Archives: Intervention

Abstract

Delivery of the intervention

Individual- / family-based

Aim of the intervention

The aim of the Swing baby family work is to support the early interaction between parents, and their baby and the development of securely attached relationship in the families with risk factors for the formation of it.

Description of the intervention

Swing baby family work is an intervention, which supports the early interaction in families with babies. The intervention lies on the attachment relationship theory, ecocultural theory and research-based knowledge about the harmful effects of the risk factors for early interaction on the child development. Swing baby family work is provided for families, which have psychosocial or physiological risk factors for the development of early interaction. Baby family work is conducted at home of the families, where support and instructions for parenting are provided. The Swing lasts for approximately a year and includes one meeting per week on average.

Availability of the intervention in Finland

Swing-baby family worker training is provided as an in-service training for the professionals of social and health care, education and sports. Training is organized by the Oulu polytechnic and Metropolia. Originally, Swing baby family work was developed in Finland as an early rehabilitation method for families of children with disabilities. Vamlas Foundation is responsible for the development of the program. Swing baby family work has been applied in Finland in the social and health care but there is no accurate information on the availability of the intervention.

Research- and evidence-based efficacy of the intervention

The effectiveness of the Swing baby family work on child development and interaction between mother and child has been examined in one Finnish study (Sajaniemi & Mitts 2004). The interaction between the mothers and babies, who participated in the baby family work (n = 39), developed positively compared to the control group (n = 19), but the small sample size weakened the reliability and interpretation of the results. Swing baby family work has little effect on the positive development of the attachment relationship between parent and child compared to the control group, which received support as usual.

Literature

Sajaniemi, N. & Mitts, T. (2004). Kiikku-vauvaperhetyön vaikutukset vanhemmuuteen ja lapsen kehitykseen. Erityispedagogiikan laitos, Helsingin yliopisto.

Abstract

Delivery of the intervention

Individual-based

Aim of the intervention

The intervention aims to strengthen foster children at school-related matters by providing early support and enhancing the child’s positive attitude towards school. The aim is to enhance the child’s strengths and to create a functioning network between the family, the school and the social workers.

Description of the intervention

SISUKAS– foster child at school is an early intervention targeted at children in the primary school age, who are in custody or in a long-term placement. The foundation of the intervention lies on research-based knowledge on the challenges that foster children face at school, and the adverse effects that these challenges can have on the development and psychosocial wellbeing of the child (Oraluoma & Välivaara 2016). In the SISUKAS–intervention, a regional and consultational multi-professional working team, including a social worker, a special education teacher and a psychologist, is established. The intervention begins when the consulting social worker contacts the child, the foster / biological parents, the school and the social worker responsible for the child’s matters. The multi-professional networking supports the child with any school-related matters at an early stage, enables timely informing and focuses on the child’s resources through a dialogue. In the SISUKAS, an individual learning plan is drafted for the child and its fulfillment is followed up. SISUKAShas been conducted also locally as a multi-professional method in cooperation of the social worker responsible for the child’s matters, a special education teacher and the school healthcare.

Availability of the intervention in Finland

SISUKAS-training is targeted at foster parents, foster care and education professionals. In Finland, Pesäpuu ry is responsible for the training. SISUKAS-training material is available in the internet. The SISUKASis based on the SkolFam-model developed in Sweden. In Finland, Pesäpuu ry has been responsible for the development of SISUKASin the Foster Child at School –project. It has been piloted in mid-Finland and parts of it have been piloted in Southern and Northern Savonia, Uusimaa, Satakunta, Varsinais-Suomi and Southern Ostrobothnia.

Research- and evidence-based efficacy of the intervention

Cognitive abilities of children who are in a family placement, have been studied in a Danish RCT-study, which focuses on systematic support provided to foster children (Eiberg, Andersen & Scavenius 2018) and in a Swedish quasi-experimental research on SkolFam (Durbeej & Gumpert 2016) and in a Finnish Pesäpuu ry study (Oraluoma & Välivaara 2016). There is some evidence of effectiveness of the SISUKAS, at least in terms of cognitive skills, which improved in the intervention group as compared to the control group.

Literature

Durbeej, N. & Gumpert, C. H. (2016) Effektutvärdering av arbetsmodellen Skolfam bland familjehemsplacerade barn i Sverige. Centrum för psykiatriforskning. Dnr 2016/01.

