Professional Documents
Culture Documents
Childbirth Education
Grief
The official publication of the International Childbirth Education Association
VOLUME 27 NUMBER 2 APRIL 2012
www.icea.org
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International Journal of
Childbirth Education
The official publication of the
International Childbirth Education Association
Managing Editor
Debra Rose Wilson
PhD MSN RN IBCLC AHN-BC CHT
Associate Editor
Amber Roman BS
Peer Reviewers
Marlis Bruyere, DHA M Ed BA B Ed
Andrew S. Forshee, PhD HS-BCP
Karen S. Ward, PhD RN COI
Angela E. Swieter, RN BSN IBCLC RLC ICPE
Terriann Shell, IBCLC ICCE FILCA
Debbie Weatherspoon, MSN RN CRNA
Joy Magness, PhD APRN-BC Perinatal Nurse-BC
Debbie Sullivan, PhD MSN RN CNE
Renece Waller-Wise, MSN CNS CLC LCCE CNL
Kathy Zimmerman, MSN FNP-BC AHN-BC
Maria A. Revell, DSN RN COI
Cathy Cooper, EdD MSN RN CNE
Janice F. Harris, MSN RN
Brandi Lindsey, RN MSN CPNP
Cover Photography
David C. Foster
Middle Tennessee State University
Graphic Designer
Laura Comer
Columns
From the Editor Grief by Debra Rose Wilson, PhD MSN RN IBCLC AHN-BC............................ 4
From the President On Grief
by Denise Wheatley, ICEA CE DONA Postnatal Educator IAT IBCLC.................................... 5
From the Executive Director A Helping HandMentoring
by David Feild, Executive Director......................................................................................... 6
Birthing Change Providing Hope and Healing for Parents of Angel Babies
by Amber Roman, BS............................................................................................................ 7
Meet the Board Loss by Terriann Shell, IBCLC ICCE FILCA....................................................... 8
Guest Editorial With Hope by Cathi Lammert, RN.................................................................. 9
Features
In Practice
Practical Considerations in Preparing for a Twin Delivery with Expected Death of One Twin:
Isaac and Liam
by Tammy Ruiz, RN.............................................................................................................80
Using Technology to Connect Families Should We?
by Dr. James Edward Pugh, BSc MBBS and Lori Ives-Baine, RN MN (CPB)......................... 83
Helping Families Create Keepsakes When a Baby Dies
by Rose Carlson, BS............................................................................................................. 86
Incorporating Prenatal Yoga into Childbirth Education Classes
by Molly Remer, MSW, ICCE, ICPFE................................................................................... 92
Book Review
Grief
by Debra Rose Wilson, PhD MSN RN IBCLC AHN-BC CHT
This issue is dedicated to the concept of grief. As
a health psychologist I know that grief is more than an
emotional and psychological response to loss. Grief,
sadness, and prolonged depression all influence immune
function, and thus health. Grief increases stress and the
stress/cortisol response further reduces immune and psychological functioning. Unresolved or complicated grief
has been associated with decreased natural killer (NK)
cell activity, which explains an increased incidence of
cancer after a loss. Grieving tends to aggravate pre-existing conditions while impaired sleep patterns can change
circadian rhythms. The immune system cannot replenish
itself without long stretches of stage 3 and 4 pre-REM
sleep. Thus, grief affects health directly.
Grief is a natural response to a loss but there is
something unique about grieving the loss of a pregnancy
or a child. I have been pregnant 13 times. I have one
living child. Joe is now 26 years old and was the result of
my fifth pregnancy. When I consider my own pregnancy
and neonatal losses, I reflect on how I am different
because of those experiences. I am a better nurse; I am
a better human being. I would not want to go through
those terrible losses again, nor would I wish those experiences on anyone, but I am glad they happened. My heart
still tugs when I think of each loss, yet I am keenly aware
and thankful for the gift I have been given. And I can let
those babies go.
I can now look back at some of those times and
smile. When Joey was about seven years old I had just
returned from the hospital after a 16 week pregnancy
loss. Joey knew about the pregnancy and had expressed
sadness with the loss. He asked me, Mom, how many
times have you been pregnant? At that point I was on
my 11th pregnancy. Suddenly I was terrified. What if he
asks what the gender of each pregnancy was? I dont know
that for each one. What if he asks what the names were?
What will he expect of me? The wise mother inside me
calmly said, Just answer his question.
I held his little hands and looked deeply into his
eyes, and answered, Eleven. That was the eleventh preg-
On Grief
by Denise Wheatley ICEA CE DONA Postnatal Educator IAT IBCLC, ICEA President
I just returned from walking my dog to visit our new
war memorial here in Pensacola. It is only a block away from
my home. It is a beautiful day 69 degrees, sunny, and a
light breeze. My dog would not be denied her afternoon
walk, but today I went right instead of left as I usually do.
I of course was aware of the planning and watched the
construction of the memorial but had not yet visited this
lovely tribute to the men and women who have fought for
this country.
I know why I had avoided it, as the tears flooded my
eyes and my stomach was hurting from holding back full
sobbing. I do not personally know even one person who has
given their life defending my country. This was not a personal grief, but one felt of the dreams that were lost. Loves
were denied. I am aware of the suffering and the pain of loving so much
you will die for your beliefs. This gift
had been given to me so that one day
I might be free to spend a lovely day
feeling grateful for the benefits their
sacrifices has given to me.
Denise Wheatley
I do not embrace grief. I fear
and dread the agony, emptiness, loneliness, and helplessness. I have however, learned that the healing that comes
from loss is through grief. I hope this issue will give insights
in how to better deal with our own grief and to help others
on their way.
In Practice Articles
These articles (minimum 500 words) express an
opinion, share a teaching technique, describe personal
learning of readers, or describe a birth experience. Best
articles will include citations and references. Keep the
content relevant to practitioners and make suggestions
for best practice. Current references are strongly encouraged to support evidence-based thinking or practice.
Accompanying photographs of people and activities
involved will be considered. Examples include In my
opinion, The way I teach, Birth story, Narratives,
and Case Study.
Feature Articles
Authors are asked to focus on the application of
research findings to practice. Both original data-driven
research and literature
reviews (disseminating
published research and
providing suggesInternat
Childbir ional Journal of
th Educ
tions for application)
ation
will be considered.
Articles should be
double spaced, four
to twelve pages in
Grief
length (not including title page,
abstract, or references).
The official
publication
of the Intern
ational Child
birth Education
VOLUME 27
Association
NUMBER
2 APRIL
2012
A Helping HandMentoring
by David Feild, ICEA Executive Director
Mentor: a wise and trusted counselor or teacher; an
influential senior sponsor or supporter
During a recent meeting of the ICEA Board of Directors,
several members lamented the lack of firsthand, personal
help and guidance that was available to members who were
working through the requirements for certification. Although
ICEA staff at the headquarters office was as helpful as possible over the phone and with e-mail questions, the need was
often to speak with a currently practicing childbirth educator
or doula for some practical, real world advice.
