Maternal perinatal representations and their associations with mother–infant interaction and attachment: A longitudinal comparison of Portuguese and Brazilian dyads

Prior research in Western countries (mostly the US, Canada and northern Europe) indicates that mothers' representations are associated with mother–infant interaction quality and their child's attachment security later in the first year. Fewer studies, however, have evaluated whether these associations hold for mother–infant dyads in other countries, such as Brazil and Portugal. Although these countries share a similar language and culture, they differ on societal dimensions that may affect parenting attitudes and mother–infant relationships, such as economic stress, social organisation, social policy, and the availability of services for young families. In this longitudinal study, we followed two independent samples of Brazilian and Portuguese mother–infant dyads from the perinatal period to 12 months post-partum. We assessed mothers' perinatal representations using semi-structured interviews in the first 48 hours after the infant's birth, and evaluated the associations of these representations with mother interaction quality at 9 months and infant attachment at 12 months. Results were similar in each country, corroborating prior research in single Western countries: Mothers with more positive perinatal representations were more sensitive to their infants during free play at 9 months and were more likely to have infants classified as securely attached at 12 months.     

The construct of the ‘mana personality’ in Jung’s works: a historic-hermeneutic perspective. Part I

According to Jung, the ‘mana personality’ represents an archetypal phase of the individuation process of remarkable interest in psychological, hermeneutic and theoretical terms. This figure is characterized by a high initiatic potential that fosters the approximation of the consciousness of the Self. At the same time, it entails a risk of psychic inflation or of ‘similarity to God’. In this article, divided in two parts, I deal with those aspects through a reconstruction of the development of this notion within Jung’s published works, adopting a primarily chronological and, secondarily, thematic approach moving from a textual analysis of relevant passages. In this first part, I consider some passages which deal mainly with the risks of the assimilation of the unconscious in ‘La structure de l’inconscient’ (1916) that preceded the successive proper treatment of the mana personality’s notion presented, and here examined, in ‘The relations between the ego and the unconscious’ (1928). Successively, I take into consideration some further issues related to it discussed by Jung in ‘The structure of the psyche’ (1928/1931), ‘Archaic man’ (1931), and ‘Nietzsche’s Zarathustra’.     

The superego, narcissism and Great Expectations

The author notes that the concepts of the superego and narcissism were linked at conception and that superego pathology may be seen as a determining factor in the formation of a narcissistic disorder; thus an examination of the superego can function as a 'biopsy', indicating the condition of the personality as a whole. Charles Dickens's novel Great Expectations is presented as a penetrating exploration of these themes and it is argued that in Pip, the central character, Dickens provides a perceptive study of the history of a narcissistic condition. Other key figures in the book are understood as superego representations and, as such, integral to the vicissitudes of Pip's development. In particular, the lawyer Jaggers is considered as an illustration of Bion's notion of the 'ego-destructive superego'. In the course of the paper, the author suggests that Great Expectations affirms the psychoanalytic understanding that emotional growth and some recovery from narcissistic difficulties necessarily take place alongside modification of the superego, allowing for responsible knowledge of the state of the object and the possibility of realistic reparation.     

Mother‐child interaction is associated with neurocognitive outcome in extremely low gestational age children

Early mother‐child interaction is one of the factors suggested to have an impact on neurocognitive development of extremely low gestational age (ELGA) children. Our aim was to examine associations of mother‐child interaction with neurocognitive outcome, neurological impairments and neonatal brain injuries in ELGA children. A prospective study of 48 ELGA children, born before 28 gestational weeks (26.3 ± 1.2 weeks, birth weight 876 g ± 194 g), and 16 term controls. Brain MRI was performed at term‐equivalent age. At two years of corrected age, the mother‐child interaction was assessed in a structured play situation using the Erickson Scales and Mutually Responsive Orientation Scales. Neurocognitive outcome was assessed with Griffiths Mental Developmental Scales (GMDS) and Bayley Scales of Infant and Toddler Development ‐ Third Edition (BSID‐III) and with Hempel neurological examination. Among ELGA children, higher quality of dyadic relationship and maternal sensitivity, responsiveness, and supportiveness were associated with positive neurocognitive outcome measured both with GMDS and BSID‐III (adjusted p < 0.05). This association remained after adjusting for mother's educational level. Neurological impairments at two years, white matter or gray matter abnormalities in MRI at term‐equivalent age, and grade III‐IV intraventricular hemorrhage during the neonatal period were not associated with mother‐child interaction. This study emphasizes the importance of the quality of mother‐child interaction after extremely preterm birth for neurocognitive development. Neonatal brain injury and neurological impairments were not associated with worse parent‐child interaction after two years.     

Effects of an early intervention on maternal post-traumatic stress symptoms and the quality of mother–infant interaction: The case of preterm birth

Preterm birth may represent a traumatic situation for both parents and a stressful situation for the infant, potentially leading to difficulties in mother–infant relationships. This study aimed to investigate the impact of an early intervention on maternal posttraumatic stress symptoms, and on the quality of mother–infant interactions, in a sample of very preterm infants and their mothers. Half of the very preterm infants involved in the study (n = 26) were randomly assigned to a 3-step early intervention program (at 33 and 42 weeks after conception and at 4 months’ corrected age). Both groups of preterm infants (with and without intervention) were compared to a group of full-term infants. The impact of the intervention on maternal posttraumatic stress symptoms was assessed 42 weeks after conception and when the infants were 4 and 12 months of age. The impact of the intervention on the quality of mother–infant interactions was assessed when the infants were 4 months old. Results showed a lowering of mothers’ posttraumatic stress symptoms between 42 weeks and 12 months in the group of preterm infants who received the intervention. Moreover, an enhancement in maternal sensitivity and infant cooperation during interactions was found at 4 months in the group with intervention. In the case of a preterm birth, an early intervention aimed at enhancing the quality of the mother–infant relationship can help to alleviate maternal post-traumatic stress symptoms and may have a positive impact on the quality of mother–infant interactions.     