Eiberg, M. Andersen, L. K. & Scavenius, C. (2018). Skolestøtte til børn i familiepleje – delrapport I – Et effektstudie. VIVE – Viden til Velfærd Det Nationale Forsknings- og Analysecenter for Velfærd, København.

Oraluoma, E. & Välivaara, C. (2016). Sijoitetun lapsen koulunkäynnin tukeminen. SISUKAS-työskentelymallin vaikuttavuuden arviointi. Tutkimuksia 2/2016. Pesäpuu ry.

Abstract

Introduction

Good mental well-being is pivotal to a young person’s development, study performance and working life skills. Educational institutions play a key role in supporting the mental well-being of young people and are also required to strengthen the well-being of their students under the law. The Youth Compass method aims to support young people’s well-being skills, such as psychological flexibility and the skills this contains, and to prevent mental health problems. The method is fully web-based and can be used as part of the activities of educational institutions. It was originally developed for secondary school students, but it is also suitable for young people in the early stages of upper secondary education.

Data and Methods

The literature search was carried out using the Population, Concept, Context (PCC) search strategy typical for literature reviews with a focus on the question: What research has been conducted on the Youth Compass method?   The used search terms were: P = young people, secondary school, upper secondary education, C = Youth Compass, C = school, home, healthcare. The primary focus of interest of the literature search was on impact studies related to the method, but studies using other research designs were also included. A systematic literature search was performed in the following databases: MEDLINE, APA PsycInfo, CINAHL, ERIC, Web of Science and Scopus databases and was complemented by a manual search.

Results

Based on the literature search, eight studies were included in the review. Five of these were Finnish impact studies which served as the basis for the impact assessment of the method. Three additional Finnish studies were included that did not assess the impact or implementation of the method. Based on the included studies and the methodological guide, the description and theoretical justification of the Youth Compass method are sufficient.

The method has been found to have positive effects on young people’s depression symptoms, anxiety symptoms, satisfaction with life, stress, academic flexibility and uncertainty related to career planning. It has also been found to increase the ability to make decisions on career choices. The impacts on responses were minor at most for young people attending secondary school (d = 0.03–0.48, NNT (Number-Needed-to-Treat) = 3.76–62.5).

The quality of the impact studies varied from satisfactory to good. The implementation readiness of the Young Compass was not sufficiently met based on the assessment of the used areas. The method is currently in national distribution on a stand-alone basis, i.e. those interested in the method can participate by registering on the website and studying it independently.

Overall assessment

The method receives an overall score of 4/5, i.e. there is moderate documented evidence of the method in the Finnish context. The overall assessment is based on impact studies in which the method was implemented on a web-based platform and through in-person and digital guidance.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The aim of the intervention is to increase the adolescents’ social skills, development of moral inference and aggression control. The intervention strengthens emotional regulation and anger management of children and adolescents through practicing of everyday situations.

Description of the intervention

Aggression replacement training (ART) is a group-based intervention targeted for children and adolescents who have problems in managing aggression and emotions. ART lies on the theory of social learning (Bandura 1973), cognitive-behavioral treatment model (Novaco 1975) and the theory of moral development (Kohlberg 1973). The adolescents’ peer groups gather three times a week for ten weeks. Two education, social or health care professionals who have received the ART training, instruct the groups. In the ART-group meetings the focus is on aggression management, moral inference and social skills, and the meetings are structured. The tailored exercises are focused on practicing new skills for daily situations in adolescents’ life. A preventive FamilyTies method for the development of social skills has been developed based on the ART in the Nordic countries.

Availability of the intervention in Finland

Method and instructor training for the intervention is organized by the ART ry. in Finland. The training is targeted at education, social and healthcare professionals, who can integrate the intervention into their own working environment alongside training. Originally, Arnold P. Goldstein with his colleges in the USA, has developed the intervention. In Finland, the intervention has been used in the primary and special services of social and healthcare, but there is no exact information on the regional availability of the ART.

