Interventions for child development based on the Touchpoints Model: scoping review

Vicente, Jéssica Batistela; Pegorin, Talita Cristina; Santos, Ana Laura de Oliveira; Veríssimo, Maria de La Ó Ramallo

doi:10.1590/1518-8345.6732.4035

Acessibilidade / Reportar erro

Brasil

Revista Latino-Americana de Enfermagem

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Review Article • Rev. Latino-Am. Enfermagem 31 • 2023 • https://doi.org/10.1590/1518-8345.6732.4035 copy

Interventions for child development based on the Touchpoints Model: scoping review ^* * This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) - Finance Code 001, PROEX Support: 1818/2023. Brazil. Supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Grant #405746/2021-0, Brazil.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective:

to map the characteristics of interventions to promote child development that used the Touchpoints Model.

Method:

this is a scoping review, guided by the recommendations of the JBI Reviewer’s Manual, carried out in nine databases, in the gray literature and in the reference list of the selected studies. The research question was “what are the characteristics of interventions with parents/caregivers and children to promote child development, from pregnancy to six years of age, based on the Touchpoints Model?”. Rayyan was used for the selection of studies and a standard form for data extraction. The analysis was carried out descriptively.

Results:

twelve publications were included in the review. Interventions were heterogeneous; concentrated in the period from pregnancy to three years of age; prioritized the dissemination of Touchpoints content according to age, and parenting aspects; most were performed by nurses, in Primary Health Care, and during home visits. Interventions were related to overall development, greater understanding of development and greater interaction with the child.

Conclusion:

studies have shown potential for favorable outcomes for child development and parenting. The variability of interventions made it difficult to map more effective characteristics.

Descriptors:
Child Development; Parenting; Child; Family; Nursing; Review

Highlights:

(1) Interventions in the period of pregnancy until the child’s 3 years of life predominated.

(2) Interventions by nurses in Primary Care and home visits predominated.

(3) The interventions were mostly delivered individually and face-to-face.

(4) The participating parents had a greater understanding of child development.

(5) There was more interaction with the child, use of toys and learning materials.

Database and grey literature	Search strategies
PubMed ^*	((child development[MeSH Terms]) OR “child development”[tw]) AND (touchpoints)
CINAHL ^†	(MH “Infant Development” OR MH “Child Development” AND TX touchpoints) AND (S1 OR S2)
ERIC ^‡	touchpoints AND (“infant development” OR “child development”)
PsycINFO ^§	Index Terms: {Infant Development} OR {Childhood Development} AND Any Field: touchpoints
LILACS ^\|\|	child development [Palavras] and touchpoints [Palavras]
BDENF ^¶	child development [Palavras] and touchpoints [Palavras]
EMBASE ^**	touchpoints AND (‘child development’/exp OR ‘child development’ OR ‘toddler development’ OR ‘infant development’/exp OR ‘infant development’) AND [embase]/lim NOT ([embase]/lim AND [medline]/lim)
Scopus	( TITLE-ABS-KEY ( touchpoints ) AND TITLE-ABS-KEY ( infant AND development ) OR TITLE-ABS-KEY ( child AND development ))
Web of Science	TS=(touchpoints AND (“child development” OR “infant development”))
Google Scholar	child development” AND “touchpoints model” (filtro - excluir citações)
DART-Europe E-theses	Brazelton AND Touchpoints
Biblioteca Digital Brasileira de Teses e Dissertações do IBICT ^††	Brazelton AND Touchpoints
Teses CAPES	Brazelton AND Touchpoints
Cybertesis	Brazelton AND Touchpoints
EthOS and Theses (The British Library)	“Touchpoints AND Child Development”
Open Thesis	“touchpoints AND (”infant development” OR “child development”)”

