Dissertations / Theses on the topic 'Mother-child interactions'
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Lua, Sok Hong. "Children's temperament and mother-child interactions." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259939.
Full textChicot, Rebecca. "Maternal anxiety levels and mother-child interactions." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624397.
Full textEllison, Deborah. "Mother-child interactions with developmentally disabled children, an intervention study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/NQ42515.pdf.
Full textSloan, Seaneen. "Associations between infant feeding, mother-child feeding interactions and weight gain." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675474.
Full textWhelan, Elizabeth M. "The association between childhood feeding problems and maternal eating disorder : a community study." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270266.
Full textFranks, Sophia, and res cand@acu edu au. "Maternal and Child Emotional Regulation in Paediatric Chronic Pain." Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp183.27112008.
Full textBatz, Herrera Silvia. "Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20695.
Full textHirose, Taiko. "Interactions between depressed mothers and their infants : joint attention behaviors /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7293.
Full textid, julia suleeman@ui ac, and Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.
Full textChandra, Julia Suleeman. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Chandra, Julia Suleeman (2008) A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/713/.
Full textMullineaux, Paula Y. "Maternal and child characteristics of mother-twin interactions and their impact on cognitive outcomes /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1208144921&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textMacKay, Kathryn L. "Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6000.
Full textSchroth, Elizabeth A. "Associations between Maternal Positive Affect and Mother-Child Reminiscing about Happiness." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_theses/82.
Full textKim, Seunghwa Jwa. "Contextual differences in Korean mother-child interactions during pretend play, puzzle games, and story retelling /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textCameron, Cheryl. "Mother child interactions and transcutaneous oxygen saturation of preterm infants with and without bronchopulmonary dysplasia /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7234.
Full textKovács-Mazza, Jolán. "Analysis of parent-child interactions in home practice sessions of elementary-aged piano students." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36975.
Full textThe main results of the study were as follows: (1) mothers were more likely not to show any observable behavior during their children's practice session than they were to show any specific behavior; (2) the majority of time in practice sessions was spent playing the instrument without any verbal or physical interruption; (3) children frequently practiced without any specific structure in their practice procedure, nor with any specific directives from their mothers; (4) mothers with little or no musical training practiced more efficiently with their children than did mothers who had a moderate to high level of musical training; (5) the children of mothers who had little or no musical training received higher performance ratings than the children of mothers who had a moderate to high level of musical training; (6) high performance quality ratings were associated with high ratings for practice effectiveness; (7) longer practice times resulted in higher performance quality ratings; (8) longer practice times were associated with more efficient practice sessions; and (9) 85% of children said that they enjoyed practicing with their mothers.
Swanson, Heather. "Attention as a moderator of the effects of negative emotionality on mother-child interactions during infancy." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/h_swanson_042208.pdf.
Full textChristiansen, Katie. "Mother-Child Interactions Among Latino Families and European-American Families in Relation to Children's Language Outcomes." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/177.
Full textMeland, Angela M. "Differences in Mother and Father Perceptions, Interactions and Responses to Intervention with a Special-needs Adoptive Child." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4545/.
Full textTrees, April Richelle. "Nonverbal communication and the support process : sensitivity and support seeking in interactions between mothers and young adult children /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/8221.
Full textAbelius, Martina. "Immunological interactions between mother and child during pregnancy in relation to the development of allergic diseases in the offspring." Doctoral thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106220.
Full textSalvatori, Paola <1984>. "Prematurity and the Transition to Self-Feeding: A Longitudinal Study on Mother-Child Interactions from 18 to 30 Months." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7421/.
Full textSilberman, Stephanie G. "Effects of Grandmother Childcare Involvement, Supportiveness, and Acceptance on Latina Adolescent Mother-Child Dyadic Synchrony." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469737222.
Full textOlhaberry, Huber Marcia [Verfasser], and Annette [Akademischer Betreuer] Kämmerer. "Early mother-child interactions in low-income, single-mother families attending Chilean day nurseries, and cultural differences between German and Chilean dyads / Marcia Olhaberry Huber ; Betreuer: Annette Kämmerer." Heidelberg : Universitätsbibliothek Heidelberg, 2015. http://d-nb.info/1180613872/34.