Research- and evidence-based efficacy of the intervention

ART has been studied internationally, for instance in a systematic review (Brännström et al. 2016), in two RCT studies (Coleman, Pfeiffer & Oakland 1992; Jones 1991) and in the Nordic countries in a Norwegian study, which included a control group (Gundersen & Svartdal 2006). Due to some methodological problems the results of the studies could not be interpreted unambiguously. There is no peer reviewed study on the ART in Finland. The intervention has some evidence of effectiveness in terms of improvement of social skills among adolescents in residential care, when compared to the control group.
 

Literature

Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.

Brännström L., Kaunitz K., Andershed A-K., Saud S. & Smedslund G. (2016). Aggression replacement training (ART) for reducing antisocial behavior in adolescents and young adults: A systematic review. Aggression and Violent Behavior, 27, 30–41.

Gundersen, K. & Svartdal, F. (2003). Selvrapporteringsskjema [Self-report problem behaviour questionnaire (in Norwegian)]. Nærbø, Norway: Rogaland Høgskole.

Coleman M., Pfeiffer S. & Oakland T. (1992). Aggression replacement training with behaviorally disordered adolescents. Behavioral Disorders, 18, 54–66.

Jones, Y. (1991). Aggression replacement training in a high school setting. Australian Journal of Guidance and Counselling, 1, 1–19.

Kohlberg, L. (1973). Collected papers on moral development and moral education. Cambridge. MA: Harvard University, Center for Moral Education.

Novaco, RW. (1975). Anger control: The development and evaluation of an experimental treatment. Lexington, MA: D.C. Health.

Abstract

Delivery of the intervention

Individual-/family-based

Aim of the intervention

Let´s talk about Children –intervention aims to strengthen the safety in child’s everyday life at home, school and daycare. The intervention enchances parenting, thereby supporting the child’s development and preventing the formation of problems.

Description of the intervention

The intervention is targeted at child families where parent(s) has problems that are reflected in parenting, particularly mental health problems. Let´s talk about Children –discussion is a part of the Effective Child & Family –interventions. Research-based knowledge of the child development and the risk that parent’s mental health problems impose on it have impacted on the development of the intervention (Beardslee & Podorefsky 1988; Beardslee ym. 1997). The Effective Child & Family –interventions are based on the theory of child development as a part of different development environments (Solantaus & Niemelä 2016). The intervention consists of 1–3 meetings with the parents, which are structured and based on the Let´s talk about Children –manual but the contents of the meetings are tailored according to the family’s unique situation. The family situation, the child’s development and strengths as well as the impact of the parent’s mental health problem are discussed thoroughly in the meetings. After the intervention, a Let´s talk about Children conference with the networks around the child is organized, if needed. The intervention has been used in Finland also in early education and in primary school as a method in cooperation between home and school as well as in the child and family work of the Criminal Sanctions Agency.

Availability of the intervention in Finland

Training for the Let´s talk about Children –discussion is a part of the Effective Child & Family method training. The training is targeted at those working with child families, but especially for the social and health care professionals. Material and Let´s talk about Children –discussion manual are included in the training. In Finland, the intervention is used in the primary and secondary social and health care services, early education and primary schools. Exact information on the regional availability of the intervention is not available.

Research- and evidence-based efficacy of the intervention

The intervention has been studied in Finland regarding its applicability to the Finnish service system (Solantaus et al. 2009). There is also a randomized study on the effectiveness of Let´s talk about Children –discussion and –family intervention on children’s emotions and behavior (Punamäki et al. 2013). In the follow-ups of the studies the intervention was found to have positive effects on children, reducing their emotional problems and anxiety and increasing their social behavior. The limitations of the studies have been the drop-outs and reliability (Punamäki et al. 2013) and a missing control group. Furthermore, the effect sizes have not been reported (Solantaus et al. 2009). There is moderate research-based evidence of effectiveness in Finland.

Literature

Beardslee, W. R. & Podorefsky, D. (1988). Resilient adolescents whose parents have serious affective and other psychiatric disorders: Importance of self-understanding and relationships. American Journal of Psychiatry, 145(1), 63–69.

Beardslee, W., Salt, P., Versage, E., Gladstone, T., Wright, E. & Rothberg, P. (1997). Sustained change in parents receiving preventive interventions for families with depression. American Journal of Psychiatry, 154, 510–515.

Punamäki, R-L., Paavonen, J., Toikka, S. & Solantaus, T. (2013). Effectiveness of preventive intervention in improving cognitive attributions among children of depressed parents: A randomized study. Journal of Family Psychology 27, 683–690.