Author/Country/Year	Study type	Objectives
Percy MS, et al. ⁽ ¹⁹19. Percy MS, McIntyre L. Using Touchpoints to promote parental self-competence in low-income, minority, pregnant, and parenting teen mothers. J Pediatr Nurs. 2001;(3):180-6. https://doi.org/10.1053/jpdn.2001.24181 https://doi.org/10.1053/jpdn.2001.24181... ⁾ United States. 2001	Pilot study	To test an intervention that aims to increase parental self-confidence among pregnant women and low-income teenage mothers.
Farber MLZ ⁽ ²⁰20. Farber ML. Parent mentoring and child anticipatory guidance with Latino and African American families. Health Soc Work. 2009;34(3):179-89. https://doi.org/10.1093/hsw/34.3.179 https://doi.org/10.1093/hsw/34.3.179... ⁾ United States. 2009	Pilot, quasi-experimental study	To strength anticipatory guidelines for promoting child development in Latino and African-American families in a Primary Care Center; strengthen the adequacy of family needs and resources, increase families’ knowledge about educational practices and promote resilience; promote immunization and child development.
Guthrie KF, et al. ⁽ ²¹21. Guthrie KF, Gaziano C, Gaziano EP. Toward Better Beginnings: Enhancing Healthy Child Development and Parent-Child Relationships in a High-Risk Population. Home Health Care Manag Pract. 2009;21(2):99-108. https://doi.org/10.1177/1084822308322650 https://doi.org/10.1177/1084822308322650... ⁾ United States. 2009	Randomized controlled trial	To verify whether short-term interventions with high-risk pregnant women can improve parental attitudes and home environments.
Brandt K, et al. ⁽ ²²22. Brandt K, Murphy MEJ. Touchpoints in a nurse home visiting program. In: Lester BM, Sparrow JD. Nurturing Children and Families: Building on the Legacy of T. Berry Brazelton. Nova Jersey, NJ: John Wiley & Sons; 2010. ⁾ United States. 2010	Prospective and retrospective randomized study	To verify whether a TP* model-based approach to public health nurse home visits is associated with better six-month outcomes for high-risk dyads than a traditional nurse home visit model or no home visit.
Vilaça S, et al. ⁽ ²³23. Vilaça SPP. Desenvolvimento infantil e capacitação materna como resultado da aplicação do Programa de Empowerment Parental para o Desenvolvimento Infantil (PEPDI) [Dissertation]. Braga: Universidade do Minho; 2013 [cited 2023 Feb 21]. Available from: https://hdl.handle.net/1822/24370 https://hdl.handle.net/1822/24370... ⁾ Portugal. 2012	Randomized controlled trial	To analyze the effect of the health education program for mothers (PEPDI - Parental Empowerment Program for Child Development), on child development, as well as on maternal characteristics.
Castelão ASD ⁽ ²⁵25. Castelão ASD. A construção de uma parentalidade confiante: influência do Modelo Touchpoints na relação educador-família [Thesis]. Lisboa: Instituto Politécnico de Lisboa; 2013 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.21/3261 http://hdl.handle.net/10400.21/3261... ⁾ Portugal. 2013	Action-research	Study the implementation of a Touchpoints program to promote a relationship of trust and partnership between the teacher and the parents.