Full textBentley, Vivianne M. N. "Maternal childhood risk status as a predictor of emotional availability and physical contact in mother-child interactions : an intergenerational study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40181.pdf.
Full textBurrow-Sanchez, Jason J. "Adolescent responses to maternal depressive behaviors during dyadic interactions : predicting later adjustment /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102155.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 76-87). Also available for download via the World Wide Web; free to University of Oregon users.
Mulholland, Lorraine. "Observing the interactions of mother-child dyads in the context of maternal and childhood anxiety : does the nature of the task matter?" Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537958.
Full textLeicester, Kimberly J. "Predictors of perfectionism in college students : parents' perfectionism, parental authority styles, and interactions with parents and students' self-esteem and grade point avarage /." Connect to CIFA website:, 2006. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.
Full textGuzman, Janisse. "Adolescent mothers in an intervention study a qualitative analysis of variables relating to their teaching interactions with their infants." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/562.
Full textB.S.
Bachelors
Education and Human Performance
Early Childhood Development
Paiva, Simone de Sousa. "AnÃlise da comunicaÃÃo nÃo verbal mÃe-filho na vigÃncia do hiv materno em ambiente experimental." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=1160.
Full textComo toda crise de desenvolvimento, a gravidez desequilibra o ciclo de vida do indivÃduo. Para a mulher portadora de HIV/aids, a este desequilÃbrio da geraÃÃo de um filho acrescentam-se as especificidades da soropositividade. Dessa forma, vÃrios podem ser os fatores que influenciam a relaÃÃo entre mÃe HIV positiva e seu filho. Por ser a comunicaÃÃo nÃo-verbal o tipo de linguagem predominante na relaÃÃo entre mÃe e filho, a presente pesquisa objetivou analisar a comunicaÃÃo nÃo-verbal mÃe-filho na vigÃncia do HIV materno em ambiente experimental. Estudo descritivo-explorÃtorio desenvolvido com cinco binÃmios cuja mÃe era sabidamente HIV positivo, em ambiente simulado no LaboratÃrio de ComunicaÃÃo em SaÃde, localizado no Departamento de Enfermagem, no segundo semestre de 2007. Utilizou-se a filmagem como recurso de coleta de dados. Cada mÃe foi filmada uma Ãnica vez, no desenvolvimento dos cinco principais cuidados maternos: troca de roupa, banho, alimentar, ninar e brincar. A cada trinta segundos, os vÃdeos foram analisados por dois juÃzes, os quais preenchiam roteiro de observaÃÃo baseado em aspectos referentes à comunicaÃÃo nÃo-verbal e à teoria do Apego. Os dados foram analisados mediante utilizaÃÃo de testes estatÃsticos apropriados e as anÃlises foram confrontadas com a histÃria de vida do binÃmio. Foram observados alguns fatores ligados à soropositividade que influenciaram a comunicaÃÃo nÃo-verbal entre mÃe e filho, a saber: o diagnÃstico recente de soropositividade, a discriminaÃÃo sofrida por portar o HIV, o medo de repreensÃo no cuidado ao filho e o desejo de cuidar do seu bebà cujo diagnÃstico ainda à incerto, valendo-se de outros estÃmulos nÃo-verbais para suprir a falta do contato da crianÃa ao seio. Como se percebe, a filmagem em ambiente simulado provavelmente influenciou o comportamento materno no cuidado ao filho. Quanto à comunicaÃÃo nÃo-verbal durante os cuidados maternos foi verificado que o brincar à a atividade de maior interaÃÃo entre mÃe e filho. Nesta atividade predomina a variedade de signos comunicativos, principalmente iniciados pela mÃe, como forma de estimular o filho pequeno no desenvolvimento de habilidade e de avaliÃ-lo com vistas a detectar precocemente qualquer anormalidade que poderia sugerir soropositividade ao HIV.