Solantaus, T., Toikka, S., Alasuutari, M., Beardslee, W. R. & Paavonen, E. J. (2009). Safety, feasibility and family experiences of preventive interventions for children and families with parental depression. International Journal of Mental Health Promotion 11, 15–24.

Solantaus, T. & Niemelä, M. (2016). Arki kantaa – kun se pannaan kantamaan. Perheterapia, 1, 21–33.

Abstract

THE EVALUATION WILL BE UPDATED DURING 2025.

Delivery of the intervention

Group-based

Aim of the intervention

ABC for parents aims to strengthen the attachment relationship between the child and the parents, thereby promoting child’s health and psychosocial development. The intervention improves parenting skills.

Description of the intervention

The intervention is delivered in peer groups, is based on research evidence and targeted at parents of 3–12 years old children. ABC for parents -intervention lies on the theory of social learning and on research-based knowledge of child’s psychosocial development. The ABC for parents –groups gather four times every two weeks and once more after 2–3 months after the intervention. The groups are instructed by a professional who has received a specific training for the intervention. A guidebook designed for the intervention guides the meetings and provides a structure for them. The purpose of the group meetings is to practice new parenting skills, coherent parenting and to increase understanding of the importance of the attachment relationship. Each meeting focuses on a pre-determined parenting topic.

Availability of the intervention in Finland

Method training for ABC for parents is organized for the professionals working with child families. In Sweden, Karolinska Institutet and the city of Stockholm co-organize the trainings. The training is available only in Swedish. The intervention was initially developed in co-operation of the psychologists of the Karolinska Institutet and the city of Stockholm. In Finland, The Mannerheim League for Child Welfare has organized method trainings in the capital region.

Research- and evidence-based efficacy of the intervention

The effectiveness of ABC for parents has been tested in a pilot study (Enebrink et al. 2014) and in an RCT-study in Sweden (Ulfsdotter et al. 2014). Despite the methodological challenges the studies have shown positive changes in parents’ perceived self-efficacy in the study group as compared to the control group. Also, the parents in the intervention group (n = 317) observed their children’s health more than the parents in the control group (n = 297) in the 6-month follow up (Ulfsdotter et al. 2014). There is a moderate research-based evidence of effectiveness for the intervention but no peer reviewed research on the intervention in Finland.

Literature

Enebrink, P., Danneman, M., Mattsson, V. B., Ulfsdotter, M., Jalliong, C. & Lindberg, L. (2014). ABC for parents: Pilot study of a universal 4-session program shows increased parenting skills, self-efficacy and child well-being. Journal of Child and Family Studies 24(7), 1917–1931.

Ulfsdotter, M., Enebrink, P. & Lindberg, L. (2014). Effectiveness of a universal health-promoting parenting program: a randomized waitlist-controlled trial of All Children in Focus. BMC Public Health 14, 1083.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The aim of the intervention is, as early prevention, to support children’s school readiness, social and socio-emotional skills and self-regulation.

Description of the intervention

The intervention is group-based and targeted at 3–7 years old children to improve the development of their emotional and problem-solving skills. Second steps is targeted at pre-school children and first year primary school children. Second step early learning -intervention is developed based on the Second Step for 3–5 years old children at the early education. An education professional holds short lessons, which focus on a specific weekly theme. The intervention themes and duration of the lessons vary depending on the children’s age. It is recommended that Second step / Second step early learning –lessons are held in a child group weekly and the intervention includes 22–28 weekly themes. Parents are provided with information about the program and exercises that they can do at home with the child. The home exercises support the Second step early learning / Second step -lessons given at the early education and in primary school, respectively. The intervention has also been applied as a tool in special group therapies.

Availability of the intervention in Finland

Method training for the intervention is aimed at education professionals. In Finland, Hogrefe Publishing Group Oy and Akat Consulting Ab are responsible for the training. The intervention has been adapted from the original US Second step program, which has been developed for the prevention of aggressive and violent behavior of adolescents. The intervention is used in early and primary education in Finland. There is no exact information for the regional availability of the intervention.

