Long-term protective contributions of an early psychosocial intervention during the COVID-19 pandemic

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Parenting & Parent-Child Relationships

Abstract

Introduction: Cognitive and socio-affective experiences in early childhood are decisive for children's development and determinants of their future quality of life. However, stressful events, such as the COVID-19 pandemic, may increase families' challenges, mainly for those with young children (NCPI, 2020). The Caring & Growing Together Program (C&G), an early intervention targeting high-risk families (ALVES et al., 2018), provided psychosocial support and stimulated activities to promote child development and mother-child interaction, such as singing and reading. Objective: To examine the C&G Program long-term protective contributions concerning mothers’ difficulties in dealing with their children and their repertoire of playing activities during the Covid-19 pandemic and social distancing. Methods: Mothers of children born between 2015-2016 at a high-risk reference maternity and who participated in the C&G Program during the children’s first year of life were invited to a follow-up interview in 2020 (n = 245). During the social distancing measures, we sent them Google Forms questionnaires via WhatsApp, addressing the mothers' difficulties in dealing with their children, the playing activities developed by them during the pandemic, and sociodemographic data. One hundred and three mothers accepted the invitation, and 79 with full information were included in the present study (Control Group= 53; Intervention Group = 26). A descriptive analysis was performed, and the association between C&G Program groups, sociodemographic factors, and mothers’ difficulties and playing activities was verified (Chi-square, 5% significance). Results: The children were, on average, 62 months old, and 76% were born preterm. Half of the mothers studied until high school, and 33% were working outside the home, despite the social distancing measures. The others were working from home or with household tasks. Almost 60% of families reported their income decreased during the pandemic, and 22% were beneficiaries of the government cash transfer program. Difficulties in dealing with their child were reported by 35% of mothers, mainly due to the child's agitation (54%), difficulty in entertaining them (36%), and maternal emotional issues (33%). The proportion of mothers with difficulties in dealing with their children was higher among the most impoverished families (p = 0.047). Nevertheless, none association between mothers´difficulties and other sociodemographic variables or participation in the C&G Program was detected. Only 29% and 33% of mothers read or sang to their children, respectively, while 90% watched television with them. Mothers from the intervention group read and sang more to their children than the others (p = 0.06 and p = 0.09). Conclusion: A considerable number of mothers had difficulties dealing with their children during the social distancing period, mainly in the most impoverished families. Mothers receiving support and guidance in the C&G Program showed a broader repertoire of playing activities than the control group, although without statistical significance. These preliminary results suggest a long-term protective contribution of early intervention programs focused on child development and mother-child interaction.

Authors

• Claudia Regina Lindgren Alves, Federal University of Minas Gerais
  Presenting Author

• Izadora Araujo Martins
  Non-Presenting Author

• Gabriela S. M. A Pinheiro
  Non-Presenting Author

• Ana Catarini L Baltazar, Universidade Federal de Minas Gerais (UFMG)
  Non-Presenting Author

• Izabella B.R. Ferreira, FACULDADE CIÊNCIAS MÉDICAS DE MINAS GERAIS
  Non-Presenting Author

• Maria Beatriz Martins Linhares, Universidade de São Paulo (USP)
  Non-Presenting Author