Like all development crisis, pregnancy provokes an unbalance in a personâs life cycle. For an HIV-positive woman, specific aspects of seropositivity add to the unbalance caused by the birth of a child. Thus, there are many factors affecting the relationship between an HIV-positive mother and her child. Non-verbal communication may be the predominant means of communication in mother-child interaction. This study aims at analyzing non-verbal mother-child communication in HIV maternal presence in an experimental environment. Itâs a descriptive- investigative study, developed with five binomials of HIV- positive mothers and it was carried out at the Nursery Department of the Laboratory of Health Communication during the second semester of 2007. Videotaping was used as the main data collection resource. Each mother was videotaped once, performing the five main maternal activities: dressing and undressing the child, bathing, playing, feeding and lulling. Videos were analyzed by two evaluators every thirty seconds, completing an observation plan form based on aspects related to non-verbal communication and the attachment theory. Data was analyzed with adequate statistical tests. Analysis was confronted with each binomialâs life history. Some aspects related to seropositivity that affected mother-child non-verbal communication were observed, such as recent seropositivity diagnosis, discrimination suffered due to being HIV-positive, scolding freight in child care and the desire of looking after the child whose diagnosis is still uncertain using other non-verbal stimuli to compensate for the childâs lack of contact with the motherâs breast. Videotaping in a simulated environment may have affected mother behavior during child care. As for non-verbal communication during child care, it was verified that playing is the most interactive mother-child activity, in which various communicative signs, mainly started by the mother, are predominant as a means to stimulate the small child in skill development and to evaluate him/her for early detection of any abnormality that might suggest HIV seropositivity.
Mayo, Aziza Yogini. "Cognitive co-construction in mother-child interaction." [Amsterdam : Amsterdam : SCO-Kohnstamm Instituut] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/72949.
Full textSwann, Margaret Alice. "Temperament, behaviour and mother-child interaction in child abusing families." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335962.
Full textLangford, D. G. "The clarification request sequence in mother-child interaction." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354384.
Full textLeclère, Chloë. "Interactions précoces mère-enfant en situation de négligence émotionnelle sévère : étude transdisciplinaire de la synchronie et de la mentalisation réflexive maternelle." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB196/document.
Full textStudying early interaction is complex but essential for understanding psychopathology during infancy. Emotional Neglect is a common but insidious form of child maltreatment. It refers to parental failure to give children an emotional environment that allows adequate psychological, cognitive and physical development. We explore mother-infant interaction in these situations following a transdisciplinary approach which consider Synchrony and Insightfulness. Synchrony is a dynamic and reciprocal adaptation of the temporal structure of behaviour and shared affect between interactive partners. It is regarded as a social signal per se. Insightfulness involves the parents' ability to see things from the child point of view and to empathically think about and consider the motives underlying their childrens' behaviour. The aims of this research are (A) to report a novel method to assess features of interactive behavioral dynamics and (B) to assess/underline the impact of Insighfulness, in particular its dynamics, on interactive behavioral dynamics in case/situations of severe emotional neglect. Mothers and children aged from 13 to 38 months (10 in situation of severe emotional neglect and 10 controls) are video recorded during free play. Features of social signal extract by our automatic computational method are compared to qualitative interaction assessment by using the Coding Interactive Behaviour in its French version (Feldman et Keren 1998; Viaux 2014). Secondly, 14 mothers (7 in situation of emotional neglect and 7 without interaction problem) are interviewed during a video-feedback session by using the Insightfulness Assessment (Oppenheim, Koren-Karie, 2001) to assess Insightfulness. An additional qualitative verbatim analysis was performed to explore intrapsychic dynamics. Self-administered questionnaires (BITSEA and Care Support) are proposed to mothers. Results show that individual and synchrony motion features perfectly correlates CIB composite scores trough maternal sensitivity, intrusivity and dyadic reciprocity. Furthermore, pathological mothers are mostly categorised as non-Insighful. Interviews are characterized by poor representations and a lack of elaboration. Intrapsychic dynamics is partly associated with interactive behavioral dynamics. We conclude that computational method might be promising for future studies. It opens an observation window to understand early interactions by changing the time scale. Moreover, interview with a video support seems to underpin maternal elaboration and enhance an intrapsychic movement
Kluczniok, Dorothea. "Affect recognition and emotional availability in mother-child interaction." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17551.
