Breaking the Cycle: Supporting Parent-Child Relationships through the "Parents Interacting With Infants" Intervention

Autor/inn/en	Nenide, Lana; Sontoski, Staci
Titel	Breaking the Cycle: Supporting Parent-Child Relationships through the "Parents Interacting With Infants" Intervention
Quelle	In: ZERO TO THREE, 34 (2014) 6, S.31-36 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Parent Child Relationship; Interaction; Intervention; Parents; Infants; Toddlers; Child Development; Caregiver Child Relationship; Interpersonal Communication; Social Support Groups; Mothers; Stress Management; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Eltern; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Interpersonale Kommunikation; Social support; Soziale Unterstützung; Mother; Mutter; Stressmanagement; Stressbewältigung
Abstract	The Parents Interacting With Infants (PIWI) intervention is designed to support parents in developing their capacity to create positive, sensitive, and engaging interactions with their infants and toddlers. These interactions, as indicated by research, are essential for healthy brain development and overall well-being, yet they are particularly challenging for young mothers who have not had nurturing experiences growing up. Through a series of facilitated groups, teen mothers exiting the foster care system in inner-city Milwaukee demonstrated a new interest in and sincere engagement with their baby, as well as an increase in parental capacity around understanding their child's cues and preferences and the importance of relationship and play in supporting their child's development. The authors found the PIWI intervention particularly relevant to populations challenged by poverty, domestic violence, trauma, substance abuse, mental illness, and many other stressors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01