One of our Board members, Connie Bach-Jeckell, was
an enthusiastic proponent of the principles of mentoring
proposed by David A. Stoddard in his book The Heart of
Mentoring (http://www.heartofmentoring.com/). Connie
circulated some of Mr. Stoddards ideas to the rest of the
Board and it struck a cord. At the next meeting of the Board
the decision was made to launch a new ICEA mentoring
program and put out the call for qualified mentors. Connie
called Mr. Stoddard and he embraced the idea and graciously gave his permission for ICEA to use some of the concepts
and thoughts from his book in designing the new program.
The website preface for the program reads as follows:
We understand that sometimes our new members, or
newly-enrolled certification candidates, need a little advice, suggestions, guidance, and maybe even an occasional
shoulder to lean on. Even in this day of advanced communication, its possible to feel a bit disconnected when learning and practicing in the birthing field, especially when
face-to-face learning and participation plays such a big
role in becoming a childbirth educator or doula. Your suggestions and comments regarding the need for experienced
educators and doulas passing their wisdom on has played
a large part in our decision to start this program.
It was decided that the ICEA website would be used
to both recruit mentors but also to put members seeking
mentoring in touch with potential mentors. The qualities of
a good mentor were taken from Mr. Stoddards book as:
Effective mentors understand that living is about giving.
Effective mentors see mentoring as a process that requires
perseverance.
Effective mentors open their world to their mentoring
partners
Effective mentors help mentoring partners align passion
and work.
Effective mentors are comforters who share the load.
Birthing Change
Loss
by Terriann Shell, IBCLC ICCE FILCA
Terriann Shell represents us on the ICEA board of directors and
chairs the Lactation Advisory Committee and is from Big City
Alaska.
Recently I had the misfortune of having two women
who were close to me experience a pregnancy loss within
the same week. Both were about 11 weeks of pregnancy. I
had not even thought about this in quite some time, but
these women were asking *ME* for answers. Neither of these
mothers had any clue what to expect beforehand and worst
of all to me, although Ive birthed many babies and teach
childbirth education, I did not know what to tell them or
how to help either!
When these mothers suspected trouble, they call their
health care providers who did not feel the need to see
them; there was nothing they could do this early in the
pregnancy. Both women had subsequently gone into the
ER to see what was happening and were sent home without
answers. They were given no information on what to expect.
Both gave birth, unmedicated in their own homes without
someone who knew how to help. I was surprised that both
women, who each had two previous, unmedicated births,
described the process as more painful than having a full term
baby! Afterward, the health care providers did not suggest a
visit until one month later. They gave no instructions on after
care. The women were left with grief, pain, some physical
problems, and lots of questions.
Guest Editorial
With Hope
by Cathi Lammert, RN
This past weekend, our Share staff held the biannual
Sharing and Caring perinatal bereavement training for professionals and parent advocates. The weekend was filled with
in-depth information on many specific topics of caregiving
from the professionals on our training team. I always begin
the training with a pictorial reflection of the evolution of the
perinatal loss support movement. There usually are no dry
eyes among our participants.
My first slide is of Lucy, an acquaintance who came
to visit me a few years ago. Before sharing her story with
me, Lucy had silently struggled for over 40 years with the
heartache of not being able to memorialize her baby who
had died mid-pregnancy in 1960. She had no place to go
to grieve and was not sure where her baby was. Together we
determined a way to acknowledge her baby by dedicating a
memorial brick at the Angel of Hope Monument. Her entire
family came for the brick dedication. After the ceremony,
Lucy rushed to me and was smiling through her tears, stating
Cathi, I now have peace in my heart.
The next several slides of my presentation address the
beginnings of the perinatal bereavement movement in the
late 1970s. Sister Jane Marie Lamb, OSF, began Share Pregnancy and Infant Loss Support, Inc. thirty-five years ago due
to the request of one mother struggling with pre-eclampsia
who delivered a stillborn baby then lapsed into a coma for a
few days. When she awoke, her first questions were Where
is my baby? Did you take pictures? Sr. Jane Marie answered
that the baby had already been buried and that no photographs had been taken, which was the accepted standard of
care back then. Many of the younger attendees at our training are surprised to learn that this practice was a protective
one and that families were not given opportunities to spend
time with or memorialize their babies.
My slides then move into the many memory making
opportunities that developed in the beginning years of this
movement. I notice more tears flow as many participants
in the room are grateful they had these choices when their
losses occurred. I also noticed that a few in attendance did
not have these opportunities, and they tell me they fell
through the cracksthis makes me hurt.
The power point then moves into sharing and acknowledging the numerous partners of professional organizations
and specific foundations who have furthered the perinatal
Feature Articles
Stillbirth is defined as the intrauterine death and subsequent delivery of a developing infant that occurs beyond
20 completed weeks of gestation (A loss prior to 20 weeks is
termed a miscarriage or pregnancy loss; National Stillbirth
Society, 2011). More children die as a result of stillbirth than
all other causes of infant deaths combined (Ananth, Shilang,
Kinzler, & Kramer, 2005; National Institute of Health, 2010);
the National Institute of Health (2010) estimates that one
in 200 pregnancies result in stillbirth. Historically, minority
groups have been over-represented in both fetal and infant
mortality rates. The rates, measured per 1,000 live births,
have remained between 20-30 for African Americans, 30-35
for Native Americans, and 10-15 for Caucasians (Cacciatore
& Bushfield, 2007; MacDorman & Kirmeyer, 2009). Despite
the frequency of stillbirth, it is a loss that is frequently unacknowledged and unsupported by family, friends, and health
professionals. Further, for each parents loss are child birth
Stress Management
Prevention is the most effective approach to stress
management. Know your own warning signs and recognize early the need to make adjustments in your work and
personal care strategies. Recognize that frequent illnesses,
fatigue, headaches, and stomach problems are often physical
manifestations of stress.
continued on next page
National Stillbirth Society. (2011). Still birth awareness: Stamp out S.A.D.S.
Retrieved February 21, 2012, from http://www.stillnomore.org/faq.htm
References
Ananth, C., Liu, S., Kinzler, W., & Kramer, M. (2005). Stillbirths in the
United States, 1981-2000: An age, period, and cohort analysis. American
Journal of Public Health, 95(12), 2213-2217.
Silent Grief website. (2010). You have found help. Retrieved February 11,
2012, from http://www.silentgrief.com
Wolfelt, A. D. (1996). How to care for yourself while you care for the dying and
the bereaved. Fort Collins, CO: Batesville Management Services.
Worden, J. W. (2008). Grief counseling and grief therapy: A handbook for
the mental health practitioner (4th ed.). New York, NY: Springer Publishing
Company.