Pinto RMP ⁽ ²⁴24. Pinto RMP. O impacto do modelo Touchpoints nas representações do educador [Thesis]. Lisboa: Instituto Politécnico de Lisboa; 2013 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.21/3270 http://hdl.handle.net/10400.21/3270... ⁾ Portugal. 2013	Action-research	To study the impact of Touchpoints training on the educator’s representations and in the educator-parent relationship, and to verify how alterations in the educator’s representations and in the relationship established with the parents affect the child’s development and the quality of the educational context.
Soares HM ⁽ ²⁶26. Soares HM. The contribution of nursing intervention in the study of touchpoints model’s efficacy [Dissertation]. Porto: Instituto de Ciências Biomédicas Abel Salazar da Universidade do Porto; 2016. ⁾ Portugal. 2016	Quasi-experimental longitudinal study	To evaluate the impact of clinical nursing intervention using the TP* model on mother-child interactive behavior and child development between the first and second year of life.
Martins PAC ⁽ ¹⁷17. Martins PAC. Cuidar para a promoção do desenvolvimento infantil [Thesis]. Lisboa: Escola Superior de Enfermagem de Lisboa; 2017 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.26/18990 http://hdl.handle.net/10400.26/18990... ⁾ Portugal. 2017	Pilot study ^†	To promote child development and parenting in the first year of life.
DiCero KE ⁽ ¹⁸18. DiCero KE. Small Circles: A Parenting Adolescent Prevention and Intervention Program for Young Families in the Teen Parent Shelter Program in Massachusetts [Dissertation]. Newton, MA: William James College; 2018 [cited 2023 Feb 21]. Available from: https://www.proquest.com/docview/2171058719?pq-origsite=gscholar&fromopenview=true https://www.proquest.com/docview/2171058... ⁾ United States. 2018	Pilot study ^†	To reduce or prevent the involvement of families in the Massachusetts Department of Children and Families, increase the mother’s positive attachment interactions with her baby; document a typical developmental trajectory for babies in the program; achieve positive connections of adolescent mothers with the therapist.
Fareleira F, et al. ⁽ ¹⁶16. Fareleira F, Xavier MR, Velte J, Teixeira A, Martins C. Parenting, child development and primary care-‘Crescer em Grande!’ intervention (CeG!) based on the Touchpoints approach: a cluster-randomised controlled trial protocol. BMJ Open. 2021;11:11(5):e042043. https://doi.org/10.1136/bmjopen-2020-042043 https://doi.org/10.1136/bmjopen-2020-042... ⁾ Portugal. 2021	Randomized clinical trial protocol ^†	To evaluate the effect of a parental intervention based on the Touchpoints model on the sense of parental competence of parents of children younger than 18 months, in comparison with usual care and its relationship with other dimensions: mental health and parental well-being (stress, depression, anxiety, psychological experience of pregnancy, attachment, quality of life), child development (physical/sensory-motor, psychosocial) and family well-being (family and couple functioning).
Shimpuku Y, et al. ⁽ ²⁷27. Shimpuku Y, Iida M, Hirose N, Tada K, Tsuji T, Kubota A, et al. Prenatal education program decreases postpartum depression and increases maternal confidence: a longitudinal quasi-experimental study in urban Japan. Women Birth. 2022;35(1):e456–e46. https://doi.org/10.1016/j.wombi.2021.11.004 https://doi.org/10.1016/j.wombi.2021.11.... ⁾ Japan. 2022	Longitudinal, quasi-experimental study	To determine whether mothers who receive HUG Your Baby prenatal education do better than a control group with regard to postpartum depression and related factors.

