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 |