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Featured researches published by Jallu Lindblom.


Journal of Family Psychology | 2009

Prenatal Expectations in Transition to Parenthood: Former Infertility and Family Dynamic Considerations

Marjo Flykt; Jallu Lindblom; Raija-Leena Punamäki; Piia Poikkeus; Leena Repokari; Leila Unkila-Kallio; Sirpa Vilska; Jari Sinkkonen; Aila Tiitinen; Fredrik Almqvist; Maija Tulppala

Prenatal expectations are important for the future parent-child relationship. The authors examined how maternal and paternal prenatal expectations of the relationship with the child predicted 1st-year parenting stress and whether these expectations were violated over the transition to parenthood. They further examined how former infertility affected these associations. The participants were 745 Finnish couples, 367 having undergone a successful assisted reproductive treatment and 378 conceiving spontaneously. Couples completed a questionnaire of family representations during pregnancy and when the child was 2 and 12 months old and Abidins Parenting Stress Index at 2 and 12 months postpartum. The hypothesis of moderately high expectations predicting the lowest level of parenting stress was substantiated only concerning paternal expectations of own autonomy with the child. Generally, however, negative expectations of own and spouses relationship with the child were linearly associated with higher parenting stress. Postnatal representations were more positive or equal to expectations, except for negative violation occurring in maternal expectation of the father-child relationship, especially among normative mothers. The results are discussed in relation to family dynamic considerations and special features of formerly infertile couples.


International Journal of Behavioral Development | 2011

Maternal Pre- and Postnatal Mental Health Trajectories and Child Mental Health and Development: Prospective Study in a Normative and Formerly Infertile Sample.

Mervi Vänskä; Raija-Leena Punamäki; Asko Tolvanen; Jallu Lindblom; Marjo Flykt; Leila Unkila-Kallio; Aila Tiitinen; Leena Repokari; Jari Sinkkonen; Maija Tulppala

Pregnancy and early motherhood involve uncertainty and change, which can evoke mental health problems. We identified maternal mental health trajectories in pre- and postnatal period, and examined their association with later child mental health and development. Finnish mothers reported psychological distress (General Health Questionnaire [GHQ-36]) and depressive (Beck Depression Inventory [BDI-13]) symptoms in pregnancy (T1; N = 788) and two months (T2; N = 657) and 12 months (T3; N = 545) postpartum. Both parents accounted their child’s mental health (Behavior Assessment System for Children [BASC]) and social (Social Skills Rating System [SSRS], Child Behavior Scale [CBS]) and cognitive development (Five to Fifteen [FTF]) when the child was 7–8 years old (T4; N = 485). We identified five trajectories depicting unique timing and course of maternal mental health from pregnancy into 1 year of mothering: Stable low levels of mental health symptoms (75%) and prenatal (6%), early postpartum (9%) and late postpartum (6%) mental health problems. The fifth trajectory, heterogeneous high levels of mental health problems (4%) was an unclassified post hoc class, combining mothers with chronic high or highly variable mental health profiles. Results show some trajectory-related timing effects on children’s mental health and cognitive development. The trajectories of early postpartum and heterogeneous high levels of mental health problems predicted higher level of internalizing symptoms as compared to stable low-levels trajectory. The heterogeneous high-levels trajectory predicted higher levels of problems in executive functions than the stable low and late postpartum trajectories, and in memory tasks than children in other trajectories. We discuss the timing and course of maternal mental health from the viewpoint of infant and child development.


Journal of Family Psychology | 2014

What explains violated expectations of parent-child relationship in transition to parenthood?

Marjo Flykt; Esa Palosaari; Jallu Lindblom; Mervi Vänskä; Piia Poikkeus; Leena Repokari; Aila Tiitinen; Maija Tulppala; Raija-Leena Punamäki

Parent-child relationship is created already in prenatal fantasies and expectations of the child-to-be. Negative violation of these expectations after the child is born is known to be harmful for the parent-child relationship. Yet, research is scarce about the medical and psychological factors contributing to violated expectations (VE). This study models the role of parent-, delivery- and infant-related underlying mechanisms for VE. It further compares parents with assisted reproductive treatment (ART) and spontaneous conception (SC), and primi- and multiparous couples. The couples (n = 743) separately filled in questionnaires concerning their prenatal expectations (T1) and 2 months postnatal representations (T2) of intimacy and autonomy in the relationship with their child, measured with Subjective Family Picture Test. A negative or positive discrepancy indicated violated expectations. The parent-related (mental health and marital quality), delivery-related (maternal and paternal birth experience, unplanned Caesarean, and amount of analgesia) and infant-related (infant health problems, difficult infant characteristics, and parental worry) factors were assessed at T2. Results show that among mothers, the associations were mostly indirect and mediated via mental health problems. Among fathers, the associations were direct, marital problems most crucially predicting VE. ART fathers were less susceptible to VE resulting from infant-related problems than SC fathers, but more susceptible to VE resulting from delivery problems. Delivery- and infant-related factors also predicted VE differently among primi- and multiparous mothers. Considering factors that contribute to VE is important when working with couples in transition to parenthood.


