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Eleven hours of training
for parents with
premature children
can lead to increased
intelligence in the
child, alongwith fewer
behavioural problems.
Previous research has shown that children
who are born prematurely (with birth
weights under 2 kilos) can have increased
learning difficulties in mathematics and
reading. They may struggle with sentence
structures, score low on IQ tests and have
behavioural problems such as hyperactivity,
difficulties concentrating and shyness.
Now, a new project on premature ba-
bies, undertaken by the Faculty of Health
Sciences (University of Tromsø) and the
University Hospital of North Norway
(UNN) shows that these negative trends
can be reversed by providing new parents
of premature babies an eleven-hour course
in how to understand their new-borns.
Unclear body language
"Parents of premature infants are often an-
xious and uncertain. Premature babies are
in fact difficult to understand. They have
unclear body language, make less eye con-
tact and it can be difficult to interpret the
signals they send," says Marianne Nordhov,
who is chief of the UNN neonatal intensive
care unit.
She published sensational research results
when she recently completed her doctoral
degree at the University of Tromsø. For her
research, 72 parents of premature children
received instruction from a specially trai-
ned nurse. The parents were given one hour
of daily instruction in the last week before
their baby was discharged from the hospi-
tal, and home visits when the baby was six
and twelve months of age. The instruction,
which was based on the Vermont model
(see fact box), placed an emphasis on
understanding the premature baby's forms
of expression.
"The parents learned how to interpret their
baby's breathing patterns, movements and
changes in skin colour. These are important
signals that help us understand a premature
baby," explains Nordhov. The Premature
Project also had a control group of 74 pre-
mature infants whose parents were offered
routine follow-up.
Increased Intelligence
"When the children was three years old
they were tested using a trend test, which
is a precursor to the IQ test. The children
whose parents had been taught using the
Vermont model scored noticeably higher
than the children in the control group. The
differences were even greater when the chil-
dren were given IQ tests when they were 5
years old," Nordhov said.
Today, these children are 11 years old and
will soon be tested again.
More confident parents
But how can teaching parents to understand
baby body language lead to such results?
Nordhov has a hypothesis.
"It is quite amazing that 11 hours of
instruction results in such strong effects
over the long term. The reason is likely
that this knowledge eases the burden on
parents. The parents of premature babies
can easily become anxious, insecure and
worried. Their stress and worry can persist
and may lead to interactions that devolve
into a negative spiral. In addition, some
parents struggle with guilt.The training
makes parents feel more secure, they feel
more optimistic, and these positive effects
are transferred to their children," concludes
the paediatrician.
Fewer behavioural problems
Parents who received the instruction also
reported that they experienced less stress
and were more sensitive in their attitudes
during the child's upbringing.
"The parents have an authoritative parent
ing style. They are warm and empathic, but
also set limits. At 5 years of age, their kids
have fewer behaviour problems than the
control group. They have less hyperactivity
and aggression. Mothers report less shyness
and thought disorders in girls, in particular.
The kids function better socially. This is a
very important find," says Nordhov.
Her hope is that these results can have an
impact on the children's relationship to
school and family.
"We hope that the sum of all these effects
will help them cope better in school situa-
tions over the long term," she said.
Currently, no one has done a similar study
of premature children, but the hospital in
Drammen has introduced parts of the mo-
del to their follow-up of premature infants.
"We have also applied a lot of the method's
components here at UNN, and we're now
working to establish this as an offering for
parents with premature infants. This spring
there will be an international congress in
Stockholmwhere the various interventions
that have had an effect will be compared
to see which programme is most effective.
We feel that we have helped to bring new
knowledge forward," she says.
Text:
Elisabeth Øvreberg
The Vermont Model
• To help parents
to value
and understand
their child's unique characteristics, tempe-
rament and development potential.
•
To sensitize
parents to their child's needs,
with an emphasis on recognizing signals
of overstimulation and fatigue, but also to
be able to see when their child is ready for
social interaction.
•
To teach
parents to respond appropriately,
including responding in a timely way to
their child's unique needs and conditions.
• To help parents shape
this knowledge for
their own needs
, so it can guide them du-
ring their everyday activities.
• To strengthen parents'
joy and enthusiasm
for their own child.
Source: UNN
Different hospitals, different experiences
University of Tromsø –
Labyrint E/11
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