Psychosocial Risk-Mothers and Their Babies: Opinions about Interaction Treatment

Autor/inn/en	Angarne-Lindberg, Teresia; Wadsby, Marie
Titel	Psychosocial Risk-Mothers and Their Babies: Opinions about Interaction Treatment
Quelle	In: Child Care in Practice, 19 (2013) 1, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2012.732558
Schlagwörter	Content Analysis; Early Intervention; Mothers; Infants; Parent Child Relationship; Interaction; Interviews; Parent Attitudes; Program Effectiveness; Mental Disorders; Knowledge Level; Emotional Development; Child Rearing; Foreign Countries; At Risk Persons; Sweden + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Interviewing; Interviewtechnik; Elternverhalten; Mental illness; Geisteskrankheit; Wissensbasis; Gefühlsbildung; Kindererziehung; Ausland; Risikogruppe; Schweden
Abstract	Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10