Population	Theoretical Framework	Materials used	Strategies used	Responsible Professional	Way of delivery	Context	Volume	Results//Effects
20 pregnant or teenage moms and dads ⁽ ¹⁹19. Percy MS, McIntyre L. Using Touchpoints to promote parental self-competence in low-income, minority, pregnant, and parenting teen mothers. J Pediatr Nurs. 2001;(3):180-6. https://doi.org/10.1053/jpdn.2001.24181 https://doi.org/10.1053/jpdn.2001.24181... ⁾.	Touchpoints Model	Not described	Mothers participated in classes and discussions about the experience of pregnancy and childbirth, baby behavior, child development and anticipatory care.	Pediatric nurse, professor with experience with children and adolescents and trained in the TP* model, researchers, doctoral student	Face-to-face and in groups of 20 mothers	School in rural area	1 time a week, lasting 1 hour, totaling 15 weeks.	There was a significant increase in parental self-confidence after the intervention. The biggest changes were observed in items addressing the decrease in frustration in caring for babies and the degree of comfort with motherhood.
35 family members. mothers with 17 years or older at the birth of the baby. All immigrants from Central and South America and Puerto Rico; and children between 16 and 18 months ⁽ ²⁰20. Farber ML. Parent mentoring and child anticipatory guidance with Latino and African American families. Health Soc Work. 2009;34(3):179-89. https://doi.org/10.1093/hsw/34.3.179 https://doi.org/10.1093/hsw/34.3.179... ⁾.	Touchpoints Model and Transactional Model of Child Development	For parents, we used 5 handouts and videos about CD ^†, interactions, meaning of behaviors, and anticipatory care; and the Ages and stages Questionnaire to help them assess, understand and anticipate their child’s development, as well as books and toys. For professionals, 6 instructional videos were used on behavior, signs, temperament, feeding interaction and communication between staff and parents, and study guides for reflection.	Families received a Primary care center, home visits from birth to 18 months of age, and telephone contacts. The focus of the meetings was CD ^† and parent-child interaction. The professionals received a week’s training in the TP* model.	Social work clinical research director, health center nurse director, education director, parent trainers, supervisor trainers, project manager, data manager, and bilingual (English and Spanish).	For families: hybrid format, face-to-face and individual, and follow-up via telephone	Primary care center; home visits	The visits began at the birth of the child and continued until she turned 18 months old. The first visit lasted two hours. No further information specified..	There was a strengthening of the families’ global resources, such as time and care for the children, use of age-appropriate toys, understanding of the child’s needs and development. The use of the Ages and Stages Questionnaire was seen by parents as a way to promote understanding of the child’s development and socio-emotional needs. The children were immunized following the schedule and showed adequate development, with the exception of 3, who were referred to the stimulation service.
66 high-risk pregnant women and their babies. 33 from IG ^‡ and 33 from GC ^§( ²¹21. Guthrie KF, Gaziano C, Gaziano EP. Toward Better Beginnings: Enhancing Healthy Child Development and Parent-Child Relationships in a High-Risk Population. Home Health Care Manag Pract. 2009;21(2):99-108. https://doi.org/10.1177/1084822308322650 https://doi.org/10.1177/1084822308322650... ⁾.	Touchpoints Model	Recorded tapes of parent-baby interactions	The IG ^‡ received visits by professionals trained in the TP* model. The GC ^§ received a visit when the baby was 3 months old, without using the TP* model approach.	Residents, physicians, and nurses	Face-to-face and individual	Family Clinics and Home Visits	IG ^‡: one hospital visit at birth. Home visits: twice a month for one hour until the baby is 3 months old (6 visits). GC ^§: a visit when the baby is 3 months old	IG‡ scored higher on the Adult–Adolescent Parenting Inventory (AAPI) and significant differences in 2 of the 6 IT-HOME ^\|\| domains: responsiveness (p ^¶ = 0.05) and learning materials (p ^¶ = 0.05). Responsiveness included praising the child, showing affection, and reacting positively to the child’s vocal expressions. Learning materials included toys and other developmental items.