Leff, P. T. (1987). Here I am, Ma: The emotional impact of pregnancy loss on
parents and health-care professionals. Family Systems Medicine, 5(1), 105-114.
MacDorman, M.F. & Kirmeyer, S. (2009). The challenge of fetal mortality.
NCHS Data Brief, 16. Retrieved from: http://www.cdc.gov/nchs/data/databriefs/db16.pdf
Midwifery Today Community. (2008). Retrieved February 21, 2012, from
http://community.midwiferytoday.com
National Institute of Health. (2010). Research on Miscarriage and Stillbirth.
Retrieved February 21, 2012, from http://www.nichd.nih.gov/womenshealth/research/pregbirth/miscarriage_stillbirth.cfm
Bereavement Caregiving
by Meghan Cholette, MsCN PhDc RN and Sheila M. Gephart, BS PhD RN
Every familys experience of losing a child during pregnancy or in his or her early life is different. While the nurse
attempts to maintain her professional composure, families
appreciate when nurses empathize and grieve with them.
After the baby is born, the family should be given time to
say hello and goodbye to their infant. Once the family is
ready, the nurse can take pictures of the infant, collect a lock
of hair, and dress the infant in clothes or a special blanket
the family has brought. Families who have grieved infants
with deformities particularly appreciate pictures of normally
formed hands and feet, taken in black and white. If families
know in advance of delivery that their child has died or will
die, childbirth educators can offer them anticipatory guidance about managing labor pain and knowing what to expect
when the child is born. The familys wishes for the delivery
can be explored beforehand and should be respected when
at all possible. All caregivers can be empathetic by referring
to the childs first name, using the words, I am so sorry that
your baby died, and avoiding referring to the birth or the
child in cold, distant terms (e.g. referring to the delivery as
extracting the products of conception).
The phenomenon of caring for bereaved families has
been explored in past discourse and several theoretical
frameworks have been developed to describe, explain, and
serve as a guide for the grieving process. Read (2002) lists
examples of theoretical models of grieving that include
Kubler-Ross Stages of Death and Dying, Wordens Tasks of
Mourning, and Stroebe and Schuts Dual Process Model of
Bereavement. Although widely used and recognized, it is
believed that these frameworks do not support or address
what it is like for nurses caring for grieving families. Exploring ways of caring for bereaved families following a perinatal
loss will offer much needed guidance for nurses in caring for
themselves and each other. Thus, the purpose of this literature review, with an exemplar case, is to develop an initial
understanding of the experience and develop a preliminary
substantive theory of caring for bereaved families by exploring the psychosocial processes of grieving and bereavement.
continued on next page
Trustworthiness
Trustworthiness was established by utilizing the four
criteria proposed by Lincoln and Guba (1985); credibility,
dependability, confirmability, and transferability (Polit &
Hungler, 1995; Tuckett, 2005). Credibility was established
through the use of member checks, peer debriefing, persistent observation, keeping audio tape, and field notes.
According to Lincoln (1995) and Tuckett (2005), these are
some techniques used in ensuring credibility is maintained.
Dependability was maintained by allowing others in online
discussions to examine the research methods, documentation, decisions and findings. Additionally, dependability and
confirmability were established by keeping records of data
and field notes. Readers must decide if these findings are
transferable to their unique situation, ones self, or to others
they work with in the perinatal setting.
Results
Example Case
An obstetrical nurse shared her story of caring for
bereaved families. This health care professional is Caucasian
with over thirty years of professional nursing experience.
An in-depth examination of her experience was conducted
with an observation, field note analysis, and an interview.
The interview was tape-recorded and transcribed verbatim.
Open-ended questions were used initially to help identify
any concepts requiring further explanation or exploration.
The interview was set up at a convenient time and was conducted at the participants home as she requested.
Analysis
Information was gathered and analyzed simultaneously.
Throughout the analysis process, categories and their properties were discovered and were used to identify the interrelationships and connections that describe the experience
of bereavement caregiving (Polit & Beck, p. 307). From the
interview, we identified substantive categories made up of
core concepts and grouped them together to form the initial
theoretical framework (Strauss & Corbin, 1998). According to Atieno-Okech and Rubel (2009), categories can be
Properties
Caring
Opportunity of caring
Duty of caring
- tomorrow is a new dayfor those good days and those that are bad, you just get back to
work because there is always someone else that needs care
- have a job to do
- learn to just do what you have to do
- you have to be there to be the one supporting and caring for these families
Acknowledgement of loss
Remaining strong
Setting aside personal emotions
Duty of caring
- remain strong
- set aside
- process of becoming numb
- turning off your emotional side
- have a job to do
- in those moments you learnto just do what you have to do
- you have to be there to be the one supporting and caring for these families
Grieving and healing
Self-care
Utilizing available supports
Recognizing and accepting emotions
- reflection
- taking time for yourself
- talking with co-workers
- work through emotions
New beginnings
Stage 1:
Acknowledgment of loss
Stage 3:
Grieving and healing
-Facing reality
Stage 2:
Disconnecting feelings
-New day
-Another opportunity
-Accepting emotions
-Self-care
-Utilizing support
-Remaining strong
-Setting aside emotions
continued on next page
Acknowledgment of Loss
Throughout the narrative, the nurse emphasized the
unavoidable reality that nurses are recurrently faced with the
phenomenon of loss and death frequently in practice. She
states, You see the thing is when these things happen you
have to take it sorta with a grain of salt, its a reality in this
fieldthese thing are gonna happen. This is seen as the first
stage in the framework of bereavement caregiving.
Disconnecting Feelings
Disconnecting feelings is the second stage in this model.
The nurse expressed the necessity to set aside her emotions and to remain strong for the families for whom she
provided care. She described a process of becoming numb
and turning off your emotional side over the years as a
defense mechanism in practice. This enabled her to continue
to provide the needed support and care to families grieving
the loss of their child.
New Beginning
Within this stage,
the idealization that
tomorrow brings with it
a new opportunity for
caring and, as the saying
goes, a clean slate was
expressed by the nurse
numerous times. This
stage depicted a form
of resiliency needed by
nurses, to be able to as
the participant states get
back on and keep trying.
Nurses resilience to acknowledge, disconnect, resolve their
emotions and then return to caring for families facing substantial losses is truly a noteworthy and revered characteristic
of nurses.
Discussion
Through this case study the framework of bereavement
dynamics emerged that may assist practicing nurses in providing bereavement care. By describing one nurses experience of caring for grieving families, we have tried to shed
light upon how and what coping mechanism nurses may use
in practice to cope with these traumatic losses. Limitations
of the case study approach include limited transferability to
other perinatal nurses and childbirth educators, a limited
sample size, and the need for more research to confirm
our preliminary findings. Interviewing several nurses and
healthcare professionals from varying social and cultural
backgrounds working in the perinatal setting may allow for
the development of the initial model. Additionally, it may
be that years in practice and the perception of the individual
nurse come between the nurses desire and her ability to
care. Future research is needed to clarify how the number of
years in nursing practice impacts ones ability to disconnect
emotions when caring for bereaved families and if nurses
perception of duty versus opportunity to care in practice
impacts the psychosocial processes of caring in nursing.
