Archives: Intervention

Abstract

Delivery of the intervention

Individual- / family-based

Aim of the intervention

The aim of the Holding Tight Treatment System is to support pregnant mothers and baby families with substance abuse problems to overcome the addiction. The treatment system strengthens parenthood and motherhood to guarantee safe growing environment for the baby.

Description of the intervention

Holding Tight Treatment System is targeted at pregrant mothers and baby families who have substance abuse problems. The treatment system lies on the attachment relationship and mentalization theories as well as on neurobiological research on the experiences of successful interactions of mothers with substance abuse problems with their babies (Suchman 2006). The treatment system is based on rehabilitative and reflexive approaches. The content of the treatment system is individually tailored to the situation of the pregnant mother and the baby, and different working methods are used accordingly. The treatment system comprises of the substance abuse rehabilitation and support for the early interaction and parenting at the mother and child homes and shelters. A group-based rehabilitation service, based on the Holding Tight Treatment System, has been developed for the mothers and baby families with substance abuse issues who are in the open care of the mother and baby homes and shelters.

Availability of the intervention in Finland

In-service training for the treatment system is provided for the employees of the mother and baby homes and shelters. Holding Tight Treatment System has been developed in Finland at the Federation of Mothers and Babies Homes and Shelters. The open care rehabilitation service, developed from the Holding Tight, is provided in certain Finnish Mother and Baby Homes and Shelters for the mothers and baby families who hold a municipal commitment to pay the rehabilitation.

Research- and evidence-based efficacy of the intervention

The Holding Tight Treatment System has been investigated in a prospective effectiveness study (Pajulo et al. 2011; Pajulo et al. 2012). Mentalization ability of the mothers who participated in the Treatment System (n = 34) increased during the rehabilitation but the sample size was small and many dropped out before the follow up. There is some evidence for the positive development of the mentalization ability during pregnancy and after child birth among the mothers who participated in the treatment system.  In Finland, there are no effectiveness studies with a controlled study design on the Holding Tight Treatment System.

Literature

Pajulo, M., Pyykkönen, N., Kalland, M., Sinkkonen, J., Helenius, H. & Punamäki, R. L. (2011). Substance abusing mothers in residential treatment with their babies: Postnatal psychiatric symptomatology and its association with mother–child relationship and later need for child protection actions. Nordic Journal of Psychiatry 65(1), 65–73.

Pajulo, M., Pyykkönen, N., Kalland, M., Sinkkonen, J., Helenius, H., Punamäki, R. L. & Suchman, N. (2012). Substance‐ abusing mothers in residential treatment with their babies: importance of pre‐and postnatal maternal reflective functioning. Infant Mental Health Journal 33(1), 70–81.

Suchman, N., Pajulo, M. & Mayes, L. (2013) (toim.). Parenting and substance abuse, developmental approaches to intervention. Oxford University Press.

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

Introduction

Children placed in foster care have a greater risk of experiencing challenges at school compared to other children. The Sisukas operating model aims to support the schooling of children placed in foster care through multi-actor cooperation between professionals, assessment of the need for support, and individual support and its monitoring. In Sweden, Finland and Norway, the impact of the operating model on the school performance, cognitive abilities and psychosocial wellbeing of children aged 6–14 has been studied. The Swedish Skolfam operating model and the Danish LUKoP operating model are comparable to the Finnish Sisukas.

Objective and research question

This systematic literature review assesses the effectiveness of the Sisukas operating model on the basis of research literature. The review answers the following questions: In how much detail has the Sisukas operating model been described? Does the Sisukas operating model have evidence-based effectiveness, applicable to Finland, in the school performance, cognitive abilities and psychosocial wellbeing of children placed in foster care?

