Defense Date
7-28-2020
Graduation Date
Fall 12-18-2020
Availability
Immediate Access
Submission Type
dissertation
Degree Name
PhD
Department
School Psychology
School
School of Education
Committee Chair
Ara J. Schmitt
Committee Member
Kara E. McGoey
Committee Member
Launcelot I. Brown
Keywords
reading, NICU, parental stress, attachment
Abstract
Premature birth and a corresponding hospitalization in the Neonatal Intensive Care Unit (NICU) presents infants and their families with an array of medical and psychosocial stressors that have the potential to impact neurodevelopment and social-emotional functioning in both the long-and short-term. Research has demonstrated the importance of family-integrated, developmental care interventions and a need for supportive environmental and sensory stimulation for the infant to optimize developmental, social, and emotional outcomes. Engaging parents in bedside care that fosters sensory development, supports cognitive and language skills, and lays a strong foundation for bonding and attachment can be monumental for the dyad. Implementation of a NICU-based mother-infant bedside reading intervention has a variety of potential benefits for both the mother and the infant, specifically in relation to supporting the growing maternal-infant attachment relationship and alleviating some degree of maternal stress from the NICU environment.
Language
English
Recommended Citation
Lorenzi Quigley, L. (2020). Impact of a NICU Bedside Reading Initiative on Self-Reported Maternal Stress and Mother-Infant Attachment (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1946