Jeannie Nicholson
References
Atieno-Okech, J., & Rubel, D. (2009). The experiences of expert group
work supervisors:
An exploratory study. The Journal for Specialists in Group Work, 34(1), 68-89.
Glaser, B. (1992). Basics of grounded theory analysis. In P. Munhalls (Ed.),
Nursing Research: A Qualitative Approach (4th ed.), edited by Munhall, P.
(2007). Sudbury, MA: Jones and Barlett.
Liehr, P., & LoBiondo-Wood, G. (2007). Qualitative approaches to research.
In Nursing Research: Methods and Critical Appraisal for Evidence-based Practice
(6th ed.). St. Louis, MO: Mosby Inc.
Lincoln, Y. (1995). Emerging criteria for qualitative and interpretive research.
Qualitative Inquiry, 3, 275 289.
Polit, D. & Hungler, B. (1999). Nursing research: Principals and methods.
Philadelphia, PA: Lippincott.
Read, S. (2002). Loss and bereavement: A nursing response. Nursing Standard, 16(37), 47 55.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and
procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA:
Sage Publications.
Tuckett, A. (2005). Part II. Rigor in qualitative research: complexities and
solutions. Nurse Researcher, 13(1), 29-42.
by Elizabeth A. Pector, MD
Social media memorial sites, such as those on Facebook, are relatively new. Memorial groups may be restricted
to those who knew the deceased, or open to the general
public. Most memorial groups include information about the
deceased, pictures, prayers and comments (Fearon, 2011).
Memorial messages include expressions of shock, spirituality,
lamentations, memory sharing, life updates, photos, prose
contributions, relational expressions of love and missing the
deceased, and comments related to other memorial-group
members (DeGroot, 2009; Fearon, 2011). Fearons analysis
of memorial-site messages revealed six themes: memorialization, connection with others, connection with the deceased,
personal mourning, a culture of technology, and other
concerns (Fearon, 2011). Communications, and the apparent relationship, can be similar to the status prior to death
(DeGroot, 2009). In addition, memorial sites may include
comments from people who did not personally know the
deceased, termed Emotional Rubberneckers (DeGroot,
2009). Spam and inappropriate comments are occasionally
seen (Fearon, 2011).
Maureen Boyle, founder of Mothers of SuperTwins,
characterizes social media as the Wild West of support,
unstructured, untrained, with immediate 24/7 connection
and feedback (Pector & Hsiung, 2011). There is reason for
concern about privacy, which we have seen is important to
bereaved parents (Gold et al., 2011). Similar to what is seen
in other types of online support groups, abuse of online
social media memorial sites by trolls has occurred (Phillips,
2011). While this has been described mainly in connection
with high-profile media coverage of teenage or other deaths,
caution must be maintained for the possibility of abuse in
relation to perinatal loss.
Type of Support
Type of Info
Type of Communication
Americanpregnancy.org/pregnancyloss/index
Medical, emotional,
psych
Asrm.org
Miscarriage, stillbirth,
ectopic, multiple
Medical, emotional,
psych
None
Babyloss.com
Miscarriage, ectopic,
stillbirth, neonatal, infertility
Medical, emotional,
Forums, email
psych
Hygeia.org (drberman.org)
Miscarriagesupport.org.nz
Miscarriage, stillbirth,
subsequent pregnancy
Medical, emotional,
psych
Missfoundation.org
Miscarriage, stillbirth, neonatal,
Emotional, psych
subsequent pregnancy
Nationalshare.org
Pregnancyloss.info
Miscarriage, ectopic,
stillbirth, neonatal
Medical, emotional,
psych, spiritual
Climb-support.org
Multiple birth
Medical, emotional,
psych
Inciid.org
Medical, emotional,
psych
Medical, emotional,
psych
Infertility, miscarriage,
subsequent pregnancy
Resolve.org
Infertility, pregnancy loss
UK-sands.org
Miscarriage, stillbirth,
Emotional, psych
neonatal
Sands.org.au
Miscarriage, stillbirth,
Emotional, psych
neonatal
First Candle
Phone
Sidscenter.org
Phone, email
Van der Houwen, K., Stroebe, M., Schut, H., Stroebe, W., & van den Bout,
J. (2010a). Online mutual support in bereavement: an empirical examination. Computers in Human Behavior, 26, 1519-1525.
References
Van der Houwen, K., Schut, H., van den Bout, J., Stroebe, M., & Stroebe,
W. (2010b). The efficacy of a brief internet-based self-help intervention for
the bereaved. Behaviour Research and Therapy, 48, 359-367.
Van Uden-Kraan, C. F., Drossaert, C. H. C., Taal, E., Seydel, E. R., & van de
Laar, M. A. F .J. (2008). Self-reported differences in empowerment between
lurkers and posters in online patient support groups. Journal of Medical
Internet Research, 10(2), e18.
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
Childbirth educators serve as a bridge between uncertainty and competence for women and their partners
who look forward to birthing a baby. Every year thousands
of couples learn during pregnancy that their baby has a
life-threatening or lethal condition. Perinatal palliative care
services were developed to address these parents interwoven
hope and grief from the moment of a serious fetal diagnosis
through pregnancy and birth. Parents preparing for both the
birth and death of their baby present a unique challenge for
childbirth education. All childbirth educators are expected
to be competent in the aspects of grief that accompany perinatal loss or unexpected outcomes (International Childbirth
Education Association (ICEA, 1999). Yet childbirth educators have few, if any, specifics for what constitutes effective,
Background
Despite medical advances, there continues to be an overwhelming prevalence of perinatal loss in the United States. In
2007, congenital malformations and chromosomal anomalies
accounted for over 20 percent of all infant deaths, with an
overall occurrence of 6.75 infant deaths per 1,000 live births
(Matthews & MacDorman, 2011). Examples of such conditions include Trisomy 18, Potters syndrome, anencephaly, or
complex congenital heart defect. These impressive numbers
signify opportunities for all interdisciplinary team members,
including childbirth educators, to provide individualized
guidance to parents receiving a life-limiting fetal diagnosis.
Beginning in the early 2000s, perinatal and neonatal
clinicians began incorporating palliative principles into
their care with increasing frequency. Palliative care is now
commonly provided for the following perinatal and neonatal
patients: 1) fetuses diagnosed with life-threatening conditions, including those considered to be incompatible with
life; 2) neonates born at the margin of viability; 3) neonates
and infants not responding to medical intervention, or those
receiving treatments that prolong suffering (Munson &
Leuthner, 2007). Interdisciplinary teams provide perinatal
palliative care in clinic, hospital and hospice settings.
