Associations between maternal smartphone use and mother-infant responsiveness:A cluster analysis of potential risk and protective factors

Contradictory results in the extant literature suggests that additional risk factors should be considered when exploring the impacts of maternal smartphone use on mother-infant relationships. This study used cluster analysis to explore whether certain risk factors were implicated in mother-infant dyads with high smartphone use and low mother-infant responsiveness. A cross-sectional survey of 450 participants in the UK measured infant social-emotional development, maternal depressive, anxiety and stress symptoms, wellbeing, social support, smartphone use, and mother-infant responsiveness. Participants were predominantly White (95.3%) and living with a partner (95.2%), with infants who were born full-term (88.9%). Cluster analysis identified three clusters characterized as; cluster (1) “infant at risk” showing high infant development concerns, high maternal smartphone use, and low mother-infant responsiveness; cluster (2) “mother at risk” showing high maternal depressive, anxiety, and stress scores, low social support, high maternal smartphone use, and low mother-infant responsiveness, and cluster (3) “low risk” showing low maternal smartphone use and high mother-infant responsiveness. Significant differences were found between all risk factors, except for maternal smartphone use and mother-infant responsiveness between clusters 1 and 2 suggesting that both clusters require early intervention, although interventions should be tailored towards the different risk factors they are presenting with.</p

“It is not all glowing and kale smoothies”:An exploration of mental health difficulties during pregnancy through women's voices

Objectives: This study aimed to explore the experiences of women with moderate-to-severe mental health difficulties during pregnancy, with a focus on establishing their psychological needs. Psychological distress caused by mental health difficulties during pregnancy is common and can significantly impact women and their babies. However, women's subjective experiences of difficulties with their mental health throughout pregnancy, alongside their experiences of staff, services and treatments are less well understood. Design: In this qualitative study, an Interpretive Phenomenological Analysis (IPA) approach was used. Methods: Semi-structured interviews were conducted with participants recruited via a regional Perinatal Mental Health Service. Interviews were transcribed and analysed following the IPA methodology. Results: Five superordinate themes were identified which represented the lived experiences of the 11 participants on their journey through pregnancy whilst living with mental health difficulties and subsequent psychological distress: (i) Feeling the ‘wrong’ feelings, (ii) Societal pressures and a desire for greater acceptance, (iii) Searching for answers despite a lack of resources, (iv) What made a difference and (v) Experiences and expectations of service provision. Within these themes, 13 subordinate themes were also identified. Conclusions: These themes highlight the need for greater awareness and acceptance of mental health difficulties during pregnancy as well as postnatally. While perinatal mental health services are evolving, there is still an urgent requirement for services to continue to develop to meet women's needs, as well as to develop the role of clinicians as facilitators of engagement with needs-matched care. © 2024 The Authors. Psychology and Psychotherapy: Theory, Research and Practice published by John Wiley &amp; Sons Ltd on behalf of The British Psychological Society