70 high-risk pregnant women. 35 of them from the “baseline” group, 15 from the comparison group and 20 from the IG ^‡( ²²22. Brandt K, Murphy MEJ. Touchpoints in a nurse home visiting program. In: Lester BM, Sparrow JD. Nurturing Children and Families: Building on the Legacy of T. Berry Brazelton. Nova Jersey, NJ: John Wiley & Sons; 2010. ⁾.	Touchpoints Model	Not described	IG ^‡ professionals received training in the TP* model and monthly reflective practices. The “baseline” group did not receive visits from the nurses; the comparison group received visits from nurses not trained in the TP* model and the IG ^‡ received visits from nurses trained in the TP* model.	Public health nurses trained in the TP model*	Face-to-face and individual	Home visits	The comparison group received 5 visits and the IG ^‡ received 7 visits lasting 30 to 60 minutes. Intervention period was not specified.	The IG ^‡ presented better health and developmental outcomes for the baby, with fewer ER visits, more childcare visits, longer duration of breastfeeding and greater satisfaction with services. The VDs** of nurses trained in the TP* model were the strongest predictor of better outcomes.
411 of mother/baby dyads, with babies born at term, eutocic delivery, Apgar score greater than 7. 205 in GC ^§ and 206 in IG ^‡( ²³23. Vilaça SPP. Desenvolvimento infantil e capacitação materna como resultado da aplicação do Programa de Empowerment Parental para o Desenvolvimento Infantil (PEPDI) [Dissertation]. Braga: Universidade do Minho; 2013 [cited 2023 Feb 21]. Available from: https://hdl.handle.net/1822/24370 https://hdl.handle.net/1822/24370... ⁾.	Nola Pender’s Health Promotion Model and Touchpoints Model.	A protocol was used as a guide for each session, including topics for discussion, objectives and what to evaluate and expected learning outcomes.	The intervention was carried out through of parental training in the perspective of health promotion. Contents of each phase of development, feeding, anticipatory care and parental concerns were addressed. In the GC ^§, standard care was provided to monitor development.	Nurses	Face-to-face and individual	Hospital obstetric ward	4 sessions: 1 ^st week of life, 2 ^nd, 4 ^th and 6 ^th month of life. Each session lasted 40 minutes	The development indices of the children in the IG ^‡ were significantly higher (p ^¶ < 0.001) than the CG ^§ indices. Maternal anxiety rates were significantly lower (p ^¶ < 0.001) in IG ^‡. Also showed a significant effect for this decrease the increase in maternal knowledge (p ^¶ < 0.001), belonging to low socioeconomic level compared to high, medium-high and medium (p ^¶ = 0.006).
11 parents of 12 children aged between 22 and 36 months, who attended the day care center ⁽ ²⁵25. Castelão ASD. A construção de uma parentalidade confiante: influência do Modelo Touchpoints na relação educador-família [Thesis]. Lisboa: Instituto Politécnico de Lisboa; 2013 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.21/3261 http://hdl.handle.net/10400.21/3261... ⁾.	Bronfenbrenner’s Touchpoints Model and Bioecological Theory	Reflective sheets, maps of weekly routines and videos of parent-child interaction.	The intervention consisted of training in the TP* model with the educators, reflective practices and the elaboration of a reflective diary for 6 weeks and evaluation of the mother-child interaction through a 3-5 minute recording of playing situations, before and after the training of educators.	Educator responsible for the study, Touchpoints team, early childhood educator at the same institution	Face-to-face, individual (interviews) and group (training) (professionals). The families was not described.	Nursery	Completion of the reflective practice form: weekly. Elaboration of the professionals’ reflective diary: 6 weeks. The evaluation of the educational context took place over 3 hours. The interview with the classroom educator: 30 minutes. The families’ routine map: one week (before and after PT* training).	Child development, parent-child relationships, family routines, parent-teacher and parent-teacher satisfaction, as well as the educator’s own practice, changed after training in TP* and reflective practices. The child showed significantly higher values in all dimensions of the Child Development Scale Growing Skills II, there was greater interaction between parents and children and a greater number of tasks performed by parents.
