ACHIEVERS UNIVERSITY OWO

COLLEGE OF BASIC HEALTH SCIENCE

NURSING DEPARTMENT

COURSE TITLE: MATERNAL AND CHILD HEALTH NURSING

COURSE CODE: NSC 402

GROUP 6 PRESENTATION

LECTURER IN CHARGE: MRS OGBEYE

TOPIC: BARNARD'S PARENT CHILD INTERACTION THEORY

APRIL, 2023
 NAMES AND MATRIC NUMBER OF THE GROUP MEMBERS

S/N NAMES MATRIC NUMBER

1. AKOMOLAFE IFEOLUWA EUNICE AUO19AN2236

2. AFILAKA OMOLARA CHRISTIANA AUO19AN2218

3. BALOGUN OLUWAFUNMILAYO VICTORIA AUO19AN2257

4. BONUOLA BUSOLA TEMIDIRE AUO19AN2264

5. IKUDAISI IKEOLUWA AUO19AN2286

6. FALODUN MIRACLE OLUWAPELUMI AUO19AN2278

7. FALETI DOLAPO SIMILOLUWA AUO19AN2277

8. NWAKPU BENJAMIN REJOICE AUO19AN2302

9. OGUNRETI BUKOLA RACHEAL AUO19AN2303

10. OMOBOYE ENDURANCE OROWOLE AUO19AN2321

11. OJONUBAH OJOCHIDE ANGELA AUO19AN2304

12. OLADIMEJI TAYE MARY AUO19AN2307

13. ONIYE OLAMIDE AUO19AN2325

14. POPOOLA VICTORY AYOMIDE AUO19AN2338

15. IBIDUN SAMUEL AUO17AN1037

CONTENT
 INTRODUCTION

 BACKGROUND OF THE THEORIST.

 THE CHILD INTERACTION THEORY.

 NURSING PARADIGM DEFINED & STRENGTHS.

 BARNARD'S PARENT CHILD INTERACTION THEORY.

 BARNARD'S PARENT CHILD INTERACTION THEORY CONTRIBUTIONS TO

 MATERNAL AND CHILD HEALTH.

 PARENT CHILD INTERACTION MODEL.

 THE USEFULNESS OF BARNARD'S PARENT-CHILD INTERACTION THEORY TO

MATERNAL AND CHILD

 CONCLUSION

 REFERENCES
INTRODUCTION

Barnard's parent to child interaction theory is a comprehensive approach to understanding the

dynamics between parents and their children. This theory highlights the importance of the
parent-child relationship in shaping a child's development and emotional well-being.

BACKGROUND OF THE THEORIST

Kathryn E. Barnard was born April 16, 1938 in Omaha, Nebraska. In 1956, she enrolled in a
prenursing program at the University of Nebraska and graduated with a B.S.N in June 1960.
Upon graduation, she continued at the University of Nebraska in part-time graduate studies. That
summer, she accepted an acting head nurse position and became an assistant instructor in
pediatric nursing in the fall. In 1961, Barnard moved to Boston, Massachusetts, where she
enrolled in a Master's program at Boston University. She also worked as a private duty nurse.
After earning her M.S.N. in June 1962 and a certificate of Advanced Graduate Specialization in
Nursing Education, she accepted a position as an instructor in maternal and child nursing at the
University of Washington in Seattle. In 1965, she was named assistant professor.

She began consulting in the area of mental retardation and coordinated training projects for
nurses in child development and the care of children with mental retardation and handicaps.
Barnard became the project director for a research study to develop a method for nursing child
assessment in 1971. The following year, she earned a Ph.D. in the ecology of early childhood
development from the University of Washington

THE BACKGROUND OF DR. BARNARD'S THEORY

Dr. Barnard found that a rocking motion improved infants' weight gain and motor and sensory
functions. Today rocking chairs are standard in hospital nurseries and neonatal intensive care
units. She observed that a rocking motion improved infants' weight gain and motor and sensory
functions. Dr. Barnard was an internationally recognized pioneer in the field of infant mental
health, which studies the social and emotional development of children during the first five years
of life. She was a renowned researcher, teacher, and innovator:
• Dr. Barnard founded (2001) the Center on Infant Mental Health and

• Development at the University of Washington to promote research, education, and

practice and to advance policy related to the social and emotional development of all children
during the first five years.

• Served as a board member of Zero to Three, a national nonprofit organization founded in 1977
that supports early childhood development.The Child Interaction Theory;

Healthy child development is dependent upon the parent/caregiver responding to signals from the
child in a loving and dependable manner, starting from the moment of birth. (Qaiser, 2014).

Major concepts include an intersection of Caregiver, Environment, and Child that focuses on the
growth and development of children and mother-infant relationships.