Data and research methods

A systematic literature search was carried out using the PCC search strategy (Population, Concept, Context), which focused on the question: What research has been done on the Sisukas method? The following keywords were used: P = children of primary school age, adolescents, foster parents and parents, C = Sisukas, foster children at school, SkolFam, Skolsatsning inom familjehemsvården, Sammen for Læring, Skolestøtte til børn i familiepleje. Context (C) was omitted to avoid an excessive restriction of the results of the search. The primary area of interest in the search was effectiveness studies carried out on the intervention. A systematic literature search was carried out for the following six reference databases: MEDLINE, APA PsycInfo, CINAHL, ERIC, Web of Science and Scopus. In addition, a search for publications in Finnish was performed on the Finna.fi service, and the search was supplemented by a manual search. The accuracy of the method description in the manuals and other written materials maintained by the home base was evaluated.

Results

The evaluation included six Nordic studies on the operating model of schooling support for children placed in foster care. A comparison between groups had been done in two studies: in a quasi-experimental study conducted in Sweden and in a randomised controlled trial conducted in Denmark. In the quasi-experimental study, positive changes were observed in visual reasoning (p = 0.01; d = 0.42; 95% CI -0.01–0.86), cognitive abilities (p = 0.033; d = 0.36; 95% CI -0.07–0.79) and spelling(p = 0.029; d = 0.26; 95% CI -0.21–0.73). In the randomised controlled trial, positive changes were observed in word reading rate (p = 0.02; d = -0.21; 95% confidence interval not reported), cognitive ability (p = 0.02; d = 0.34; 95% confidence interval not reported) and linguistic understanding (p = 0.03; d = 0.41; 95% confidence interval not reported).

Methodology evaluation

The methodology evaluation is based on a good description of the operating model and verified evidence of the improvement of school performance and cognitive abilities in children aged 6–14 placed in foster care. Support for the implementation of the operating model is available, such as training, a Finnish-language manual and other material, as well as an online learning platform.

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.

Summary

Introduction

ART (aggression replacement training) is a structured group-based intervention aimed at adolescents and young adults struggling with aggression management and emotional regulation difficulties. AART (adapted aggression replacement training) is a Nordic modification of the intervention. Its development was based on the original ART intervention.   The aim of the ART and AART interventions is to reduce aggressive and violent behaviour, especially in the 12–29 age group. The intervention is particularly aimed at strengthening young people’s self-awareness, interpersonal skills and social cognitive abilities.

Objective and research question

This systematic literature review assesses the effectiveness of the ART and AART interventions on the basis of research literature. The review answers the following questions: In how much detail are the ART and AART interventions described? Do the ART and AART interventions have evidence-based effectiveness, applicable to Finland, in reducing aggressive behaviour or other behavioural problems, and strengthening social skills, among adolescents and young people aged 12–29? 

Data and research methods

A systematic literature search was carried out using the PCC search strategy (Population, Concept, Context), which focused on the question: What research has been done on the ART and AART interventions? The following keywords were used: P = children of primary school age, adolescents; C = aggression replacement training, ART, adapted aggression replacement training, A-ART, AART, adapted ART. Context was omitted to avoid an excessive restriction of the results of the search. The primary area of interest in the search was effectiveness studies carried out on the intervention, although other types of studies were also included. A systematic search was carried out for the following six reference databases: MEDLINE, APA PsycInfo, CINAHL, ERIC, Web of Science and Scopus. In addition, a search for publications in Finnish was performed on the Finna.fi service, and the search was supplemented by a manual search.

Results

Based on quasi-experimental studies (N=11) identified through a literature search, the ART intervention was evaluated to have positive effects on reducing adolescents’ aggressive behaviour and developing their anger management skills in, for example, a prison environment. Similarly, behavioural problems among children and adolescents were found to have decreased, and their social skills were found to have strengthened, in schools and institutions. According to some studies, the ART intervention could also benefit children younger than the target group of the intervention. The quality of the research designs varied from poor to satisfactory. The literature search did not yield any randomised controlled studies, or any studies on the AART intervention, for inclusion in this review. The intervention descriptions presented in the intervention guides were sufficiently comprehensive, and the implementation support available in Finland was assessed to be sufficient for ensuring the high-quality implementation and fidelity of the ART and AART interventions.