Research- and evidence-based efficacy of the intervention

There is abundant international international research on Second Step / Second Step Early Learning –interventions. Effectiveness of the intervention has been studied in a systematic literature review and in a meta-analysis comprising of 24 RCT studies (Moy & Hazen 2018). The meta-analysis showed that the intervention did not effectively increase prosocial behavior or reduce aggressive or unwanted behavior (Moy & Hazen 2018) but it was indirectly related to better preschool readiness (Wenz-Gross et al. 2018). There is moderate research-based evidence of effectiveness of the intervention.

Literature

Moy, G. E. & Hazen, A. (2018). A systematic review of the Second step program. Journal of School Psychology, 71, 18–41.

Wenz-Gross, M., Yoo, Y., Upshur, C.C. & Gambino, A. J. (2018). Pathways to kindergarten readiness: The roles of Second Step Early Learning curriculum and social emotional, executive functioning, preschool academic and task behavior skills. Frontiers in Psychology, 9, 1886.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The aim of the intervention is to increase the child’s skills to identify emotions. The intervention strengthens the child’ ability to discuss and regulate emotions and increases social skills.

Description of the intervention

The Small Group Dinosaur is a structured group-based intervention for children who have behavioral problems and disorders. The framework for the intervention is provided by the attachment relationship and social learning theories, behavioral and solution-focused therapies and the stress management theory. The children’s groups gather weekly for 18-20 weeks. Peer groups for parents are organized simultaneously with the children’s groups (6 children per group). The participants practice interactive exercises in the groups and the children are given homework that they can do together with their parents. The groups are instructed by a social and healthcare or education professional who has received the Small Group Dinosaur training.

Availability of the intervention in Finland

Social and healthcare or education professional can receive a training as a Small Group Dinosaur instructor. In Finland, the trainings are organized by the Research Center for Child Psychiatry at the University of Turku. The intervention is a part of the Incredible Years method family. The incredible Years was originally developed  in the US. In Finland, the intervention has been mosty applied by the education and social sectors in the capital region and in the special healthcare services as a cooperation of the child psychiatry and family health clinics in Helsinki.

Research- and evidence-based efficacy of the intervention

The effectiveness of the intervention has been studied in RCT-studies in the US (Webtster-Stratton & Hammond 1997; Webster-Stratton et al. 2004) and in Norway (Larsson et al. 2009). Those studies indicated that the Small Group Dinosaur has positive effects on reducing behavioral problems and increasing social behavior as well as problem-solving skills among 4- to 9-year-old children as compared to the control group. There is satisfactory research-based evidence for the effectiveness of the intervention.

Literature

Larsson B., Fossum S., Clifford G., Drugli MB., Handegård BH. & Morch W-T. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children. Results of randomized controlled trial. European Child and Adolescent Psychiatry 18, 42–52.

Webster-Stratton, C. & Hammond M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology 65, 93–109.

Webster-Stratton, C., Reid, J. & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychiatry 33, 105–124.

Abstract

Delivery of the intervention

Individual-/family-based

Aim of the intervention

The Early Interaction promotion project (European Early Promotion Project) aims to promote the positive early interaction between parents and child. The intervention focuses on identifying the family’s resources and finding solution to potential problems.

Description of the intervention

The Early Interaction promotion project is targeted at child families, especially for families expecting or with a newborn baby. The intervention lies on system theoretic and cognitive-behavioral thinking as well as on research-based knowledge on early identification of psychosocial risk factors. In the Early Interaction promotion project a health care professional working with baby- and child families conducts an interview with a family during the trimester of the pregnancy and after 4-8 weeks of the child birth. The interviews are intended to support the early interaction, survey the family’s need for support and bring up the possible concerns regarding the family situation. The interviews are structured by the Early Interaction promotion project –interview questionnaires, and they are held at the family’s home, if possible. The Early Interaction promotion project is a toolkit for education, social and health care professionals, and it guides them on how to bring up concerns, and go through child development and early interaction with the parents.

Availability of the intervention in Finland

The Early Interaction promotion project –method training is targeted for education, social and health care professionals, who are working with baby and child families. The training lasts for two years and is based on specific material. In Finland, the training is provided by the Universities of applied sciences and by the Early Interaction promotion project –trainers.