11 families and 11 children aged between 13-33 months, who attended daycare ⁽ ²⁴24. Pinto RMP. O impacto do modelo Touchpoints nas representações do educador [Thesis]. Lisboa: Instituto Politécnico de Lisboa; 2013 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.21/3270 http://hdl.handle.net/10400.21/3270... ⁾.	Touchpoints Model and Bronfenbrenner’s Bioecological Theory	Reflective practice sheets filled out by educators weekly (before and after training in the TP model) were used, and maps of weekly routines prepared by families, which included the routine, who performed the routine, the time of the routine, how the routine went , and were completed before and after the application of the TP model by the educators. Parent-child interaction videos were also used.	The intervention consisted of training in the TP* model with the educators, reflective practices and the elaboration of a reflective diary for 6 weeks and evaluation of the mother-child interaction through a 3-5 minute recording of playing situations, before and after the training of educators.	Educator responsible for the study, Touchpoints team, and early childhood educator at the same institution	For professionals: face-to-face, individual (interviews) and group (training) Paras the families was not described	Nursery	Reflective practice form: carried out weekly, before and after training. The professionals’ reflective diary took place for 6 weeks. The evaluation of the educational context took place over 3 hours. The observation, the interview with the classroom educator lasted 30 minutes. The families’ routine map: one week (before and after PT* training).	The child showed significantly higher values in all dimensions of the Child Development Scale Growing Skills II, with less difference in the vision and autonomy dimensions (0.50). Significant differences were also found in parent-child interaction, assessed by the Care-Index scale. The number of chores performed by mothers decreased slightly, and the number of tasks dads performed doubled.
2 nurses, 86 healthy children aged up to 11 months and their mothers, 43 children and mothers from IG ^‡, and 43 from CG ^§ (standard health follow-up) and 40 without intervention and follow-up ⁽ ²⁶26. Soares HM. The contribution of nursing intervention in the study of touchpoints model’s efficacy [Dissertation]. Porto: Instituto de Ciências Biomédicas Abel Salazar da Universidade do Porto; 2016. ⁾.	Touchpoints Model	The family needs inventory was used for them to indicate topics they would like the team to evaluate and discuss, such as: growth and development, playing, how to deal with concerns about CD ^†, aspects of social, family and financial support.	The IG ^‡ families received HV ^†† with the TP* model approach, and the CG ^§ received visits at the same age as the children, without using the TP* approach.	Nurses of Primary Care services	Face-to-face and individual	Primary care center	4 follow-up visits: 11 months of the child, 12 months, 18 months 24 months. Time of visits not specified.	The intervention had a positive effect on the dimensions: development, maternal representations about the child and motherhood, maternal sensitivity, child cooperative behavior and perception of trust in relation to nurses. Parents considered that the TP* model contributed to the acquisition of knowledge and skills, validation of parenting practices, parental trust, interpersonal relationships and satisfaction.
Multiprofessional team, nurses, children in the first year of life and their families ⁽ ¹⁷17. Martins PAC. Cuidar para a promoção do desenvolvimento infantil [Thesis]. Lisboa: Escola Superior de Enfermagem de Lisboa; 2017 [cited 2023 Feb 21]. Available from: http://hdl.handle.net/10400.26/18990 http://hdl.handle.net/10400.26/18990... ⁾.	Betty Neuman’s Systems Model, Family-Centered Care, and Touchpoints Model.	Use of a manual on anticipatory care, leaflets with activities that promote child development at each age, and the Newborn Behavioral Observations (NBO) to promote bonds and parental competence.	The intervention will be carried out in the development evaluation consultations. Anticipatory care will be addressed based on the TP* model for each age.	Nurse	Face-to-face and individual	Primary care center	6 consultations: 1 month, 2 months, 4 months, 6 months, 9 months, 12 months. The time of consultations was not described.	Not applicable. Intervention not yet performed