Full textStarting point of the present dissertation is the well-established association between maternal depression and adverse emotional and behavioral outcomes in children. The factors contributing to the transgenerational transmission of depression have not been fully elucidated. The aim of this thesis is to investigate two psychological factors that potentially contribute to this transgenerational association: (1) affect recognition of facial expressions in mother-child dyads and (2) maternal emotional availability. Therefore, three studies have been conducted. In study I, functional magnetic resonance imaging (fMRI) is used to measure dissociable and overlapping brain activation in healthy mothers, while they view happy, neutral and sad faces of their own child. By using a morphing task, study II tests the hypothesis that affect recognition is biased in mothers with depression in remission and their children. Study III investigates whether emotional availability is reduced in mothers remitted from depression. Study I revealed greater brain activation in the amygdala and anterior cingulate cortex while mothers viewed sad faces of their own child, whereas greater brain activation was detected in the hippocampus and inferior frontal gyrus in response to happy faces. Conjoint activation was found in the insula. These activations might facilitate sensitive maternal behavior and promote mothers to maintain the mother-child relationship. Findings of study II demonstrate a negative processing bias in mothers with depression in remission, which was paralleled in their children. This finding could possibly point to a process of transgenerational transmission. Results of study III indicate reduced emotional availability in mothers who have remitted from depression, which might represent a trait characteristic of depression.
Gillette, Yvonne. "Individual differences in clinical judgments of mother-child interaction /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558446537.
Full textHo, Lareina K. L. "The treatment effectiveness of Parent -Child Interaction Therapy with depressed mother -child dyads." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2588.
Full textQuiery, Nuala Patricia Josephine. "Mother - child interaction in very low and normal birthweight infants." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337027.
Full textMeekums, Bonnie. "Dance movement therapy and the development of mother-child interaction." Thesis, University of Manchester, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557844.
Full textRooke, Eliza. "Dialogic space during mother-child interaction in the early years." Thesis, Open University, 2016. http://oro.open.ac.uk/47122/.
Full textAnnenkov, Marie-José. "La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20002/document.
Full textOur study focuses on the mother /child shared reading experience and how the first reading postures are thereby awakened in the 18 to 26 month old infant. How exactly do the mother and child discover the children’s book? The mother/book/child triangle leads us to an analysis of their mode of apprehension: interactive, cognitive, of the book object, of the narrative, emotional, subjectivity. The link between these different modes of apprehension is also studied along with the child’s reading postures and their consequences on the infant’s discovery of the book. On the empirical level, a sample, consisting of 21 mother/child dyads was studied in three stages. First of all an interview was carried out which allowed us to collect information concerning family practices from the mother of each child. Second, the mother/child dyads were filmed, the mothers all reading the same story to their child in a local library. And lastly, three months after each filmed observation, a second interview consisted in a meta video analysis. The results obtained from this study enabled us to define the joint reading as an intermediary zone, close to Winnicott’s Intermediary Zone (1971) and Vygotski’s Next Proximal Zone of Development (1933). We thus conceptualized the Intermediate Zone of Shared Reading (IZSR). We also went further into Frier’s concept of Potential Reader, keeping in mind the perspective of the development of the infant reader
Miller, Natalie Viola. "The role of child social cognitive biases on child social functioning difficulties within a mother-child interaction." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37002.
Full textBarbosa, Vanessa M. "Effective reliability of mother/child interaction assessment in 9 month old children." Thesis, Boston University, 1994. https://hdl.handle.net/2144/38000.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Judgment methodology was employed to provide a qualitative description of mother/child interaction during infant play. Videoclips of 40 9-month-old infants in a free play situation with their mothers were rated by a panel of 10 judges using a series of 9 point Likert scales. Thirteen qualitative items, grouped into the five different areas of communication, coordination, engagement, affect, and overall quality of interaction, were rated from low or absent (0) to consistently high (8). Each mother/child dyad was assessed on two different segments. The reliability of the scales for assessing the mother/child interaction (mean ratings of 10 judges) ranged from .65 (mismatch) to .81 (mutual responsiveness) with an overall mean effective reliability of .77. There was a high intercorrelation among individual variables and overall quality of the interaction suggesting that no one of the rated qualities was more predictive of the overall mother/child interaction. Differences found in the rated quality of mother/child interaction between the two segments raise questions regarding the validity of conclusions about the overall quality of interaction based on a single short segment. Results are discussed in terms of the psychometric features of the scales and in terms of the mother/child interactional patterns. Suggestions for revising the methodology and the assessment tool are made to improve reliability and validity. More studies are necessary to validate the usefulness of the judgment methodology as an alternative approach to studying the quality of mother/child interaction.
