‘Make the Connection’ parenting skills programme: a controlled trial of associated improvement in maternal attitudes
Why this work is in the frame
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Bibliographic record
Abstract
OBJECTIVE: Assess the effectiveness of Make the Connection (MTC), an attachment-focused parenting programme, in fostering maternal attitudes thought to underlie sensitive responding. BACKGROUND: Effective parenting programmes are likely to mitigate negative outcomes associated with insecure attachment in infancy. Negative maternal attitudes and cognitions are thought to underlie insensitive parenting behaviour, and thus constitute a promising target for intervention. METHODS: 180 mothers of young infants were assigned to experimental or waitlist control groups based on programme availability. Mothers completed questionnaires assessing parental attitudes at baseline, and again either after participating in MTC or after a 9-week waitlist period. RESULTS: Participants who completed MTC showed significant improvement in overall attitude with a medium effect size relative to the waitlist control group, which showed no change. A small but significant interaction with infant age was noted, such that mothers of younger infants showed slightly more attitude improvement. Relative to the control group, participation in Make the Connection was associated with significant improvement in all attitudes except for self-efficacy as a parent, which improved with time regardless of programme participation. CONCLUSION: Make the Connection is effective in promoting positive parent-to-infant attachment and is a strong candidate for public health initiatives targeting parenting skills.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it