Establishing a Relationship
The delivery of quality perinatal palliative care requires
establishing a relationship with expectant parents. Upon
diagnosis, the couple faces the enormous task of taking in
medical information and weighing treatment choices in order to make the best decisions for their unborn childs care.
During the pregnancy, parents report grieving the multiple
losses of both a normal pregnancy and a healthy baby, while
also feeling disconnected and isolated from others (Ct-Arsenault & Denney-Koelsch, 2011). It is of utmost importance
that all interdisciplinary team members effectively collaborate to provide seamless, compassionate care. Childbirth
educators may be consulted shortly after the diagnosis is
made, or they may be asked to meet with the parents closer
to the babys due date. Once consulted, the childbirth
educator will need to discern what is most important to the
parents in order to best create a learning plan that will meet
their unique educational needs.
Establishing effective communication between interdisciplinary team members and parents is a process that is
quite familiar to childbirth educators. Relationship-based
communication strategies focus on learning what the other
is thinking and feeling, what motivates him or her, and what
has meaning or value. Knowing these things is important
for a childbirth educator working with a couple whose baby
is likely to die early in the perinatal period. The childbirth
educator is uniquely positioned to form a relationship with
the couple and their baby before and after birth. Families
receiving perinatal palliative care need their childbirth
educators expertise as they plan for their babys birth. They
also need help identifying how their special circumstances
may be influencing their preparation. Bowlby (1988), who
developed attachment/caregiving theory, identified that we
construct dynamic representations of ourselves and others
in relation to goals. These representations, which he termed
internal working models, influence how we respond.
The internal working model interview (Pridham, Schroeder, & Brown, 1999) focuses on learning a couples goals for
childbirth: their expectations and intentions, what motivates
them, and what they value. Exploring these aspects of their
childbirth goals will help the childbirth educator learn the
couples fears, hopes, joys, and desires and, in doing so,
tailor the education to the familys unique needs. Note that
the interview includes some elements that begin with, Im
wondering. For example, when the childbirth educator
wonders what it would be like, the parent automatically
imagines (i.e., reflects on) a different state of mind or being.
Internal working models function and are embedded in these
types of reflections. The following section includes questions
Kathy Zimmerman APSU
Labor/Birth
Stages of labor
Timing contractions
Fetal monitoring (if applicable)
Anticipated medical interventions/procedures
Variations and complications (long labor, fast labor,
cesarean birth)
Benefits of labor support
Comfort measures for mother (acupressure, focal
point, and relaxation techniques)
Breathing for labor and birth
Positioning for labor and birth
Low intervention experience
Pain relief options (analgesia, epidural, general
anesthesia)
Postpartum
Conclusion
When parents learn during pregnancy that their baby
has a life-threatening condition, their childbirth educator
can serve as a bridge from a place of uncertainty to one of
confidence and competence in birthing their child. Using an
internal working model interview process can promote reflection by the childbirth educator and parents. In an initial
meeting, the childbirth educator wants to understand what
the parent is experiencing. Saying, I wonder what youre
expecting or What scares you the most? allows for a
reflective response, one that is likely to put both parent and
childbirth educator more at ease. From such conversations,
the childbirth educator can then provide individual instruction and support, and in collaboration with the perinatal
palliative interdisciplinary team, assist in creating a birth
plan that will honor parents preferences for care. Childbirth
educators are invested in helping parents have a positive
childbearing experience, and at the same time, they are in
relationship with the parents. Such a relationship can endure,
bringing comfort and hope to parents when their baby dies
and for many years to come, as they bring to mind their
childbirth educators wisdom and compassion.
References
Boss, R., Kavanaugh, K. & Kobler, K. (2011). Perinatal and neonatal palliative care. In Wolfe, J., Hinds, P. S., & Sourkes, B. M. (Eds.). Textbook of
Interdisciplinary Pediatric Palliative Care (pp. 387-401). Philadelphia, PA:
Elsevier Saunders.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human
development. New York: Basic Books.
of a Father:
A Perinatal Loss
the effects of the suffering experience and the appropriateness of a nursing theory, perinatal care providers can achieve
a fuller understanding of what it means to be human and to
suffer. In turn, this knowledge can enhance our capacity to
assist those confronted by suffering to find meaning in the
experience. As perinatal care educators and providers, we
prepare not only ourselves, as witnesses, but bereaved families to cope with what may be the most arduous life event a
parent may ever have to face - perinatal loss. The effects of
suffering such a loss are vast, affecting individuals far beyond
the physical to include emotional, social, spiritual, and
psychosocial aspects. The purpose of this scholarly inquiry
concerns the human health experience of suffering, resulting
from perinatal loss and its complex impact on the everyday
life of fathers.
Perinatal educators and providers bear witness to what
one may consider to be the ultimate and most devastating
family loss the death of a child. As not only caregivers but
a resource to bereaved families, it becomes apparent that the
experience endured by mothers is typically the primary focus
of care and, as Callister (2006) points out, the major focus
in literature has been on the maternal perspectives of perinatal loss (p. 227). McCreight (2004) notes that often institutional practices and procedures tend to marginalize the
fathers role in child rearing. The impact of a fathers role in
pregnancy and birth is unclear and valued mostly as merely a
support person to the mother (OLeary & Thorwick, 2005).
This is seen as unjustified, as it ignores the actual lived experience of fathers and how losing a child has forever changed
their lives. By focusing the majority of time and care on the
mothers experience, the paternal experience of perinatal loss
is not well understood and is often disregarded and overlooked. Given the primarily maternally focused literature and
personal experience(s) in clinical practice, it is believed that
we have not truly recognized or addressed the true suffering
experienced by bereaved fathers.
continued on next page
Review of Literature
The primary intent of this review is to explore gaps
within the current perinatal loss literature, to identify areas
requiring further development, and to locate areas for future
research which focuses specifically on the paternal experience of enduring a stillbirth.
Gender Differences
Within the current discourse on bereavement following
a perinatal death it is evident that the main focus of inquiry
remains on the maternal experiences of perinatal loss.
However, in a small body of literature, gender differences are
referred to as incongruent grief, a euphemism referring to
how gender accounts for the different ways parents experience and cope with their babys death (Callister, 2006). It
is important to explore these differences fully so that care
providers and educators can facilitate a grieving process that
continued on next page
Jeannie Nicholson
New Beginnings
Every individual is a unique being and thus every
experience in life is highly individualized. Given the broad
diversity in how people experience loss and grieving, is there
a time when humans, as individuals, stop enduring life, stop
suffering and begin to transcend to a place of possibility, and
discovery of meaning? At what moment, if any, can we forget
for a time and begin living again? And in what ways can we
connect with bereaved mothers and fathers so that undertaking new beginnings can become a viable reality? Through human suffering, growth, personal identification, self-discovery,
new possibilities and positive outcomes may ensue. In other
words, as a result of lived-experiences, such as the loss of a
child, changes occur within that might have not happened if
the experience were not lived. As care providers and educators we can assist families in mourning to find meaning in
the experience by being open to change and by exploring
with them their deepest thoughts and feelings.