2031-01-01
Rogers, Stacy Jo. "The family context of children's social and emotional development : marital quality and mother-child interaction in mother- father and mother-stepfather families /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777754.
Full textLotte, Lynda. "Prise en charge des vulnérabilités psychiques maternelles pendant la période périnatale et stratégies préventives autour d'un travail en réseau : L'invention d'une clinique précoce. Socio-histoire (1970-2010)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC096.
Full textThis thesis proposes a multidisciplinary epistemology of the clinic and a socio-historical analysis of the emergence and organization of forms of care for women who present psychopathological disorders and their baby during the perinatal period, professional therapeutic response, and the care arrangements put in place during this period. Particular attention is paid to the ideas, concepts and processes that shape this novel provision of care. The object of this research rests, therefore, at the intersection of clinical (scientific), institutional (early prevention) and organizational (networking) axes. Taking clinical psychology into action as a subject of study, it is based on grounded theory and discourse analysis to produce and analyze a genealogy of knowledge and intervention as well as new data on what we call: the invention, the creation of a new intellectual field and clinical practice that has been constituted as an innovative organizational structure around the management of maternal psychic vulnerabilities during the perinatal period
Rahilly, Michael Joseph. "Mother-toddler interaction in child-led play : effects on play and relational experience /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.
Full textCooper, E. "The nature of scaffolding interaction : mother and child contribution across time and culture." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17883/.
Full textBarbard, Penelope Jane. "Beyond the feeding relationship: mothers' descriptions of interaction within the mother-child dyad." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/2965.
Full textDozio, Elisabetta. "La transmission du traumatisme de la mère au bébé en contexte humanitaire." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB217.
Full textSeveral studies on the inter- and trans-gerational transmission of trauma confirm the evidence of transmission without giving a detailed description of the process that could be the basis of mother to child direct transmission. Understanding this process could help to think and promote early care for traumatized mothers and their children. This is especially important in contexts of collective trauma, such as humanitarian emergencies, where a large part of the population is exposed to extreme and repeated traumatic events. In order to identify the determinants of the mother to child direct transmission in a humanitarian context, we recruited twenty-four mother-child dyads, in three countries affected by the Central African political and religious crisis started in 2013 (Central African Republic, Chad and Cameroon). The twenty-four dyads were composed by mothers exposed to one or more traumatic events, in the absence of the child, before childbirth or during pregnancy and their children, aged from one month to three years. We met the mother-child dyads during a semi-structured interview that we filmed in order to allow a microanalysis of the cross-modal (visual, bodily, vocal) interactions between mother and child. The objective was to understand whether interactions underwent modifications during the revocation of the traumatic event by the mother, and if yes, to have a better comprehension of these changes. Dyadic interactions were also observed in a free play situation without the presence of interviewers. Maternal representations as well as traumatic markers in mother discourse have been taken into account as factors contributing to the traumatic transmission. The results of the dyadic exchanges analysis during the interview show some evidences in the modification of interactions during the traumatic revocation of the mother. The details of this difference in mother-child interactions are presented in the results session. In the discussion session, the results from the microanalysis of interactions, have been connected to the mother's speech where we can notice the role of maternal representations about the child that have an important involvement in traumatic transmission. The analysis of all these multiple components seems to indicate that maternal trauma influences the mother's representations about the child, her relationship with him and the intergenerational mandate of which the child will be assigned to. In addition, traumatized mothers who are overwhelmed by their own negative emotional state, have difficulties in interpreting the child's verbal and non-verbal expressions correctly and finding appropriate answers. This difficulty is reflected in the transmission of mother negative