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School age effects of Minding the Baby—An attachment-based home-visiting intervention—On parenting and child behaviors

Published online by Cambridge University Press:  10 September 2020

Amalia Londono Tobon Open the ORCID record for Amalia Londono Tobon [Opens in a new window] ,
Eileen Condon ,
Lois S. Sadler ,
Margaret L. Holland ,
Linda C. Mayes  and
Arietta Slade
Amalia Londono Tobon*
Affiliation:
Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA
Eileen Condon
Affiliation:
Yale School of Nursing, New Haven, CT, USA
Lois S. Sadler
Affiliation:
Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA Yale School of Nursing, New Haven, CT, USA
Margaret L. Holland
Affiliation:
Yale School of Nursing, New Haven, CT, USA
Linda C. Mayes
Affiliation:
Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA
Arietta Slade
Affiliation:
Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA Yale School of Nursing, New Haven, CT, USA
*
Author for Correspondence: Amalia Londono Tobon, MD., Child Study Center, Yale University School of Medicine, 230 S. Frontage Road, New Haven, CT06520, USA; E-mail: [email protected].
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Abstract

Multiple interventions have been developed to improve the caregiver–child relationship as a buffer to the effects of early life adversity and toxic stress. However, relatively few studies have evaluated the long-term effects of these early childhood interventions, particularly on parenting and childhood behaviors. Here we describe the early school-age follow-up results of a randomized controlled trial of Minding the Baby ® (MTB), a reflective, attachment-based, trauma-informed, preventive home-visiting intervention for first-time mothers and their infants. Results indicate that mothers who participated in MTB are less likely to show impaired mentalizing compared to control mothers two to eight years after the intervention ended. Additionally, MTB mothers have lower levels of hostile and coercive parenting, and their children have lower total and externalizing problem behavior scores when compared to controls at follow-up. We discuss our findings in terms of their contribution to understanding the long-term parenting and childhood socio-emotional developmental effects of early preventive interventions for stressed populations.

Keywords

child problem behaviorshome visitingmentalizationparentingreflective functioning
Type
Regular Article
Information
Development and Psychopathology , Volume 34 , Issue 1 , February 2022 , pp. 55 - 67
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Copyright
© The Author(s), 2020. Published by Cambridge University Press

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Footnotes

This is an updated version of the original article. For details please see the notice at https://doi.org/10.1017/S0954579420001923

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