Øberg Gunn Kristin, Sørvoll Marit, Labori Cathrine, Girolami Gay L, Håkstad Ragnhild B
Department of Health and Care Sciences, Faculty of Health Sciences, UiT the Arctic University of Norway, Tromsø, Norway.
Department of Clinical Therapeutic Services, University Hospital North Norway, Tromsø, Norway.
Front Psychol. 2023 Jul 13;14:1172578. doi: 10.3389/fpsyg.2023.1172578. eCollection 2023.
Early intervention programs involving both the parent and the infant born preterm have demonstrated positive effects on developmental outcomes for the children. However, studies have also shown that parental engagement and adherence when implementing intervention programs can be challenging. The aim of this review was to provide a comprehensive description and new insights into key messages gleaned from the parent reports on participating in early intervention with their infant born preterm; knowledge vital to facilitate implementation of early interventions into clinical practice when using a model of direct parent involvement. Early intervention is broadly defined as a multi-interdisciplinary field provided to children from birth to five years of age to foster child health, wellbeing, development, adapting parenting and family function. For this systematic synthesis we define early intervention as programs with specific activities completed with the infant during the first year after birth. We assembled qualitative interview studies on parents' experiences with participation in early intervention and applied Malterud's qualitative systematic meta-synthesis to synthesize and translate the original findings across studies. In the analysis we applied enactive concepts of embodiment, autonomy, participatory sensemaking, and agency. 10 qualitative studies were identified and included. The systematic synthesis reveals how parents' successful and meaningful participation in early intervention programs were facilitated by their "active embodied doing." The "embodied doing" appeared as the basis for the parents' sense-making processes, development of confidence, and the ability for parents to see new possibilities for actions within themselves, with and in the child. In that respect, a perception of mutuality in the interaction between parent, infant and interventionist was central. Consequently, an important consideration when implementing early intervention into clinical practice is to promote embodied parent-infant interactions as well as trust between the parent and the interventionist.
涉及早产婴儿及其父母的早期干预项目已证明对儿童的发育结果有积极影响。然而，研究也表明，在实施干预项目时，家长的参与度和依从性可能具有挑战性。本综述的目的是全面描述并深入洞察从家长报告中收集到的关键信息，这些信息来自他们参与早产婴儿早期干预的经历；这些知识对于在采用直接家长参与模式将早期干预措施应用于临床实践至关重要。早期干预被广泛定义为一个多学科领域，为从出生到五岁的儿童提供服务，以促进儿童健康、幸福、发展，改善养育方式和家庭功能。在本系统综述中，我们将早期干预定义为在婴儿出生后第一年完成的具有特定活动的项目。我们收集了关于家长参与早期干预经历的定性访谈研究，并应用马尔特鲁德的定性系统元综合法来综合和转化各项研究的原始发现。在分析过程中，我们应用了体现、自主性、参与性意义建构和能动性等具身概念。共识别并纳入了10项定性研究。系统综述揭示了家长如何通过“积极的具身行动”成功且有意义地参与早期干预项目。“具身行动”似乎是家长意义建构过程、信心发展的基础，也是家长在自身内部、与孩子以及在孩子身上看到新行动可能性的能力的基础。在这方面，家长、婴儿和干预者之间互动中的相互性感知至关重要。因此，在将早期干预应用于临床实践时，一个重要的考虑因素是促进家长与婴儿的具身互动以及家长与干预者之间的信任。
