Prenatal expectations and other psycho-social factors as risk factors of postnatal bonding disturbance.

The mother's bond to her baby starts to develop during pregnancy, and it is related to the baby's attachment. We study how the mother's prenatal expectations of her unborn baby, the mother's adult relationships, and postnatal psycho-social factors (stress, depression, and anxiety) are related to the risk of bonding disturbance. The study comprised 1398 mothers and their unborn babies assessed both during pregnancy and when the babies were 3 months old (47.7% girls). The mother's risk of bonding disturbance was investigated using Brockington's Postpartum Bonding Questionnaire. According to the results, 71 (5.1%) of all the mothers in the study had a risk of a bonding disturbance. In a final adjusted logistic regression model, the most important risk factors were the mother's inability to form positive expectations about relationships with the baby during the third trimester of pregnancy (AOR = 7.78, p ≤ .001), maternal postnatal stress (AOR = 4.95, p ≤ .001) and maternal postnatal depression (AOR = 3.46, p ≤ .01). The results challenge healthcare professionals to screen pregnant mothers to identify at-risk groups for post-partum bonding disturbances. Intervention programs to prevent the development of bonding disturbances, and thus their possible serious consequences for children's development, should be considered.

La unión afectiva entre la madre y su bebé comienza a desarrollarse durante el embarazo y está relacionado a la afectividad del bebé. Estudiamos cómo las expectativas prenatales que la madre tenía de su bebé aún no nacido, las relaciones adultas de la madre, así como los factores sicosociales (estrés, depresión y ansiedad) están relacionados con la alteración de la unión afectiva. El estudio incluyó a 1,398 madres y sus no nacidos bebés evaluados ambos durante el embarazo y cuando los bebés tenían tres meses de nacidos (47.7% niñas). El riesgo de la madre de alteraciones en la unión afectiva fue investigado usando el Cuestionario Brockington sobre la Unión Afectiva Posterior al Parto. De acuerdo con los resultados, 71 (5.1%) de todas las madres en el estudio presentaban un riesgo de alteración de la unión afectiva. En un modelo final de regresión logístico ajustado, los más importantes factores de riesgo fueron la inhabilidad de la madre de formar expectativas positivas acerca de las relaciones con el bebé durante el tercer trimestre del embarazo (AOR = 7.78, p < .001), el estrés materno postnatal (AOR = 4.95, p < .001) y la depresión materna postnatal (AOR = 3.46, p < .01). Los resultados presentan un reto a los profesionales del cuidado de la salud para examinar a mujeres embarazadas con el fin de identificar grupos bajo riesgo de alteraciones en la unión afectiva posterior al parto. Se deben considerar programas de intervención para prevenir el desarrollo de alteraciones en la unión afectiva y, por tanto, posibles serias consecuencias para el desarrollo de los niños.

Le lien de la mère avec son bébé commence à se développer durant la grossesse, et est lié à l'attachement du bébé. Nous étudions la manière dont les attentes prénatales que la mère se fait de son bébé à naître, les relations adultes de la mère, et les facteurs postnatals psycho-sociaux (stress, dépression, anxiété) sont liés au risque de trouble du lien. L'étude a compris 1398 mères et leurs bébé à naître évalués à la fois durant la grossesse et quand les bébés avaient trois mois (47,7% de filles). Le risque de trouble du lien de la mère a fait l'objet de l'étude, au moyen du Questionnaire du Lien Postpartum de Brockington. Selon les résultats, 71 (soit 5,1%) de toutes les mères de l'étude avaient un risque de trouble du lien. Dans un modèle de régression logistique ajusté final les facteurs de risque les plus importants étaient l'incapacité de la mère à former des attentes positives sur les relations avec le bébé durant le troisième trimestre de la grossesse (AOR - 7,78, p ≤,001), le stress postnatal maternel (AOR = 4,95, p ≤,001) et la dépression postnatale maternelle (AOR = 3,46, p ≤,01). Les résultats défient les professionnels de la santé de dépister les mères enceintes afin d'identifier les groupes à risque de troubles du lien postpartum. Des programmes d'intervention destinés à prévenir le développement de troubles du lien ainsi que leurs conséquences sévères pour le développement des enfants devraient être considérés.

Neuropsychological group rehabilitation on neurobehavioral comorbidities in children with epilepsy.