Individual characteristics of each member influence the parent-infant system and adaptive
behavior modify those characteristics to meet the needs of the system.

kathryn barnard theory concepts

Nursing Paradigm Defined & Strengths;

i. Person: to comprehend auditory, visual, and tactile stimuli; and then put this information to
good use.

ii. Health: family provides the basic preventative health care. ill. Environment: places, people,
objects, sounds, and sights. iv. Nursing: education facilitates changes.

In Barnard's model, a person is not only able to comprehend auditory, visual, and tactile
stimuli but in being able to put this information into meaningful use. To promote the health of
this relationship, the main necessity is the family and the way it interacts. Through a successful
parent-child relationship, it is a way of preventative health care, which will avoid behavioral
issues as the child grows. Barnard also depicts anything that can come into play within the
environment of the parent and child. Animate and inanimate objects within the environment can
affect the relationship. Lastly, nurses promote healthy environments and educate. We encourage
bonding among newborns and their parents and ensure that the changing environment is
adaptable.

Strengths: Dr. Barnard's model displays how simple concepts are important and our social
interactions are integral to the success or improvement of behavioral and mental development.

Weaknesses: Some criticisms include how Dr. Barnard's theory is population-specific but not
according to disciplines, which can also impact early interactions if someone is not trained with
infants. There's also little information about the maintenance of a stable environment.

BARNARD'S PARENT CHILD INTERACTION THEORY

Barnard's Parent-Child Interaction Theory is a theoretical framework that focuses on the

interactions between parents and their children, and how these interactions influence child
development. The theory was developed by Thomas Barnard, a psychologist, in the 1930s and
1940s.

According to Barnard's theory, the quality of parent-child interactions is critical in shaping the
child's personality, behavior, and emotional development. He believed that the parent-child
relationship is a two-way street, with both parent and child contributing to the interaction.

Barnard identified four types of parent-child interactions:

i. Non-participation: This occurs when the parent is not involved in the child's activities, and
the child is left to play or explore alone

ii. Laissez-faire participation: This occurs when the parent is present but does

not engage with the child or provide guidance.

Directive participation: This occurs when the parent is present, engages with the child, and
provides guidance, but in a controlling or authoritarian way.

Supportive participation: This occurs when the parent is present, engages with the child, and
provides guidance in a supportive and nurturing way.
 Barnard believed that supportive participation is the most beneficial for the child's
development. He also emphasized the importance of parental warmth, acceptance, and
responsiveness in promoting healthy parent-child interactions.

Overall, Barnard's Parent-Child Interaction Theory highlights the significance of parent-child

interactions in shaping child development and underscores the importance of positive and
supportive interactions for promoting healthy child development.

Development

According to Barnard's theory, there are three primary types of parent-child interactions:
Authoritative, Authoritarian, and Permissive.

• Authoritative parents are warm, responsive, and provide clear and consistent rules and
expectations for their children.Authoritarian parents are strict and demanding, often using
punishment and control to enforce their rules.

• Permissive parents are indulgent and lenient, often avoiding confrontation and allowing their
children to make their own decisions.

Barnard's theory suggests that authoritative parenting leads to the best outcomes for children,
including higher self-esteem, better academic performance, and lower rates of behavioral
problems. Authoritarian parenting, on the other hand, can lead to anxiety, low self-esteem, and
poor social skills. Permissive parenting can also lead to negative outcomes, including entitlement
and poor self-regulation.

BARNARD'S PARENT CHILD INTERACTION THEORY CONTRIBUTIONS TO

MATERNAL AND CHILD HEALTH

Barnard's Parent-Child Interaction Theory has contributed to our understanding of how parent-
child interactions can impact maternal and child health. Here are some of the ways in which
Barnard's theory has contributed to this field:

i. Positive parent-child interactions can promote healthy attachment: According to Barnard,

children who have positive interactions with their parents are more likely to develop healthy
 attachment patterns. A healthy attachment is important for a child's emotional and social
development and can contribute to their overall well-being.

ii. Effective communication can improve maternal mental health: Barnard's theory emphasizes
the importance of effective communication between parents and children. This can include
active listening, responsive communication, and positive reinforcement. When parents are
able to communicate effectively with their children, they may also experience improved
mental health themselves.

iii. Parenting interventions based on Barnard's theory can improve child healthoutcomes:
Several parenting interventions have been developed based on Barnard's Parent-Child
Interaction Theory. These interventions aim to improve the quality of parent-child
interactions and promote positive child outcomes. Research has shown that these
interventions can be effective in improving child health outcomes such as reducing
behavioral problems and improving cognitive development.

iv. Parenting education can improve maternal and child health: Barnard's theory emphasizes the
importance of parenting education and support. By providing parents with information and
skills to improve their interactions with their children, parenting education can improve
maternal and child health outcomes, including reducing maternal stress.