emotional state to the child, who interprets the mother's lack of response or inadequate responses to his solicitations, as negative signals about his own emotional state. The child has no other strategies than internalizing the maternal negative affective state and transforming it into its own internal state. Despite the evidence of the transmission of the negative emotional state from the mother to the child, we have observed some protective factors that can preserve mothers and children from the inevitability of this transmission. Mothers and children show many internal resources and skills that suggest a possible recovery as well as give the basis to think about the prevention of traumatic transmission, when the process is already underway. To conclude this work we present clinical applications for the management of traumatized mothers and their young children in order to reduce the effects of the possible transmission of trauma to the child or, where possible, to prevent it
Diversi studi sulla trasmissione inter e tran-generazionale del trauma confermano l'evidenza della trasmissione, ma senza fornire una descrizione dettagliata del processo che potrebbe essere alla base della trasmissione diretta dalla madre al bambino. Comprendere questo processo potrebbe aiutare a pensare e promuovere la cura precoce delle madri traumatizzate e dei loro bambini. Ciò è tanto più importante nelle situazioni di trauma collettivo, come possono essere le emergenze umanitarie, dove una gran parte della popolazione è esposta a eventi traumatici estremi e ripetuti. Al fine di individuare le caratteristiche specifiche della trasmissione diretta del trauma psichico dalla madre al bambino in ambito umanitario, abbiamo reclutato ventiquattro diadi madre-bambino in tre paesi colpiti dalla crisi politico-religiosa della Repubblilca Centrafricana che ha avuto inizio nel 2013 (Centrafrica, Ciad e Camerun). Nelle ventiquattro diadi, la madre ha assistito a uno o più eventi traumatici in assenza del bambino, prima della nascita o durante la gravidanza e il bambino ha un'età compresa tra un mese e tre anni. Hanno partecipato a un' intervista semi-strutturata che abbiamo filmato per consentire la microanalisi delle interazioni cross-modali (visive, corporee, vocali) tra madre e bambino, con l'obiettivo di comprendere se durante la rievocazione dell'evento traumatico della madre, le interazioni madre-bambino si modificano e in questo caso, come. Le interazioni diadiche sono state osservate anche in una situazione di gioco libero senza la presenza d¿intervistatori. Le rappresentazioni materne e gli elementi identificatori del trauma nel discorso della madre sono stati considerati come fattori che contribuiscono alla trasmissione traumatica. I risultati delle analisi dell'interazione diadica durante l'intervista mostrano un cambiamento evidente dell'interazione nel momento della narrazione traumatica della madre. I dettagli delle differenze osservate nell'interazione madre-bambino sono presentati nella sessione dei risultati e nella discussione sono messi in relazione con il contenuto e la forma del discorso della madre, in cui è possibile vedere il ruolo delle rappresentazioni materne à proposito del bambino, nella trasmissione del trauma. L'analisi di tutti queste componenti multiple suggerisce che il trauma materno ha un impatto sulle rappresentazioni della madre a proposito del suo bambino, del rapporto che ha con lui e del mandato transgenerazionale di cui il bambino sarà portatore. Inoltre, le madri traumatizzate, invase dal proprio stato emotivo negativo, mostrano una difficoltà a interpretare correttamente le espressioni verbali e non verbali del bambino e a trovare delle risposte adeguate alle sue sollicitazioni. Questa difficoltà si traduce nella trasmissione dello stato emotivo negativo della madre al bambino, che interpreta la mancanza di risposta della madre o le risposte inadeguate alle sue richieste, come segnali negativi rispetto al suo stato emotivo. Il bambino non riesce a trovare altre strategie oltre a quella di interiorizzare lo stato emotivo negativo della madre e trasformarlo nel proprio stato emotivo interno. Nonostante le prove della trasmissione dello stato emotivo negativo dalla madre al bambino, abbiamo osservato alcuni fattori protettivi in grado di preservare le madri e i bambini dall'inevitabilità della trasmissione. Madri e bambini mostrano diverse risorse e competenze interne che ci portano a immaginare che una "riparazione" è possibile, cosi come anche la prevenzione della trasmissione traumatica, nel caso in cui il processo è già avviato. Per concludere questo lavoro, presentiamo delle proposte cliniche destinate alle madri traumatizzate e ai loro bambini, al fine di ridurre gli effetti della possibile trasmissione del trauma al bambino o, quando possibile, per impedirla
Sterling, John W. (John Wilson). "Mother-Infant Interaction with Facially Deformed Infants." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331799/.
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