Battenfield affirms that suffering can provoke discovery
and awareness, putting forward the belief that the highest
level of suffering is used as a tool to find the meaning of life
(as cited in Rogers & Cowels, 1997). Just as Zacharias (1996)
stated we are doomed to destinies of alarming possibilities (p. 44). In a quest for understanding, one may come to
believe that the end of suffering only exists when a person
able to acknowledge the necessity of the suffering experience, to understand that change is possible, and to strive to
find true meaning in the experience. It is through developing the knowledge and understanding of suffering resulting
from a perinatal loss which will enable the ability to identify
patterns of suffering. This awareness will ultimately enhance
the capability and capacity of perinatal care providers to
address this poignant form of suffering. In those first few
raw moments surrounding a perinatal death, the meaning is
not yet revealed in the midst of exquisite pain and suffering.
Research that explores this process through the eyes of the
father will further our understanding of the human expericontinued on next page
Discussion
Until the early 1970s fathers were forbidden in the
delivery room for the birth of their children. Today, men are
more involved in the care and support of their significant
other, yet their role in pregnancy and in labor and delivery
is not clearly defined or explored, leaving fathers, in the face
of perinatal loss, without essential care. There is a paucity of
research on the impact and meaning of perinatal loss to the
parents, most particularly the fathers of these lost babes. The
capacity for recognition, understanding and validation of
the fathers emotions during and/or following the loss of his
baby is essential to begin the healing process. As van Manen
(2002) points out, recognition is inextricably intertwined
with selfhood and personal identity: to receive recognition means to be known (p.82). Providers of care, in any
capacity, are in a unique, frontline position to explore the
paternal experiences and to provide critical supportive care
with fathers coping with perinatal loss. Even with the limited
research undertaken to date, there is a need for nurse educators, advanced nurse practitioners, and nurse managers to
facilitate translation of this knowledge into nursing praxis.
The experiences of fathers can no longer be disregarded.
We can explore specific coping mechanisms along with support strategies which can assist in fathers personal transcendence. The specific differences in grieving and coping with
the loss of a child between mothers and fathers, and in different cultures and religions, need to be considered when caring
for bereaved families, as caring strategies maybe differ as well.
Additionally, the impact and meaning of losing a child, as
well as gender specific care need to be created, evaluated and
implemented into current nursing practices. Incorporating a
nursing theory, such as Watsons theory of human caring, can
assist in caring-healing for bereaved fathers. Watsons theoretical paradigm not only provides structure and a specific
nursing language but can also aid in identifying standards of
care and quality assurance (Brooks & Rosenberg, 1995).
It is only through awareness and gaining a better understanding of the human experience of health and of suffering,
that these care providers will enhance their capacity to support and enable their clients, to move towards transcendence
in response to the death of their child. It is through this
understanding and further exploration that we will finally be
able to hear the true life songs of bereaved fathers.
continued on next page
Life is a gift
No matter how short
No matter how fragile
To be held in the heart forever
(Unknown)
References
Fletcher, P. (2002). Experiences in family bereavement. Family and Community Health, 25(1), 57-70.
Franche, R. L & Bulow, C. (1999). The impact of subsequent pregnancy
on grief and emotional adjustment following a perinatal loss. Infant Mental
Health Journal, 20(2), 175-187.
Perinatal grief online. The American Journal of Maternal Child Nursing, 29(5),
305-311.
May, J. (1996). Fathers: The forgotten parent. Pediatric Nursing, 22, 243-246.
McCreight, B.S. (2004). A grief ignored: Narratives of pregnancy loss from a
male perspective. Sociology of Health and Illness, 26, 326-350.
McGraw, M. J. (2002). Watsons philosophy in nursing practice. In M.R
Alligood & A.M Tomey (Eds.), Nursing theory: Utilization and application (pp.
97-121). St. Louis, MO: Mosby Inc.
Meleis, A. (1997). Theoretical nursing: development and progress (3rd ed).
Philadelphia: Lippincott.
OLeary, J., & Thorwick, C. (2005). Fathers perspective during pregnancy,
postperinatal loss. Journal of Obstetric, Gynecologic, & Neonatal Nursing,
35(1), 78-86.
Page-Lieberman, J., & Hughes, C. (1990). How fathers perceive perinatal
death. The American Journal of Maternal Child Nursing, 15(5), 320-323.
Rodgers, B. L. & Cowles, K. V. (1997). A conceptual foundation for human
suffering in nursing care and research. Journal of Advanced Nursing, 25,
1048-1053.
Stinson, K., Lasker, J., Lohmann, J., & Teodter, L. (1992). Parents grief
following pregnancy loss: A comparison of mothers and fathers. Family Relations, 41, 218-223.
van Manen, M. (2002). Pathic nature of inquiry and nursing. In OLeary, J.
& Thorwick, C. (2005). Fathers perspective during pregnancy, postperinatal
loss. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 35(1), 78-86.
Watson, J. (1989). Watsons philosophy and theory of human caring in nursing. In Alligood, M.R and Tomey, A.M (ed.), Nursing theory: Utilization and
application (p. 97-121). St. Louis, MO: Mosby Inc.
Watson, J. (1999). Postmodern Nursing and Beyond. New York: Churchill
Livingstone.
Watson, J. (2001). Jean Watson Theory of human caring. In M. Parker (ed.),
Nursing Theories and nursing practice (pp. 343-354). Philadelphia, PA: F.A
Davis Company.
Alexander, K. (2001). The one thing you can never take away: Perinatal
bereavement photographs. The American Journal of Maternal-Child Nursing,
26(3), 123-127.
Younger, J. B (1995). The alienation of the sufferer. Advances in Nursing Science, 17(4), 53-72.
Brooks, B. & Rosenberg, S. (1995). Incorporating nursing theory into a nursing department strategic plan. Nursing Administration Quarterly, 20(1), 81-86.
there is a safe, guaranteed time after 32 or so weeks gestation, certainly after 36 weeksand then are blindsided by loss
and not able to meet their needs.
When supporting parents who have experienced or will
experience the death of one or both of their babies, there are
some important points. Parents vary in their life situations,
their loss scenarios, their cultural and personal attitudes
about twins and having twins, and their interpretation of
events based on their religious or other worldviewbut there
are common points that when understood can be applied
sensitively to each specific, often unique, situation. Following
are some suggestions for practice.
will always wish that both their twins had survived, and will
always incorporate the memory of their baby or babies in the
life of the family.
References
Cao, A., & Monni, G. (2005). Phenotypic and genotypic discordance in
monozygotic twins. In Blickstein & L. G. Keith (Eds.), Multiple pregnancy:
Epidemiology, gestation & perinatal outcome (2nd ed., pp. 226-231). London
and New York, NY: Taylor & Francis Group.
