Latent profiles of maternal disrupted communication: Relations to affect and behaviour in early infancy

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Jennifer E. Khoury, Molly Cunningham, Emma Jenkins, Michelle Bosquet Enlow, Karlen Lyons-Ruth
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引用次数: 0

Abstract

Few studies have examined how mothering is organized in the first months of infancy, especially regarding risk-related interactions. Person-centred approaches, including latent profile analysis (LPA), add valuable insights about early parenting by identifying distinct profiles of interaction. First, this study aimed to identify profiles of disrupted maternal interaction during the Still-Face Paradigm among 181 mothers and their 3- to 8-month-old infants. Second, the study assessed how each maternal profile was related to infant affect and interactive behaviour. The LPA identified four profiles of maternal interaction: optimal, negative/intrusive, withdrawing and pervasively disrupted. The pervasively disrupted profile, in particular, has not been identified in past research. Each profile was associated with specific aspects of infant affect and behaviour. Recognition of disrupted behavioural profiles among at-risk mothers and infants in the early months could facilitate more precise tailoring of early interventions to the needs of mothers and infants with differing profiles of interactive risk.

母亲沟通中断的潜在特征:婴儿期早期影响和行为的关系
很少有研究调查了在婴儿的头几个月里,母亲是如何组织的,特别是在与风险相关的互动方面。以人为本的方法,包括潜在剖面分析(LPA),通过识别不同的互动剖面,增加了对早期养育的宝贵见解。首先,本研究旨在确定181名母亲及其3至8个月大的婴儿在静止面孔范式中中断的母亲互动概况。其次,该研究评估了每个母亲的特征与婴儿的影响和互动行为之间的关系。LPA确定了母亲互动的四种概况:最佳,消极/侵入,退缩和普遍中断。特别是,在过去的研究中没有发现普遍被破坏的剖面。每个侧面都与婴儿情感和行为的特定方面有关。认识到处于危险中的母亲和婴儿在最初几个月的异常行为特征,可以促进更精确地根据具有不同互动风险特征的母亲和婴儿的需要进行早期干预。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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