The Early Interaction promotion project has been developed as a part of the European Early Promotion (EEPP) – research project. In the Finland, the Social and Health Ministry and the Finnish Institute for Health and Welfare have been responsible for the development and research of the Early Interaction Promotion. In Finland, the education, and social and health care professionals have applied the intervention, especially in the child health clinics.

Research- and evidence-based efficacy of the intervention

As a part of EEPP research project, a quasi-experimental non-randomized effectiveness study based on group comparison design has been conducted at the University of Tampere. The evaluation of the working methods, which were developed during the research project, stated that the children, who participated in the intervention, had a better physical health compared to the control group. In the intervention group, mothers had less symptoms of mild depression that the mothers in the control group, and the observed mother-child interaction was better than in the group who participated in the child health clinic follow-up. The study had small effect sizes. (Davis ym. 2005). In the two years follow-up no difference was found between the groups regarding child-parent interaction (Puura ym. 2005). There is moderate research-based evidence for the effectiveness of the intervention.

Literature

Davis, H., Dusoir, T., Papadopoulou, K., Dimitrakaki, C., Cox, A., Ispanovic-Radojkovic, V., Puura K., Vizacou, S., Paradisiotou, A., Rudic, N., Chisgolm, B., Leontiou, F., Mäntymaa, M., Radosavljev, J., Riga, E., Day, C. & Tamminen, T. (2005). Child and family outcomes of the European early promotion project. International Journal of Mental Health Promotion, 7, 63–81.

Puura, K., Davis, H., Mäntymaa, M., Tamminen, T., Roberts, R., Dragonas, T., Papadopoulu, K., Dimitrakaki, C., Paradisiotou, A., Vizacou, S., Leontiou, F., Rudic, N., Miladinovic, T. & Radojkovic, A. (2005). The outcome of the European early promotion project: Mother-child interaction. International Journal of Mental Health Promotion, 7, 82–94.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The intervention aims to enhance the mother’s mentalization ability and to teach her cognitive-behavioral methods to control depression and anxiety. The intervention provides support for the mother’s emotional ability to respond to her baby’s needs and for the formation of the attachment relationship.

Description of the intervention

The Nurture and Play is a group-based intervention for pregnant women and families with a baby, where the mother suffers from depression, anxiety or discordant attitude towards parenthood. The intervention lies on the theories of mentalization and attachment relationship as well as research-evidence on the adverse effects of antenatal depression on child development (Calkins & Hill 2007; Field 2011, Gentile 2017). The intervention is designed to be delivered during pregnancy and the first year of the child. The peer groups gather four times during pregnancy and seven times after childbirth. The family is visited once after the childbirth. Two professionals who have received a Nurture and Play –training steer the peer groups. Each meeting is structured by a defined theme but the mothers are provided an opportunity to discuss among themselves too. A Nurture and Play guidebook is available for use.

Availability of the intervention in Finland

The Nurture and Play is aimed at social and health care professionals. Training is provided in Lahti by the Deaconess Institute and Pilke clinic in Helsinki. The intervention has been developed in the Lahti Deaconess Institute’s Magic of Babies –project. The intervention can be used in social and health care, especially in the maternity and child health clinics. The Nurture and Play group-based intervention has been delivered mainly in the capital region and in Päijät-Häme.

Research- and evidence-based efficacy of the intervention

There is a Finnish RCT study on the Nurture and Play intervention (Salo et al. 2019). In the study, the reflexive ability and emotional presence increased more in mothers who participated (n = 24) in the Nurture and Play group-based intervention compared to the mothers in the control group (n = 21).  The intervention has moderate research-based evidence of effectiveness in Finland.

Literature

Calkins, S. D. & Hill, A. (2007). Caregiver influences on emerging emotion regulation. In book Gross JJ. (ed.): Handbook of emotion regulation. The Guilford Press: New York, 229–248.

Field, T. (2011). Prenatal depression effects on early development: a review. Infant Behavior and Development, 34, 1–14.

Gentile, S. (2017). Untreated depression during pregnancy: short-and long-term effects in offspring. A systematic review. Neuroscience, 342, 154–166.

Salo, S. J., Flykt, M., Mäkelä, J., Biringen, Z., Kalland, M., Pajulo, M. & Punamäki, R. L. (2019). The effectivess of Nurture and Play: a mentalisation-based parenting group intervention prenetally depressed mothers. Primary health Care Research & Development, 20, 1–11.

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