CLIMB. (2012). Center for Loss in Multiple Birth (CLIMB) Inc. Significance
of multiple birth loss. Retrieved February 27, 2012, from http://www.climbsupport.org/
Hodge, A. (2003). Doula care and twin loss. International Doula, 11(3), 30-32.
Kollantai, J. (2002). The context and long-term impacts of multiple birth
loss: A peer support network perspective. Twin Research, 5(3), 165-174.
Kollantai, J. A. (2005). Coping with the impacts of death in a multiple birth.
In Blickstein & L. G. Keith (Eds.), Multiple pregnancy: Epidemiology, gestation
& perinatal outcome (2nd ed., pp. 874-876). London and New York, NY:
Taylor & Francis Group.
Kollantai, J., & Fleischer, L. (2003). Multiple birth loss and the hospital
caregiver. Retrieved from http://climb-support.org/pdf/mblnicu.pdf
Pector, E. A., & Smith-Levitin, M. (2005). Bereavement: Grief and psychological aspects of multiple birth loss. In Blickstein & L. G. Keith (Eds.),
Multiple pregnancy: Epidemiology, gestation & perinatal outcome (2nd ed., pp.
862-873). London and New York, NY: Taylor & Francis Group.
Pector, E. A., & Smith-Levitin, M. (2002). Mourning and psychological
issues in multiple birth loss. Seminars in Neonatology, 7, 253. doi: 10.1053/
siny.2002.0112
Spandorfer, S. D., & Rosenwaks, Z. (2005). The phenomenon of monozygosity in iatrogenic pregnancies. In Blickstein & L. G. Keith (Eds.), Multiple
pregnancy: Epidemiology, gestation & perinatal outcome (2nd ed., pp. 214217). London and New York, NY: Taylor & Francis Group.
Swanson, P. B., Pearsall-Jones, J.G., & Hay, D.A. (2002). How mothers cope
with the death of a twin or higher multiple. Twin Research, 5(3), 156-164.
U.S. Department of Health and Human Services, Centers for Disease
Control and Prevention, National Center for Health Statistics. (2010). Births:
Final data for 2008, p. 13. Retrieved from http://www.cdc.gov/nchs/data/
nvsr/nvsr59/nvsr59_01.pdf
U.S. Department of Health and Human Services, Centers for Disease
Control and Prevention, National Center for Health Statistics. (2009). Births:
Final data for 2006, 21. Retrieved from http://www.cdc.gov/nchs/data/nvsr/
nvsr57/nvsr57_07.pdf
U.S. Department of Health and Human Services, Centers for Disease
Control and Prevention, National Center for Health Statistics. (2007). Fetal
and perinatal mortality, United States 2004, 6. Retrieved from http://www.cdc.
gov/nchs/data/nvsr/nvsr56/nvsr56_03.pdf
Families Pregnant
After Loss
by Joann OLeary, PhD MPH, Jane Warland, RM PhD, and Lynnda Parker, BSN
Introduction
Early pregnancy loss occurs in approximately 30% of all
pregnancies (Price, 2006). The incidence of stillbirth after
28 weeks, in most high income countries ranges between 2
and 5 per 1,000 births (Flenady, Middleton, & Smith et al.,
2011). One study to date estimates that 50-86% of families
who have suffered the loss of a baby through miscarriage
or stillbirth goes on to have another pregnancy (Cusinier,
Kuijper, Hoogduin, de Graauw, & Janssen, 1996). A common
perception is that women and their partners overcome the
psychological effects of pregnancy loss with the subsequent
birth of a healthy child. However, women who have suffered
a miscarriage or stillbirth are much more likely to be anxious
or depressed during their next pregnancy - and after the
birth (Blackmore, Ct-Arsenault, Tang, Glover, Evans, Golding, & OConnor, 2011). This increased anxiety has been
found in fathers as well (OLeary & Thorwick, 2006a).
Childbirth educators need to be aware that what happens at the time of loss is remembered (Parker & OLeary,
1989) and painful memories of the past can alter parents
ability to trust the process of pregnancy (OLeary & Thorwick, 2006a; 2006b; 2011). Both the mother and her partner
now know there is no guarantee of a live baby (OLeary &
Thorwick, 2008). The purpose of this article is to provide
childbirth educators with information to meet the challenging needs of families preparing for the birth of a new baby
after a loss.
educator to be with them in their pain and offer them opportunity to create meaning to their parenting of both their
deceased baby and the baby they are about to birth. The importance of this cannot be dismissed in light of the research
that suggests some parents delay emotional attachment to
their new baby for fear of another loss (Cote-Arsenault, &
Donato, 2011).
Teaching relaxation, breathing, and effleurage at the
same time can be too much for these families. Most parents
feel they have not relaxed during the entire pregnancy. One
woman attending subsequent pregnancy birthing classes
described her body as frozen; feeling like she was unable
to take deep breaths as it might harm the baby. Another
woman spoke of being dissociated from the body, afraid
to acknowledge there really was a baby inside. Partners
may have been afraid to touch the womans body since she
became pregnant. Assess a parents ability to relax by first
encouraging several deep breaths. Then move on to having
them feel other body parts, such as their faces, shoulders,
arms, and legs, ending up with their abdomen and the baby
inside. Both the mother and partner can benefit from practicing this form of relaxation.
In a regular birth class, visualizations often relate to
the power of the womans body to hold a baby within, and,
when the time is right, to give birth. This may not be useful
for these families because both the mother and partner can
have difficulty visualizing any part of a subsequent pregnancy is safe. Hence visualizing the baby within as healthy can
be helpful. In doing a guided visualization, we have found
focusing on the parenting aspect of the current pregnancy
while addressing their continued parent role to their deceased baby they still grieve for helps parents participate in
visualization of that babys unborn sibling. Another approach
is to use the deceased baby as the guide in helping the parents visualize what he/she might feel the new sibling would
want from the parents. Throughout the visualization offer
dialogue such as Its okay to love my new brother or sister. I
know I will always be in your heart too. When parents fully
understand that the new baby is already present, they may
be able to relax their body to participate in a visualization
that includes the baby (OLeary & Thorwick, 2011). Through
visualization many partners understand at last that touching
the womans abdomen and purposely talking to the baby
strengthens their connections as a family.
birthing room for this baby. There may also be items within
the room which the parents may ask to be removed. For
example, one couple saw the bedside table during the class
and remembered seeing their deceased daughter lying on
it. On their birth plan they requested not to have a bedside
table. Another couple saw the same type of blanket in the
warmer that their baby had been wrapped in when he died
and brought another kind of blanket with them for the new
baby.
