The Impact of Perinatal Depression on Children’s Social-Emotional Development: A Longitudinal Study

Abstract

Objectives This longitudinal population study aimed to investigate if maternal depression at different time points during the perinatal period impacts children's social-emotional development at 2 years of age. Methods Participants were women (n = 1235) who gave birth at Akershus University Hospital in Norway. Maternal depressive symptoms were assessed by using the Edinburgh Postnatal Depression Scale at pregnancy week 32 and at 8 weeks and 2 years postpartum, whereas children's social-emotional development at the age of 2 years was assessed by using the Ages and Stages Questionnaire: Social-Emotional. Bi- and multivariate logistic regression analyses were conducted to examine the linkage between maternal perinatal depression and children's early social-emotional development. Results Multivariate analyses showed that social-emotional problems in the child 2 years after birth were strongly associated with maternal depression at pregnancy week 32 (adjusted odds ratio (aOR) 3.4; 95 % CI 1.4-8.0), depression at 8 weeks postpartum (aOR 3.8; 95 % CI 1.7-8.6), and with depression at both time points (aOR 3.7; 95 % CI 1.5-10.1). Conclusion Findings indicate pre- and postnatal depression each bears an independent, adverse impact on children's social-emotional development.

Women's Experiences of Seeking and Receiving Psychological and Psychosocial Interventions for Postpartum Depression: A Systematic Review and Thematic Synthesis of the Qualitative Literature

“…PPD is also a risk factor for women's future mental health difficulties . Additionally, PPD may have a detrimental impact on maternal caretaking and parenting behavior: there is a large body of research documenting the adverse impact PPD can have on the cognitive and emotional development of the infant …”

Comparative use of the Ages and Stages Questionnaires in the USA and Scandinavia: a systematic review

“…Results for Scandinavian children with concerning screens from the ASQ/ASQ:SE were quite inconsistent compared with US studies where, at a minimum, children were routinely referred to Individuals with Disabilities Education Act EI/ECSE programmes (which are available in every county of every state). These Scandinavian children often had no clearly described follow‐up plan, or they received further assessment (typically with a psychologist or medical subspecialist) based on individualized research protocols . The literature also collectively indicates different follow‐up procedures in different regional municipalities throughout Denmark, Norway, and Sweden .…”

“…A main finding of this systematic review was that US professionals more commonly use the ASQ and/or ASQ:SE as it was originally intended: for the early detection and referral of developmental–behavioural concerns in general or at‐risk populations, most commonly in primary care medical settings. Scandinavian cohort studies more commonly report the use of the ASQ and ASQ:SE to longitudinally track differences between intervention/exposure groups and comparison groups . There are few studies of these tools being used routinely in clinical practice across Scandinavian countries, which lack up‐to‐date, national norms for the ASQ‐3 and ASQ:SE‐2.…”

“…Although Scandinavia has published an expanding number of intervention/exposure‐based studies over the past decade, up‐to‐date psychometric studies would help to better support the validity of their findings. Norway has provided the most supportive psychometric research .…”

The investigation of effects of static immersion and calming in water on pregnant women's stress participating in preparation classes for childbirth

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