Books before birth: a qualitative multiple case study of mothers reading to babies in utero

BACKGROUND

This study is informed by research connecting parent-child book reading and attachment and by the concept of maternal-foetal attachment.

AIM

To explore experiences of pregnant mothers who read picture books marketed to be read while their babies are in utero.

STUDY DESIGN

This study utilised a qualitative, multiple case study design involving 10 pregnant women from the Midwestern region of the United States. Participants read picture books marketed to be read by expectant families and participated in an interview focused on their experiences and reflections, and completed a follow-up survey 24-27 months later.

RESULTS

Themes identified included (1) Learning and Love; (2) Seeing the Baby as a Person; (3) Natural or Weird?; (4) Fathers' Involvement; (5) Slowing Down: Focusing on Now and Envisioning the Future; and (6) Who is this for?

DISCUSSION

Findings suggest providing books to expectant families may be a promising practice and should be further researched.

Development and feasibility of the prenatal video-feedback intervention to promote positive parenting for expectant fathers

Objective: the transition period in which men become fathers might provide an important window of opportunity for parenting interventions that may produce long-term positive effects on paternal care and, consequently, child development. Existing prenatal programs traditionally focus on maternal and infant health and seldom involve the father.Study design: This paper describes an interaction-based prenatal parenting intervention program for first-time fathers using ultrasound images, the Prenatal video Feedback Intervention to promote Positive Parenting (VIPP-PRE). We randomised a group of expectant fathers (N = 73) to either the VIPP-PRE or a control condition.Results: Expectant fathers thought the VIPP-PRE was more helpful and influenced their insights into their babies to a greater extent than the control condition. Expectant fathers receiving the VIPP-PRE reported that they particularly liked seeing and interacting with their unborn children as well as receiving feedback on these interactions. The intervention was well received and was considered feasible by both expectant fathers and sonographers and midwives.Discussion: We discuss the VIPP-PRE based on the experiences and perspectives of fathers, interveners, and sonographers and midwives.

We want what's best for our baby: Prenatal Parenting of Babies with Lethal Conditions

This article reports on qualitative research into the experience of couples who chose to continue their pregnancies after receiving a lethal fetal diagnosis, and to embrace the parenting of their baby in the shortened time they have. This analysis of interview data is part of a larger research project describing parents' experiences of continuing pregnancy with a known lethal fetal diagnosis (LFD).

Integrating Preparation for Parenting Into Childbirth Education: Part II-A Study

This study was designed to test the effectiveness of using a broad conceptualization of childbirth education that includes parenting preparation in pregnancy. The goal is to assist in breaking cycles of dysfunction in families. At the core of this expanded model of childbirth education is the concept of prevention. The intervention described in Part I in the Journal of Perinatal Education 7(4), 26-33 provided parents with information and coping mechanisms by drawing parallels to traditionally learned coping skills for childbirth with techniques needed to cope in post-partum. This approach also encouraged prenatal parents to learn techniques for promoting attachment to their children before birth. The curriculum was tested by randomizing 48 couples to the expanded or traditional model of childbirth education. A pre- and post-Prenatal Parenting Scale was administered to both groups. Only the experimental group demonstrated improvement at the post-class administration.