BMC Public Health | 2014

“Together at school” - a school-based intervention program to promote socio-emotional skills and mental health in children: study protocol for a cluster randomized controlled trial

Katja Björklund; Antti Liski; Hanna Samposalo; Jallu Lindblom; Juho Hella; Heini Huhtinen; Tiina Ojala; Paula Alasuvanto; Hanna-Leena Koskinen; Olli Kiviruusu; Elina Hemminki; Raija-Leena Punamäki; Reijo Sund; Tytti Solantaus; Päivi Santalahti

BackgroundSchools provide a natural context to promote children’s mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the “Together at School” intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods.Methods/DesignThe evaluation study examines the effects of the intervention on children’s socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children’s socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants.DiscussionThis study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children’s mental health in early school years is crucial for optimal later development.Trial registrationClinicalTrials.gov register: NCT02178332.


International Journal of Behavioral Development | 2017

Early family system types predict children’s emotional attention biases at school age

Jallu Lindblom; Mikko J. Peltola; Mervi Vänskä; Jari K. Hietanen; Anu Laakso; Aila Tiitinen; Maija Tulppala; Raija-Leena Punamäki

The family environment shapes children’s social information processing and emotion regulation. Yet, the long-term effects of early family systems have rarely been studied. This study investigated how family system types predict children’s attentional biases toward facial expressions at the age of 10 years. The participants were 79 children from Cohesive, Disengaged, Enmeshed, and Authoritarian family types based on marital and parental relationship trajectories from pregnancy to the age of 12 months. A dot-probe task was used to assess children’s emotional attention biases toward threatening (angry) and affiliative (happy) faces at the early (500 ms) and late (1250 ms) stages of processing. Situational priming was applied to activate children’s sense of danger or safety. Results showed that children from Cohesive families had an early-stage attentional bias toward threat, whereas children from Enmeshed families had a late-stage bias toward threat. Children from Disengaged families had an early-stage attentional bias toward threat, but showed in addition a late-stage bias away from emotional faces (i.e., both angry and happy). Children from Authoritarian families, in turn, showed a late-stage attentional bias toward emotional faces. Situational priming did not moderate the effects of family system types on children’s attentional biases. The findings confirm the influence of early family systems on the attentional biases, suggesting differences in the emotion regulation strategies children have developed to adapt to their family environments.


International Journal of Behavioral Development | 2017

Paternal mental health trajectory classes and early fathering experiences Prospective study on a normative and formerly infertile sample

Mervi Vänskä; Raija-Leena Punamäki; Asko Tolvanen; Jallu Lindblom; Marjo Flykt; Leila Unkila-Kallio; Maija Tulppala; Aila Tiitinen

A father’s mental health is important for family well-being, but research is scarce on paternal symptoms during the transition to fatherhood. This study identified fathers’ latent mental health trajectory classes from the pre- to postnatal period and examined their associations with early fathering experiences. It further analysed, whether a family’s infertility history was associated with mental health trajectory classes and moderated their effects on fathering experiences. Finnish fathers (N = 773) reported psychological distress (General Health Questionnaire; GHQ-36) and depressive symptoms (Beck Depression Inventory; BDI-13) in pregnancy (T1), and at 2 months (T2) and 12 months (T3) postpartum. They further reported their fathering experience (Parenting Stress Index; PSI-36) at T2 and T3. Results revealed five paternal mental health trajectory classes, differing in timing and course of symptoms across the pre- and postpartum: stable low (79%) and moderate increasing (9%) levels of symptoms, and prenatal (5%), early fatherhood (3%) and heterogeneous high levels of (4%) problems. The trajectory classes were associated with fathering experiences within parental, interactive and child domains, across the child’s first year. The stable low levels of symptoms-class showed the most positive experiences and the heterogeneous high levels of problems-class the most negative ones; mental health problems in the early fatherhood-class reported negative fathering experience, but only when the child was 2 months old. A family’s infertility history neither showed any significant association with trajectory classes nor moderated their impact on early fathering, supporting the growing evidence that infertility treatments do not place an additional burden on early fatherhood.


