Effectiveness of a mentalization- and group-based intervention with videofeedback for mothers of preschool children

Abstract

Background. The ability to reflect and explore the inner world and its influence in behavior, which is named Parental Reflective Function, is a key factor to develop a secure attachment and a healthy socio-emotional development (Fonagy, Steele, Moran, Steele, & Higgit, 1991a; Slade, 2005; Fonagy, Gergely, Jurist, & Target, 2004). This ability and parenting in general have endure effects on socio-emotional development, and might be enhanced by a secure attachment pattern, social support, and certain interventions (Camoirano, 2017; Shonkoff & Meisels, 2000), and/or inhibited by levels of stress, and trauma and deprivation (Slade, 2005). Objective. To describe and analyze the effectiveness of a group- and mentalizationbased intervention with Videofeedback for mothers of preschool children. Method. Quasi-experimental, exploratory, correlational, and longitudinal design with quantitative methodology was used. N=125 mothers with their preschool children (M=44 months) accepted to participate in the study. They were evaluated at basal, second, and follow-up for: Parental Reflective Functioning (FMSS-RF; Adkins & Fonagy, under review; Adkins, Luyten & Fonagy, 2018; Bammens, Adkins & Badger, 2015), References to Mental States (Farkas et al., 2008, 2017), Parenting Interactions with their children (PICCOLO; Roggman et al., 2013a, 2013b), Parental Stress (PSI-SF; Abidin, 1995), mother’s Anxiety and Avoidance in Attachment (ECR-SF; Spencer, Guzmán, Fresno, & Ramos, 2013; Wei, Russel, Mallinckrodt, & Vogel, 2007), and Socio-Emotional Development risk of children (ASQ-SE; Squires & Bricker, 2009). Descriptive, correlation, regression, and cluster analysis were conducted in order to characterize the sample, to describe the effect of the intervention over variables of interest, and to describe profiles of mothers before and after intervention. Results. Main results of this study are a) mean scores of PRF are much lower than other studies with clinical and non-clinical samples; b) PRF appears as a moderate protective factor of SED risk in children, c) intervention’s effectiveness is confirmed and associated to the use of videofeedback, as well as a buffer effect for the negative influence of social risk, poor PRF, high parental stress, anxiety and avoidance in mother’s attachment over the SED risk of children, and d) four groups of mothers were identified, grouping mainly by parental stress and children’s SED risk. These groups are consistent with PRF levels of mothers. Discussion. The sample of this study was an at-risk sample. The outcomes point out the necessity of including PRF assessment in parenting and early interventions, as a variable that is modifiable and present in changes of interventions. Videofeedback and group-based interventions configure a relational offer for the caregivers and their children. The research findings are related to clinical and research implications.