Browsing by Author "Sieverson Raddatz, Catalina"
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- ItemCorrection: effects of a mentalization-informed group intervention with videofeedback for mothers of preschool children(2021) Sieverson Raddatz, Catalina; Santelices, M. Pía; Farkas K., Chamarrita; Espinosa, Nancy; Muzard Costa, Antonia María; Gómez Gallo, Diana Marcela
- ItemEffectiveness of a mentalization -and group- based intervention with videofeedback for mothers of preschool children(2018) Sieverson Raddatz, Catalina; Santelices Álvarez, María Pía; Pontificia Universidad Católica de Chile. Escuela de Psicología; Universidad de Chile. Facultad de MedicinaBackground. 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 Interactionswith 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.
- ItemEffects of a mentalization-based group intervention with videofeedback for mothers of preschool children.(2021) Sieverson Raddatz, Catalina; Santelices, M. Pía; Farkas K., Chamarrita; Espinosa, Nancy; Muzard Costa, Antonia María; Gómez Gallo, Diana MarcelaEarly interventions and parenting programs have been found to be the most effective interventions in promoting wellbeing and preventing difficulties during childhood and adulthood, mainly because they operate in a sensitive period. Mentalization-based and video feedback interventions have shown their effectiveness in caregiver-child relationships. This study aimed to analyze the effect of a preventive mentalization-based intervention with video feedback on a group of Chilean mothers of preschool children compared with a control group. Fifthy mothers were assessed at baseline and at followup. Results showed that mothers of the experimental group reached lower levels of maternal stress and higher use of mental language, and that their children showed lower risk in their socio-emotional development.
- ItemIs it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?(2019) Olhaberry Huber, Marcia; Leon, M.J.; Sieverson Raddatz, Catalina; Escobar, M.; Iribarren, D.; Morales, Irma; Mena, C.; Leyton Soto, Felipe Arturo
- ItemParental personality traits and emotion regulation: Its relationship with infants\' socioemotional development during the perinatal period(2023) Muzard, Antonia; Olhaberry Huber, Marcia; Nuñez, Catalina; Vaccarezza Schurmann, Stephanie; Franco, Pamela; Morán, Javier; Sieverson Raddatz, Catalina; León, María José; Apter, GiseleSocioemotional development is central throughout life, and it unfolds in an interpersonal context in which each significant caregiver has an impact, particularly during infancy. However, only a relatively small number of studies have investigated associations between mothers and fathers' personality and emotional characteristics with their infant's socioemotional development during the perinatal period. Therefore, the present article examines the relationship between maternal and paternal personality traits and emotion regulation difficulties during the prenatal period with offspring's socioemotional development. This was a non-experimental and longitudinal study that included a community sample of 55 mother-father-baby triads. Parental assessments were carried out between the second and third trimester of pregnancy, and baby's socio-emotional development was assessed during their 2nd month after birth. Results evidenced differences between maternal and paternal personality traits and emotion regulation difficulties during the perinatal period as well as distinct contributions on infant's socioemotional development.
- ItemVideo Intervention Therapy for primary caregivers in a child psychiatry unit : a randomized feasibility trial(2021) Leyton Álvarez, Fanny Lorena; Olhaberry Huber, Marcia; Morán, Javier; Cerda Paolinelli, Cecilia Juanita de la; León Papic, María José; Sieverson Raddatz, Catalina; Alfaro, Ángela; Hernández, Camila; Alvardo, Rubén; Steele, HowardBackground: During child psychiatry hospitalization, working with the families or attachment figures is a challenge, most of the children who are admitted to these units come from multi-problem families, with limited research in this area. Video feedback (VF) interventions have proved to be a powerful resource to promote parental and child well-being in small children and has been used with parents with a psychiatric condition. Parental Reflective Functioning (PRF) is one of the parental abilities that can be improved with VF and could be especially important in coping with conflict and negative emotions in older children. The aim of this study is to implement Video Intervention Therapy (VIT) to enhance PRF in primary caregivers of inpatient psychiatric children. As there is no published research using VF with parents of children with severe psychopathology in a hospitalized context. This report, then, becomes a much needed pilot study providing evidence for a larger randomized control trial (RCT). Methods: The study is a single-center, two-arm feasibility randomized control trial with a qualitative component. Block randomization was done to generate a 2:1 allocation, leaving more participants in the intervention group. The intervention comprises four modules; every module has both one video-recorded play session and one VIT session (in a group setting) per week. Evaluation of the caregivers included assessments of PRF and well-being, and child assessment included parent-ratings and clinician-ratings of symptomatology and general functioning. Results: Thirty participants were randomized; eligibility and recruitment rate were 70.6% and 83.3%, respectively. The compliance-to-intervention rate was 85% in the VIT group and 90% in the control group. All participants completed entry evaluation and 90% at the 3-month follow-up. The intervention was acceptable to participants and feasible for therapists to deliver. Outcome data must be treated with caution due to the small numbers involved, yet indicate that the VIT may have a positive effect in improving parental and child mental health outcomes. Conclusions: VIT for primary caregivers of child inpatient children was feasible to deliver and acceptable for participants, therapist, and the staff unit involved; there is sufficient evidence to undertake a full-scale effectiveness RCT.