Risk and protective factors in the development of mother-father-child interactions from pregnancy to the preschool age

Background: Many authors highlighted the need to take into account the role of risk and protective factors for the child and family development not only in presence of disadvantageous conditions (Rutter, 1978) but also when considering non-referred populations who are expected to show typical developmental pathways (Sameroff, McDonough, & Rosenblum, 2003). Within a systemic perspective it is relevant to define and identify if there are and what are the factors that can influence both the development of the child and of the family interactive context addressing them towards adaptive or dysfunctional directions in the medium or long term. Aims: The research proposed to analyze the development of mother-father-child interactions from pregnancy to the preschool age and to identify the role of individual factors (attachment history, postnatal depression) and contextual sources of stress and support (coparental and marital relationship, father involvement) for the child and family development. Materials and methods: 70 families were seen at the 7° month of pregnancy and at the 4th, 9th, 12th month and 4th year of the child. Observational measures (Pre- and Post-natal Lausanne Trilogue Play, Fivaz-Depeursinge, & Corboz-Warnery, 1999) questionnaires (Dyadic Adjustment Scale, Spanier, 1976; Questionnaire on Father Involvement, Frascarolo, 1994; Edinburgh Postnatal Depression Scale, Cox et al., 1987; Symptom Checklist derived from Robert-Tissot et al., 1989) and an interview (Adult Attachment Interview; George et al., 1985) were used. Results: The quality of mother-father-child interactions improves significantly during the first year and is significantly and positively related to the degree of father over time. Marital adjustment is not associated to the quality of family interactions whereas it shows a significant decrease during the transition to parenthood and a negative relation with children difficulties at the preschool age. Conclusions: The development of triadic interactions seems to follow a trend of improvement during the first year of the child with a subsequent consolidation by the preschool age and to be favored over time by the degree of paternal involvement and commitment in the daily childcare thus highlighting the increasing and positive role of the father in the modern family.