Teenage mothers with and without mental illness living in shelters and their babies ⁽ ¹⁸18. DiCero KE. Small Circles: A Parenting Adolescent Prevention and Intervention Program for Young Families in the Teen Parent Shelter Program in Massachusetts [Dissertation]. Newton, MA: William James College; 2018 [cited 2023 Feb 21]. Available from: https://www.proquest.com/docview/2171058719?pq-origsite=gscholar&fromopenview=true https://www.proquest.com/docview/2171058... ⁾.	Dyadic therapy; Touchpoints Model; Floortime; Mutual Regulation Model and Shared Dyadic States of Consciousness.	Videos from YouTube and DVD ^†† will be used about the baby’s first years, baby’s behaviors and temperaments, teaching boundaries with love; songs, a book on how relationships support development and another on baby behavior, children’s toys, handouts for families	The intervention consists of didactic therapy with the mothers and babies, which will take place in groups of 4 dyads, and in individual meetings. Classes will also be taught with a group of ten dyads, using the TP Model approach* and focusing on anticipatory care and the developmental needs of babies.	Child mental health physician, trained in development	Face-to-face, individual and in groups of 4 dyads for day therapy and 10 dyads for classes	Shelter	Group meeting lasting 90 minutes per week for a period of six weeks. Mother-baby meeting, weekly, lasting 90 minutes. Classes: 1 hour per week for 15 weeks. 60 minutes for dyadic therapy and 30 minutes for scaffolded playtime	Intervention not yet performed
Three family doctors and one nurse per unit. 216 parents (from pregnancy to 18 months of the baby) ⁽ ¹⁶16. Fareleira F, Xavier MR, Velte J, Teixeira A, Martins C. Parenting, child development and primary care-‘Crescer em Grande!’ intervention (CeG!) based on the Touchpoints approach: a cluster-randomised controlled trial protocol. BMJ Open. 2021;11:11(5):e042043. https://doi.org/10.1136/bmjopen-2020-042043 https://doi.org/10.1136/bmjopen-2020-042... ⁾.	Touchpoints Model	For families, 28 leaflets on anticipatory care will be used for each Touchpoint, addressing needs and fears. For the training of professionals, slides, videos and leaflets will be used.	IG ^‡ parents will receive consultations with the TP model approach. The CG§ will receive routine care from Primary Care, without the TP approach. IG ^‡ professionals will receive training in the TP* model lasting 5 hours	For families: physicians and nurses trained by the researcher For IG ^‡ professionals: Researcher	For families: face-to-face and individual. For the professionals: face-to-face and in groups	Maternal and Child Primary Health Care Center	Each family will receive approximately six prenatal consultations and nine childcare consultations. Consultation time not specified.	Not applicable (Protocol)
221 Pregnant women, after 30 weeks of gestation. 121 of the IG ^‡ and 121 of the GC ^§( ²⁷27. Shimpuku Y, Iida M, Hirose N, Tada K, Tsuji T, Kubota A, et al. Prenatal education program decreases postpartum depression and increases maternal confidence: a longitudinal quasi-experimental study in urban Japan. Women Birth. 2022;35(1):e456–e46. https://doi.org/10.1016/j.wombi.2021.11.004 https://doi.org/10.1016/j.wombi.2021.11.... ⁾.	Neonatal Behavioral Rating Scale (NBAS) and Touchpoints Model.	A PowerPoint presentation, a 20-minute HUG Your Baby video, a guide to successful breastfeeding, a booklet on child development, dolls for the practice of swaddling (swaddling the baby), handout with script for practice and fabric to swaddle it at home.	IG ^‡ participated in classes that addressed the child’s behavior, breastfeeding, CD ^\|\|, newborn sleep-wake cycles, how to respond to stressful situations in the baby, and safe swaddling practices .	Researchers	Face-to-face and in a group of 15 mothers	Childbirth Center prenatal clinic, Maternity and University classroom	The intervention lasted approximately two hours. Periodicity was not described.	There were significant differences between the two groups with regard to: knowledge of the infant’s behavior (baseline, one month and three months) (p ^¶ < 0.01), Karitane Parental Confidence Scale (KPCS) scores at one month (p ^¶ <0.01). The intervention demonstrated a positive impact on preventing postpartum depression, increasing parental confidence, reducing maternal stress, and increasing knowledge about the baby’s attachment

Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Av. Bandeirantes, 3900, 14040-902 Ribeirão Preto SP Brazil, Tel.: +55 (16) 3315-3451 / 3315-4407 - Ribeirão Preto - SP - Brazil
E-mail: rlae@eerp.usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Corresponding author:
Jéssica Batistela Vicente E-mail: jessicabatistela@hotmail.com https://orcid.org/0000-0002-7134-9213