The development of Japanese mother–infant feeding interactions during the weaning period

During the weaning period, infants are not skilled at self-feeding and caregivers play a prominent role in feeding. Solid feeding is therefore an inherently collaborative and interactive process between infants and caregivers. The present study examined how caregivers and infants coordinate their solid feeding interactions, based on naturalistic longitudinal observations of three Japanese mother–infant dyads. The main results were as follows. Four or five months after weaning (about 10–11 months of age), children's mouth movements and mothers’ arm movements became more synchronized, and the success or failure of coordinated feeding became independent on children's gaze behavior. During this same period, both mothers’ and children's body movements accelerated. Specifically, children's food-intake motions and mothers’ food-carrying movements became faster together, although before 10–11 months fluctuations of these motions were not as correlated. Finally, at 9–11 months of age rhythmic body movements became frequent. From the first day of weaning, all three mothers swayed their bodies rhythmically while feeding, and about 2–3 months later their children also began to sway as they ate, at first infectiously but later spontaneously. These observations indicate how specific behavioral development contributes to mother–infant coordination in feeding.     

The Nation and the Nun: Mother Teresa,Albania's Muslim Majority and the Secular State

In Albania, a religiously pluralist country with a secular constitution, an atheist past and a Muslim majority, the authorities have since the end of Communism promoted Mother Teresa as the “Mother of Albanians” and an emblem of the state. The name, statues and portraits of this ethnic Albanian Catholic nun have become a prominent feature in the public sphere. Based on fieldwork material, Albanian texts and unique statistical data, this article discusses the “motherteresification” of Albania in the period after her beatification in 2003, particularly during the Democratic government (2005–13). It also explores alternative Christian and Muslim interpretations of the symbol in Albania. Both the top-down construction of “Mother Teresa” as a national symbol and the arguments against it demonstrate that secularism remains a core value. By fronting a Christian Nobel Laureate, this EU-aspiring country signals that it is peaceful and belongs to Europe and the West, a recurrent national concern for over a century and acute after 9/11. Making an ethnic Albanian nun a symbol of a Muslim majority nation thus makes sense.     

Maternal distress during pregnancy and language development in preschool age: A population-based cohort study

Recent studies have emphasized the importance of the prenatal period for children's cognitive development. Prenatal exposure to psychological distress has been identified as one potential agent affecting neurodevelopment, although research in this area has been marked by some contradictory findings and methodological limitations. This study aimed to investigate the effect of maternal distress during pregnancy on language development of preschool children. This study was based on the Norwegian Mother and Child Cohort Study conducted at the Norwegian Institute of Public Health. The sample was composed of 34,089 women and their children. We assessed the role of maternal prenatal distress on child language over and above that of premature low birth weight (PLBW) status and postnatal maternal distress. Fear of giving birth had a negative impact on language outcome at age three over and above the effect of PLBW status and postnatal maternal distress. However, this effect was of minimal magnitude. Moreover, when examining whether differences in language skills between siblings were associated with differences in experienced levels of prenatal stress across pregnancies (sibling fixed-effects models), no significant effects were found. Our study suggests that prenatal distress within moderate limits does not seem to have an independent impact on child language performance in the preschool years and emphasizes the importance of considering the contextual role played by more stable maternal and family characteristics.     

Infant-led innovations in a mother-baby therapy group

A mother-baby therapy group for mothers and infants in their first year who are experiencing difficulties is described. In a literature review no comparable group where the infants are seen as members in their own right has been found. Themes in the mothers' material are outlined, followed by the infants' evolving interactive and internal processes. Some therapeutic factors, in particular interactions between the infants and interventions on the part of the therapists, are then illustrated with clinical material. Some infant-led innovations are described, such as the way the infants' activity is used as a basis for making ‘group as a whole’ interpretations, and in particular how the therapists' actions towards the infants have come to be viewed as a non-verbal form of interpretation. The role of attuned play in direct work with infants is discussed further.     

The ‘Holy Mother’ and the shadow: revisiting Jung's work on the quaternity

Through a series of clinical vignettes, this paper considers the impact of religious belief, specifically Roman Catholicism, on the psyche and development of mind; in particular, there will be a focus on the influences of the conflation of maternal beliefs with a Catholic belief system when the loss or absence of the father is a primary factor. Further, it will be shown in case examples that split off aspects of the personal shadow such as conflicted and aggressive emotions related to mother and father can conflate with the collective numinous and religious aspects of the ‘dark side’ of the God‐representation and result in ‘religious’ persecutory symptoms. This has a debilitating effect on the emerging personality, leaving it prone to fears, anxieties and psychotic pockets of experience when there is a numinous persecutory shadow in the background that affects and limits the individual's development. The implications and findings drawn from the clinical vignettes are used to consider the impact of an interrelationship and conflation between aspects of the psyche and religious beliefs. Jung's work on the Trinity and the ‘problem of the fourth’ (Jung 1942/1948/1991) is also reconsidered in relation to the role of the feminine, the maternal and the ‘reality of matter’. A diagram of the multiple levels of the quaternity is used to elaborate and expand on Jung's concept. © 2013, The Society of Analytical Psychology