CAREGIVER–CHILD INTERACTION, CAREGIVER TRANSITIONS, AND GROUP SIZE AS MEDIATORS BETWEEN INTERVENTION CONDITION AND ATTACHMENT AND PHYSICAL GROWTH OUTCOMES IN INSTITUTIONALIZED CHILDREN. Issue 5 (16th August 2017)

• Record Type: Journal Article
• Authors: Warner, Hilary A.; McCall, Robert B.; Groark, Christina J.; Kim, Kevin H.; Muhamedrahimov, Rifkat J.; Palmov, Oleg I.; Nikiforova, Natalia V.
• Is Part Of: Infant mental health journal. Volume 38:Issue 5(2017)
• Page Start: 645
• Page End: 657
• Publication Date: 2017-08-16
• Subjects: institutional care -- caregiver–child interactions -- attachment -- physical growth -- cuidado institucional -- interacciones cuidador‐niño -- afectividad -- crecimiento físico -- soin institutionnel -- interactions personnes prenant soin de l'enfant‐enfant -- attachement -- croissance physique -- Institutionelle Betreuung -- Betreuer‐Kind‐Interaktionen -- Bindung -- körperliches Wachstum -- 施設ケア -- 養育者−子ども相互交流 -- 愛着 -- 身体的成長 -- 機構護理 -- 照顧者與孩子的互動 -- 依附 -- 身體成長 -- الرعاية المؤسسية -- تفاعلات الطفل ومقدم الرعاية -- التعلق -- النمو الفسيولوجي; Infant psychiatry -- Periodicals; Infant psychology -- Periodicals; 618.9289
• DOI: 10.1002/imhj.21666
• Languages: English
• ISSNs: 0163-9641

Abstract

ABSTRACT: This report describes a secondary analysis of data from a comprehensive intervention project which included training and structural changes in three Baby Homes in St. Petersburg, Russian Federation. Multiple mediator models were tested according to the R.M. Baron and D.A. Kenny (1986 ) causal‐steps approach to examine whether caregiver–child interaction quality, number of caregiver transitions, and group size mediated the effects of the intervention on children's attachment behaviors and physical growth. The study utilized a subsample of 163 children from the original Russian Baby Home project, who were between 11 and 19 months at the time of assessment. Results from comparisons of the training and structural changes versus no intervention conditions are presented. Caregiver–child interaction quality and number of caregiver transitions fully mediated the association between intervention condition and attachment behavior. No other mediation was found. Results suggest that the quality of interaction between caregivers and children in institutional care is of primary importance to children's development, but relationship context may play a less direct mediational role, supporting caregiver–child interactions.