Cross-grouping in mathematics

Improving mathematics teaching in primary schools is an ongoing research focus as achievement comparisons in international studies draws attention to shifting achievement levels and acknowledges that “improving educational outcomes is a vital economic necessity” (Wiliam, 2011, p. 26).‘Cross-grouping’ in primary school mathematics (whereby students are shifted across classes to provide ability grouping within a subject), has become a popular option in some New Zealand primary schools (Years 1-8) over the last few years. This is perhaps an unforeseen consequence of the Numeracy Professional Development Project (NDP) that was offered in more than 95% of New Zealand primary and intermediate schools between 2000 and 2009 (Holton, 2009). My present study has critically examined teacher perception of how (and if) cross-grouping in mathematics impacts upon teacher practice. Research from international studies supports the viewpoint that when ‘streaming’ (in the New Zealand primary school setting, known as ‘cross-grouping’) is adopted, teacher expectations of students are impacted upon and overall student achievement is not improved (Boaler, Wiliam, & Brown, 2000; MacIntyre & Ireson, 2002; Slavin, 1995). At present, there is very little research based in New Zealand schools on cross-grouping. This research may have implications for teaching as inquiry which is considered to be a characteristic of “effective pedagogy (which) requires that teachers inquire into the impact of their teaching on their students” (Ministry of Education, 2007, p. 35). A 2011 report from the Educational Review Office (ERO) (Education Review Office, 2011) suggested that many schools and teachers were still working towards gaining a clear understanding of the intent of teaching as inquiry. A qualitative approach applying an interpretivist paradigm underpinned this study, with a narrative inquiry process utilised which allowed the participants’ viewpoints to be heard. Interviews were conducted with eight teachers working in cross-grouped mathematics classes with students aged between eight and thirteen. Findings from the study revealed that all the teachers were in favour of cross-grouping, despite some teachers having some minor reservations. Some of the perceived benefits of cross-grouping were: it was more effective in meeting the needs of students and teachers, it allowed schools to ensure mathematics was actually taught each day, and it permitted teachers to become more confident in teaching a particular level of mathematics. It was also found that cross-grouping was likely to contribute to a more fixed notion of ability and was likely to have impacts upon teacher and student expectations. In most of the schools, there was little critical analysis undertaken into the reasons for or the validity of cross-grouping which suggests that this would be a useful future focus for school leaders and teachers. Results of the study suggest that questioning some long-held established practices (which are not necessarily evidence based) could be a useful starting point in developing a teaching as inquiry focus within a school. It is expected that this research will reveal ideas regarding the effects of streaming students in mathematics in primary schools and the impacts on flexible and responsive teacher practice. These findings may lead to a larger research project which considers aspects such as student attitude and self-belief or a comparison study which considers developing communities of mathematical inquiry (Ministry of Education, 2012) within some classes

What factors influence dyadic synchrony? A systematic review of the literature on predictors of mother-infant dyadic processes of shared behaviour and affect

Dyadic behavioral synchrony is a complex interactional process that takes place between the mother and her infant. In the first year of life, when the infant is prelinguistic, processes such as synchrony enable the dyad to communicate through shared behavior and affect. To date, no systematic review has been carried out to understand the risk and protective factors that influence behavioral synchrony in the mother–infant dyad. The aim of this review was to identify and evaluate the factors that influence behavioral synchrony in the mother–infant dyad, when the infant is between 3 and 9 months old. Key electronic databases were searched between 1970 and April 2021, and 28 eligible studies were identified for review. As the results were largely heterogeneous, four subgroups of factors were identified: (i) infant demographics, (ii) physiological factors, (iii) maternal mental health, and (iv) miscellaneous factors. Identified risk factors and covariates suggest that social determinants of health, underpinned by biological factors, play a large role in influencing behavioral synchrony within the dyad. Implications for the need to identify additional risk and protective factors, as well as design support for at‐risk families are discussed

Sensory processing and eating behaviours in autism:A systematic review

OBJECTIVES: The aim of this study was to assess the relationship between sensory processing and a broad range of eating behaviours across the lifespan. METHODS: Five electronic databases of published and unpublished quantitative studies were systematically searched, evaluated for risk of bias and synthesised according to identified eating outcomes. RESULTS: Across 25 studies, there was consistent evidence of a relationship between sensory processing and a range of eating behaviours. There was early evidence for the particular role of taste/smell sensitivities, as well as hypersensitivities, although future research is needed looking at different sensory patterns and modalities. There was also tentative evidence to suggest this relationship extends across development. DISCUSSION: Study findings are discussed in relation to implications for sensory‐based eating and feeding interventions and the development of eating disorders. Methodological and conceptual limitations are discussed and suggestions for future research are made to address these limitations. A broader investigation of multi‐sensory issues and clearly defined eating behaviours, including disordered eating in clinically diagnosed samples, will allow for a more comprehensive and robust understanding of the relationship between sensory processing and eating behaviours in autism