Maternal Sensitivity to Infant Cues: Impact of Group Intervention for Adolescent Mothers.

Abstract

The purpose of this study was to develop a group intervention for adolescent mothers and their infants in order to determine the impact of the intervention on the mother-infant dyad. A systematically selected sample of 77 teenage mothers (17 years and younger) was obtained. The independent variable was defined as the six month group intervention for mother and infant based on the work of Badger (1977). However, the intervention incorporated elements of outreach and clinical group work along with educational and developmental materials to promote a more optimal mother-infant relationship. The control group received free diapers for their participation in lieu of classes. The treatment and control groups were evaluated prior to the start of classes when the infant was one month of age and at the conclusion of classes, corresponding to the infants' six month birthdate. The mother's sensitivity to her infant's cues, important in shaping the emerging attachment relationship, was investigated using the Nursing Child Assessment Teaching Scale. This yielded six separate dimensions of mother-infant interaction in a teaching situation. The Home Observation for Measurement of the Environment (six subscales) evaluated the degree to which the larger environment supported the infant. The mothers' level of psychological distress was assessed. Following the first step of measuring comparability of groups, all possible comparisons between treatment and control groups at pre and posttest were completed. The conclusions are: (1) Mother-infant classes made no significant difference in mother-infant interaction. There was a tendency for class attenders to score higher on the NCAT scale but the scores did not reach levels of significance. (2) Attendance at mother-infant classes was associated with significantly higher HOME scores. The goals of the curriculum appear to result in an environment able to offer stimulation to the infant thought important in later cognitive functioning. (3) Levels of tension were significantly higher for mothers who attended class than for the control group at post evaluation. It is not known if there was sufficient support within the class so that tense mothers were more likely to complete classes or if some factor in the classes resulted in mother who experienced greater tension.