Methodology evaluation

Evidence regarding the effectiveness of ART on aggressive behaviour among adolescents and young adults aged 15–20 has been established in studies that lacked a control group. However, the intervention’s effectiveness regarding behavioural problems and social skills development in children and young people aged 5–20 has been examined in studies in which ART has been compared with standard practices or the effects have been evaluated without a control group. Research on outcomes and effectiveness has been carried out particularly in the Nordic context but, to our knowledge, no research evidence from the Finnish context is available. As no separate research has been carried out on the effectiveness of the AART adaptation of the intervention, evidence of its effectiveness remains unclear based on this review. 

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.

Summary

Introduction

Positive parent-child interaction is an important factor for the child’s development, having effects that extend all the way to adulthood. All Children in Focus is a group intervention for parents of children aged 3–12 years. The intervention aims to influence parenting skills and the wellbeing of children.

Objective and research question

This systematic literature review assesses the effectiveness of the intervention All Children in Focus on the basis of research literature. The review answers the following questions: In how much detail has the All Children in Focus intervention been described? Does the All Children in Focus intervention have evidence-based effectiveness, applicable to Finland, in strengthening parenting skills and improving the wellbeing of 3–12-year-old children?

Data and research methods

A literature search was carried out using the PCC (Population, Concept, Context) search strategy, focused on the question: What research has been done on the All Children in Focus intervention? The following keywords were used: P = children of pre-school and primary school age, parents, families, C = All Children in Focus. Context (C) was omitted to avoid an excessive restriction of the results of the search. The primary area of interest in the search was effectiveness studies carried out on the intervention, although studies carried out using different frameworks were also included. A systematic literature search was carried out for the following six reference databases: MEDLINE, APA PsycInfo, CINAHL, ERIC, Web of Science and Scopus. In addition, a search for publications in Finnish was performed on the Finna.fi service, and the search was supplemented by a manual search.

Results

The literature search yielded two randomised controlled trial (RCT) studies and two quasi-experimental studies without a control group. The studies were carried out in Sweden. In the two RCT studies, a sample group from the intervention was compared to a control group on the waiting list. According to the studies, parental self-efficacy (PSE) improved (η²p = 0.18 (corresponds to d = 0.94), NNT (Number-Needed-to-Treat) = 3), which proved to be a key factor in strengthening child health and development (CHD) (η²p = 0.15 (corresponds to d = 0.84), NNT = 3). With regard to these response variables, the effect sizes were considerable. Parents also felt that their parent perception inventory (PPI) had developed; in particular, positive encouragement and praise increased in the six-month follow-up measurement (d < 0.10), whereas inconsistent discipline decreased (d = 0.14, NNT = 13). The parents’ emotional regulation questionnaire (ERQ) skills, such as reassessing one’s own actions (d = 0.17, NNT = 11), improved in the intervention group during the six-month follow-up measurement. In the six-month follow-up measurement, the parents in the intervention group described their emotional regulation questionnaire (ERQ) skills as stronger (d < 0.10) than the parents in the control group. The effect sizes of these response variables remained small. No confidence intervals were reported for the effect sizes. The intervention is based on affection theory and social learning theory. The intervention showed positive effects on all main response variables selected based on these theories. The intervention description and implementation support were assessed as reasonably good.

Methodology evaluation

The methodology evaluation score for the All Children in Focus intervention is 4/5, which means there is verified evidence of the method’s effectiveness in a Nordic context. There is no evidence of effectiveness from Finland. The evidence of effectiveness shows that the intervention increases the self-efficacy and emotional regulation skills of parents of children aged 3–12 years and develops their parenting practices compared to parents on the waiting list. The methodology evaluation is based on the criteria of the Kasvun tuki (Early Interventions) assessment system.

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.

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