Neurobehavioral comorbidities, particularly attention-deficits, are common in children with epilepsy (CWE). Neurobehavioral problems are manifested in school performance, peer relations, and social competence. Although the high prevalence of these comorbid behavioral problems is fully recognized, there remains to be a lack of studies on the interventions targeted for CWE. A manualized neuropsychological group intervention, Rehabilitation of EXecutive Function and ATtention (EXAT) has been developed for school-aged children (aged 6-12 years) with executive function (EF) and attention-deficits. This study aimed to explore the effects of EXAT on parent- and teacher-rated attention and behavior problems in CWE compared with children with the diagnosis of attention-deficit hyperactivity disorder (ADHD) and children with no formal diagnosis but prominent deficits in EF and attention. Forty-two children attending in neuropsychological group rehabilitation EXAT between the years 2006 and 2017 participated in this retrospective registry study. The CWE group consisted of 11 children, the ADHD group with 16 children, and EF/attention group consisted of 15 children with EF attention and/or problems without diagnosis of ADHD. The CWE group did not differ from the other two study groups (ADHD and no formal diagnosis) before the EXAT intervention. This indicates that attention problems in CWE are similar to those with diagnosed ADHD. The results were promising for applying structured multilevel intervention for CWE and neurobehavioral comorbidities. Lack of group differences between the groups participating EXAT suggests similar intervention effects between CWE, ADHD, and those with less severe EF and attention problems. In parent ratings, intervention effects were higher in hyperactivity and oppositional behavior for children with attention problems and without epilepsy. Parents in the CWE group reported no effects except for one subscale related to hyperactivity. However, teachers reported consistently positive intervention effects for both inattention and hyperactivity-impulsivity along with anxiety and emotional lability. The results suggest that neurobehavioral comorbidities in CWE could be targeted in neuropsychological group intervention. In conclusion, CWE seem to benefit from interventions and behavior modification techniques first developed for children with ADHD.

Effects of the EXAT neuropsychological multilevel intervention on behavior problems in children with executive function deficits.

This is a clinical intervention study of children with executive function (EF) deficits. A neuropsychological multimodal group intervention called EXAT (rehabilitation of EXecutive function and ATtention) was developed at the Psychology Clinic of the University of Tampere. Based on the principles of neuropsychological rehabilitation and behavioral modification, EXAT combines child group training, parent training, and teacher consultations. The aims of this study were to investigate behavior problems before and after the intervention in children attending EXAT and in controls, and to compare intervention effects in hyperactive, inattentive, and EF subgroups based on the primary deficit described in the referral. The participants were 86 children (6-12 years) with a mean IQ of 91.4 attending EXAT and 45 controls. The participants' parents and teachers completed the Conners' Rating Scales-Revised. In addition, the Strengths and Difficulties Questionnaire was completed by the parents attending EXAT. The parents reported statistically significant decreases with medium effect sizes for the CPRS-R subscales for impulsivity, hyperactivity, and oppositional behavior. In the controls within the same time interval, there was increase in restless and impulsive behavior, and a decrease in total problems. The teachers reported positive changes after the intervention in ADHD symptoms and anxiousness/shyness, but the effects sizes were small. The intervention effects were larger in the hyperactive subgroup. Positive intervention effects were related to a younger age, lower IQ, and simultaneous learning support. In conclusion, EXAT - a structured multilevel group intervention - has positive effects on children's behavior regulation skills by decreasing impulsivity and restless behavior.

Respiratory sinus arrhythmia moderates the impact of maternal prenatal anxiety on infant negative affectivity.

Maternal prenatal anxiety is associated with infants' temperamental negative affectivity (NA), but it is unclear to what extent children vary in their susceptibility to prenatal influences. We tested a hypothesis that infants' respiratory sinus arrhythmia (RSA), an index of parasympathetic vagal tone and a potential marker of differential susceptibility to environmental influences, moderates the effects of maternal prenatal anxiety on the development of infant NA. Prenatal anxiety was assessed during the last trimester of pregnancy in a low-risk community sample. Infant NA, baseline RSA, and maternal postnatal anxiety were assessed at 8-10 months of infant age. Regression analyses were performed to predict infant NA on the basis of prenatal anxiety, infant baseline RSA, and their interaction (N = 173). Maternal prenatal anxiety and infant RSA interactively predicted infant NA at 8-10 months. Among infants with high RSA, a significant positive association between prenatal anxiety and infant NA was observed, whereas prenatal anxiety did not predict infant NA among infants with low RSA. Vagal tone, as indexed by baseline RSA, may provide a promising marker of differential susceptibility to the long-term effects of varying intrauterine conditions.

Genetic and environmental influences on the relationship between aggression and hyperactivity-impulsivity as rated by teachers and parents.

This study examined genetic and environmental contributions to the covariance between aggression and hyperactivity-impulsivity as rated by twins' teachers and parents. Sex-differences in these genetic and environmental contributions and rater bias/sibling interaction effects were of interest as well. Part of an ongoing nation-wide twin-family study of behavioral development and health habits, the sample consisted of 1636 Finnish twin pairs ascertained from five consecutive and complete twin birth cohorts. Data were collected at ages 11-12, using teacher and parental rating forms of the Multidimensional Peer Nomination Inventory. Bivariate analyses were performed using structural equation modeling allowing sex-limitation effects. Results show that, in addition to significant genetic and environmental influences specific to each behavior, aggression and hyperactivity-impulsivity share common genetic and environmental etiology. Results provide evidence that both genetic and environmental factors are important in creating the observed correlation between aggression and hyperactivity-impulsivity.