structural changes to create a more family-like environment. The study included preterm ( = 56) and full-term ( = 93) children from one BH that implemented the intervention and from another BH with no intervention. Children were assessed at 3, 6, 9, 12, 18 and 24 months of age with the Battelle Development Inventory (LINC Associates, 1988). The results showed that the intervention positively influenced the general behavioral development of BH preterm children throughout their first two years of life compared to preterms from the no-intervention BH. Also, results indicated that the intervention effect was developmentally similar for preterm and for full-term children, but preterm children consistently scored lower than full-terms during their first two years living in the BH. In general, our research emphasizes the crucial role of warm, sensitive, and responsive interactions with a constant and emotionally available caregiver for healthy child development for both term and preterm children.

Residential care as an alternative care option: A review of literature within a global context

“…Children's experience of the relationship with their residential carer(s) is fundamental to their growth and development and is critical to their recovery from prior experiences of attachment, separation and loss and the detrimental effects of neglectful or abusive parental care (Steels & Simpson, 2017; Wright et al, 2019). Studies described such practice in terms of carers' capacity to express warmth, engagement, sensitivity, affection and playfulness during routine caregiving activities to the children they care for, as well as providing structure and boundaries via routines, rules and a measured disciplinary style (Chernego et al, 2018; Garcia‐Quiroga & Hamilton‐Giachritsis, 2017; Steels & Simpson, 2017; Swerts et al, 2019). Furthermore, Vejmelka and Sabolic (2015) note the importance of retaining relationships and contact after children leave care.…”

“…Many studies found smaller ratios of children to caregivers as fundamental to care that is physically, psychologically and emotionally present and responsive to a child's developmental needs (Garcia‐Quiroga & Hamilton‐Giachritsis, 2017; Mota et al, 2016). Without this, larger ratios were found to lead to difficulties for children in establishing a secure attachment (Batki, 2018; Chernego et al, 2018; Garcia‐Quiroga et al, 2017; Rafferty, 2018; Sánchez‐Reyes et al, 2019). Other studies found a conducive organizational culture important.…”

A Social Intervention Approach to Rehabilitate the Health Psychology of Left-behind Children with Psychological Problems in Healthcare Settings

“…All kinds of practical psychological problems of left behind children come from their inner needs for family affection [13]. If the need for family affection cannot be satisfied for various reasons, psychological problems will arise [14].…”

“Quem Não Pega, Não Se Apega”? Interações e Vínculos com Bebês Acolhidos

“…Todos estes resultados reforçam a importância da implementação de programas de intervenção voltados para a promoção de práticas de cuidado positivas, que estimulem o engajamento dos cuidadores em interações envolvendo reciprocidade, responsividade, habilidades comunicativas e competências socioemocionais (Chernego et. al., 2018).…”