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Clinical Psychologist Volume 19, 2015 - Issue 2
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Original Articles

A review of partner‐inclusive interventions for preventing postnatal depression and anxiety

Pamela D. PilkingtonSchool of Psychology, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Victoria, Australia, Correspondence[email protected]
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,
Thomas A. WhelanSchool of Psychology, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Victoria, Australia, View further author information
&
Lisa C. MilneSchool of Psychology, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Victoria, Australia, View further author information
Pages 63-75 | Received 30 Apr 2014, Accepted 06 Nov 2014, Published online: 09 Nov 2020
 
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Abstract

Background

Preventing perinatal mood problems is critical because of the adverse consequences for the individual and their family. Partner support is an ideal target for prevention efforts as it is a protective factor for both perinatal depression and anxiety and is modifiable.

Method

This review explores the current evidence and future directions for interventions that aim to reduce the risk of perinatal mood problems by addressing partner support. A systematic search of electronic databases was conducted to identify relevant peer‐reviewed studies. Interventions were eligible for inclusion if they aimed to facilitate partner support or strengthen the couple relationship, and included perinatal depression or anxiety as an outcome variable.

Results

A number of prevention efforts have been developed that include a partner component, and these have reported some benefits. Even so, not all of these interventions were delivered to both mothers and fathers, and research evaluating their effects on paternal mental health is lacking. In addition, current prevention strategies tend to be limited by low attendance rates.

Conclusions

Future research should focus on developing interventions that provide more opportunities for the active involvement of both partners. Alternatives to psycho‐education groups should be explored to increase accessibility and enable scalability.

Abstract

Funding: Pamela D. Pilkington was funded by an Australian Postgraduate Award awarded by the Australian Government.

Conflict of interest: None.

Funding: Pamela D. Pilkington was funded by an Australian Postgraduate Award awarded by the Australian Government.

Conflict of interest: None.

Notes

Funding: Pamela D. Pilkington was funded by an Australian Postgraduate Award awarded by the Australian Government.

Conflict of interest: None.

Additional information

Funding

Australian Postgraduate Award

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