Journal of Family Psychology | 2017

From Early Family Systems to Internalizing Symptoms : The Role of Emotion Regulation and Peer Relations

Jallu Lindblom; Mervi Vänskä; Marjo Flykt; Asko Tolvanen; Aila Tiitinen; Maija Tulppala; Raija-Leena Punamäki

Research has demonstrated the importance of early family characteristics, such as the quality of caregiving, on children’s later mental health. Information is, however, needed about the role of more holistic family systems and specific child-related socioemotional mechanisms. In this study, we conceptualize families as dynamic family system types, consisting of both marital and parenting trajectories over the transition to parenthood. First, we examine how early family system types predict children’s anxiety, depression, peer exclusion, and emotion regulation. Second, we test whether couples’ infertility history and other family related contextual factors moderate the effects of family system types on child outcomes. Third, we test whether children’s emotion regulation and peer exclusion mediate the effects of family system types on anxiety and depression. The participants were 452 families representing cohesive, distant, authoritative, enmeshed, and discrepant family types, identified on the basis of relationship autonomy and intimacy from pregnancy to the child’s age of 2 and 12 months. Children’s anxiety, depression, emotion regulation, and peer exclusion were assessed at the age of 7–8 years. Structural equation modeling showed that distant, enmeshed, and discrepant families similarly predicted children’s heightened anxiety and depression. Infertility history, parental education, and parity moderated the associations between certain family system types and child outcomes. Finally, emotion regulation, but not peer exclusion, was a common mediating mechanism between distant and enmeshed families and children’s depression. The results emphasize the importance of early family environments on children’s emotion regulation development and internalizing psychopathology.


SAGE Open | 2016

Early Family Relationships Predict Children’s Emotion Regulation and Defense Mechanisms

Jallu Lindblom; Raija-Leena Punamäki; Marjo Flykt; Mervi Vänskä; Tapio Nummi; Jari Sinkkonen; Aila Tiitinen; Maija Tulppala

Early family relationships have been suggested to influence the development of children’s affect regulation, involving both emotion regulation and defense mechanisms. However, we lack research on the specific family predictors for these two forms of affect regulation, which have been conceptualized to differ in their functions and accessibility to consciousness. Accordingly, we examine how the (a) quality and (b) timing of family relationships during infancy predict child’s later emotion regulation and defense mechanisms. Parents (N = 703) reported autonomy and intimacy in marital and parenting relationships at the child’s ages of 2 and 12 months, and the child’s use of emotion regulation and immature and neurotic defenses at 7 to 8 years. As hypothesized, the results showed that functional early family relationships predicted children’s efficient emotion regulation, whereas dysfunctional relationships predicted reliance on defense mechanisms in middle childhood. Further, results showed a timing effect for neurotic defenses, partially confirming our hypothesis of early infancy being an especially important period for the development of defense mechanisms. The findings are discussed from the viewpoints of attachment and family dynamics, emotional self-awareness, and sense of security.


WOS | 2014

Together at school - a school-based intervention program to promote socio-emotional skills and mental health in children: study protocol for a cluster randomized controlled trial

Katja Björklund; Antti Liski; Hanna Samposalo; Jallu Lindblom; Juho Hella; Heini Huhtinen; Tiina Ojala; Paula Alasuvanto; Hanna-Leena Koskinen; Olli Kiviruusu; Elina Hemminki; Raija-Leena Punamäki; Reijo Sund; Tytti Solantaus; Päivi Santalahti

BackgroundSchools provide a natural context to promote children’s mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the “Together at School” intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods.Methods/DesignThe evaluation study examines the effects of the intervention on children’s socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children’s socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants.DiscussionThis study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children’s mental health in early school years is crucial for optimal later development.Trial registrationClinicalTrials.gov register: NCT02178332.


Archive | 2014

Together at school - a school-based intervention program to promote socio-emotional skills and mental health in children

Katja Björklund; Antti Liski; Hanna Samposalo; Jallu Lindblom; Juho Hella; Heini Huhtinen; Tiina Ojala; Paula Alasuvanto; Hanna-Leena Koskinen; Olli Kiviruusu; Elina Hemminki; Raija-Leena Punamäki; Reijo Sund; Tytti Solantaus; Päivi Santalahti

BackgroundSchools provide a natural context to promote children’s mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the “Together at School” intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods.Methods/DesignThe evaluation study examines the effects of the intervention on children’s socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children’s socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants.DiscussionThis study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children’s mental health in early school years is crucial for optimal later development.Trial registrationClinicalTrials.gov register: NCT02178332.

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Maija Tulppala

Helsinki University Central Hospital

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Asko Tolvanen

University of Jyväskylä

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Leena Repokari

Helsinki University Central Hospital

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Piia Poikkeus

Helsinki University Central Hospital

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