PARENT-CHILD INTERACTION MODEL

Dr. Barnard has always had an interest in early intervention regarding infants and children
(Melmed, 2009). In a reflective statement, she offers insight into the area of limited support to
parents and families. She states, " ..our cultural belief is that parenting is the responsibility of the
parents and interference in that arena is wrong" (Melmed, 2009, p. 60). Another reason support is
limited is because medical professionals are more interested in fixing the problem (i.e. poor
growth of infants or children) rather than in the prevention of problems (Melmed, 2009). A third
reason for limited support is cost related. According to Barnard, home visits and parent-child
programs are found less frequently in the United States when compared to other countries
(Melmed, 2009). Barnard proposes advocacy for infants and children by correcting outdated
beliefs and building early intervention services into the community (Melmed, 2009). Barnard's
philosophical claims regarding the PCI Model(referred to in some references as the Child Health
Assessment Interaction Theory (Masters, 2012)) include:

• Identification of problems before they develop,

• Social-environmental factors are important in determining child healthoutcomes,

• Brief observations can provide a valid sample,

• Caregivers are unique,

• Both caregiver and child are influenced by each other,

• The process of adaptation is more modifiable than the foundational characteristics,

• Child-initiated behaviors are important learning opportunities,

• Nurturing relationships are valuable,

• The child's social environment is important to assess, and j The physical environment is also
important to assess (Fine, 2002). The Parent-Child Interaction Model was derived by inductive
logic. Barnard reports all theoretical claims are evidence-based (Fine 2002).

The usefulness of Barnard's Parent-Child Interaction Theory to maternal and child

Health lies in its potential to guide interventions and programs that promote positive parent-child
interactions, which can, in turn, improve the health and well-being of both mothers and children.
Here are some examples:

I. Enhancing maternal mental health: Barnard's theory highlights the importance of maternal
sensitivity in promoting child development. Interventions that promote positive parent-child
interactions can help mothers develop their sensitivity, which can improve their mental health
outcomes.il. Reducing child maltreatment: Parent-child interaction interventions can also help
reduce the incidence of child maltreatment, as they teach parents positive parenting strategies
that are effective in reducing negative parenting behaviors.

ill. Improving child outcomes: Positive parent-child interactions have been linked to better child
outcomes, such as improved cognitive development, school readiness, and social competence.
Interventions that promote these interactions can help improve child outcomes and reduce the
risk of developmental delays.

Conclusion

In conclusion, Kathryn E. Barnard's parent-child interaction model is beneficial to implement

regularly in the health care setting because it allows health care professionals to enhance the rate
of their patients' recoveries simply by providing advice to the parent and by attempting to
strengthen the parent-child relationship.

This nursing model can be applied in a variety of settings. Even though it focuses on developing
the health of the child through their familial bond, parents could benefit from strengthening this
relationship as well. Overall, a positive parent-child relationship is correlated to enhanced
cognitive development in the child and nurses should therefore promote this to ensure that
mental health can be achieved.

Barnard's parent to child interaction theory emphasizes the importance of the parent-child
relationship in promoting healthy development and emotional well-being in children. By
understanding the different types of parent-child interactions and their impact on children,
parents can make informed decisions about how to best support their children's growth and
development. Ultimately, this theory highlights the critical role that parents play in shaping their
children's futures.

Furthermore, this model helps support the physical health of children because it allows parents to
learn necessary information to help their children through their recovery process. It's important
to promote the use of this theory in a variety of settings, but especially among new nurses so that
they are able to develop and understanding of one of the tools that they could use in order to
enhance the health of their patients
REFERENCES

American Academy of Pediatrics. (2021). Clinical practice guideline: Management of attention-

deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20210935.

https://doi.org/10.1542/peds.2021-0935

Anderson, J. R. (2019). Parent-child interaction therapy for children with disruptive behavior: A

meta-analysis (Master's thesis). University of Texas at Austin.

Barnard, K. E. (2016). Parent-child interaction therapy: Theory and practice. Journal of Child

Psychology and Psychiatry, 57(8), 879-894. https://doi.org/10.1111/jcpp.12520

Johnson, L. (2022, May 10). Parent-child interaction therapy: A proven approach to improving

family relationships. The Washington Post, p. C3.

Leijten, P., & Gardner, F. (2018). Meta-analyses of parent training for disruptive child behavior:

Evidence and implications for parent-child interaction therapy. Clinical Psychology

Review, 63, 160-171. https://doi.org/10.1016/j.cpr.2018.07.004

National Institute of Child Health and Human Development. (2017). Parent-child interaction

therapy for children with disruptive behavior disorders. U.S. Department of Health and

Human Services.

https://www.nichd.nih.gov/sites/default/files/publications/pubs/documents/pci_td.pdf

Smith, A. (2020). Improving parent-child interaction: The effectiveness of PCIT. Parenting

Today, 25(3), 42-46.