Help them imagine ways to make the birthing room
a nurturing, safe space to let go and give birth. Remember
that the partner is just as frightened as the mother, and yet
still must support her. Some parents choose to have a doula
or a family member attend the birth to help support both
of them. Some parents distract themselves by focusing on
the technology and emergency equipment to help them feel
safe. While in the birthing room, encourage mothers to try
different positions on the bed. Some will remember their
position in the previous pregnancy and choose a different
position for this birth.
Most families want the technology of electronic fetal
monitoring. They will be good candidates for wireless,
remote monitoring where this is available. Where this is not
available, show the parents ways they navigate the cables
and wires while retaining the benefits of and upright position
or movement, such as sitting in a rocking chair or exercise
ball.
Prepare parents for the pushing phase of birth. Even
though they can hardly wait to give birth to a live baby, the
idea of pushing can frighten both parents. For those with
a history of stillbirth especially, pushing meant their babys
death. Discuss ways a partner, doula, or midwife can help
during this phase of labor, such as reminding the laboring
mother that, This is not the baby who died, It is safe to
push this baby out, or You can do this and I am here to
support you.
As difficult as the pregnancy may have been, some
mothers have voiced wanting to stay pregnant where they
know the baby is safe, fearing what might happen during birth or in the postpartum period. Partners often have
reported flashbacks during the pushing stage, unaware
they would have such a strong reaction when they were so
anxious to get the pregnancy over. It is important to gently
discuss how both parents are feeling.
Table 1
Suggested Outline for a Birth Plan
History of the previous loss(es)
Parents emotional course during the current pregnancy
Any antenatal testing and their understanding of
the babys development
What emotional support they have had, such as
attending a pregnancy after loss support group
Desires regarding pain relief
Would they prefer a nurse/midwife stay with them
continuously or periodically
Do they want the baby to be monitored periodically or continuously
Do they want any family or friend to be with them
during labor
Any information they know that might trigger
flashbacks of their loss, such as losing contact with
the babys heart rate on the monitor
Postpartum Content
Many parents simply cannot hear about some topics
until they know this baby is safe. Giving information about
infant feeding and newborn care are two such topics, content
not easily taught while they are still pregnant. From their
viewpoint, this makes perfect sense. How can they even
think about feeding or caring for a baby when they dont
believe a live baby will come home? While parents may
not tolerate hearing about newborn care, they do need to
be aware that a new level of grief always surfaces when a
living baby is born. This is another part of the different, but
normal developmental process for the subsequent pregnancy
(OLeary & Thorwick, 2006 b; 2011). Not only do parents
face the normal adjustment phase after birth but they face
moving on without the deceased baby, the new babys older
sibling (OLeary, 2005).
continued on next page
References
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J., & OConnor, T. (2011). Previous prenatal loss as a predictor of perinatal
depression and anxiety. British Journal of Psychiatry, 19(5), 373378.
Ct-Arsenault, D. & Donato, K. (2011). Emotional cushioning in pregnancy
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Ct-Arsenault, D. & Morrison-Beedy, D. (2001). Womens voices reflecting
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(2011). Stillbirths: The way forward in high-income countries. The Lancet,
377(9778), 17031717.
Gudmundsdottir, M. (2009). Embodied grief: Bereaved parents narratives
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Introduction
Preterm birth is the birth of an infant before 37 weeks
gestation and is associated with 75% of perinatal morbidity
and mortality for infants born without anomalies (March of
Dimes, 2011). Early term births from 37 to 38 weeks gestation are not considered preterm, yet do not meet the criteria
of full term 39-41 weeks gestation, and carry a higher risk
of health problems and death (March of Dimes, 2011). Infants born too early can face a lifetime of health issues ranging from cerebral palsy, respiratory issues, and learning disabilities (March of Dimes, 2011). Costing the United States
more than $26 billion in annual health care, or $51,600 per
Background
Because the impact of normal, physiological changes of
pregnancy can put women at risk for physical and emotional
complications, routine screening for modifiable behaviors
is included in the first prenatal appointment (American
Congress of Obstetricians and Gynecologists (ACOG), 2010).
There is evidence to suggest that screening women for psychosocial issues each trimester reduces the likelihood of low
birth weight and preterm labor by 50% (ACOG, 2010).
In a report from the Centers for Disease Control (CDC),
continued on next page
Methodology
Teaching Points
Use terms the woman uses to describe symptoms
Acknowledge and affirm her self-care efforts
Emphasize calling if needed at any hour
Feinberg et al. (2006) reported that depression is the leading
cause of disease-related disability among women, with a rate
of 5%-25%, occurring primarily in the reproductive years. Depression, left untreated in pregnancy, has been associated with
risky lifestyle behaviors including poor food choices, smoking,
missed or delayed prenatal appointments, and recreational
drug use (Grote et al., 2010; Li, Liu, & Odouli, 2009).
A history of Attention Deficit / Hyperactivity Disorder (ADHD) in pregnant women, marked by inattention,
distractibility, and impulsivity, has been linked with preterm
birth. ADHD is considered a chronic disorder extending
into adulthood with ramifications for pregnant women,
who themselves may be suffering with undiagnosed ADHD
(Lindstrom, Lindblad, & Hjern, 2011). Across the specialties
of health care providers who see pregnant women, including
obstetricians, pediatricians, and family medicine practitioners,
a sizeable portion reported a lack of time to explore maternal
depression, a hesitancy among women to discuss the topic,
and a lack of knowledge and skills to manage the disease; yet
almost two-thirds of those surveyed rarely, or never, referred a
patient for maternal depression (Breedlove & Fryzelka, 2011).
With a shift from paternalism to collaboration in
healthcare decision, responsibility for determining the presence of PTL symptoms is placed more squarely on the shoulders of the pregnant woman. The impact can be stressful,
leading to uncertain and risky healthcare decisions (Pierce &
Hicks, 2009). Women, faced with identifying and responding to preterm labor symptoms, have communicated the
profound sense of responsibility for preventing preterm birth
and the aloneness they have felt as they struggled with
when/if they should do something (Palmer & Carty, 2006).
Although there is a heterogeneity among those who are
reluctant to respond to PTL, the demographics of age and
parity have been directly associated with this reluctance, as
well as, younger women < 20, older women >30, and women who have already had at least one baby reportedly being
less likely to respond to PTL (McIntyre, Newburn-Cook,
Neural-Biological
The effect of increased circulating levels of stress hormones and maternal depression may predispose a woman to
PTL. The impact of increased stress hormones, corticotropinreleasing hormone (CRH) and cortisol, on the physiology of
pregnancy, as well as the effects of anxiety and depression
on the decision-making ability of the pregnant woman, may
trigger the initiation of PTL symptoms and influence the
reluctance to respond (Dayan et al., 2002). Research indicates that depression is greater at 32 weeks gestation than in
the previously regarded first month postpartum (Mosack &
Shore, 2006).
continued on next page
Jeannie Nicholson
Ethnicity
Ethnicity plays a role in PTL risk factors, descriptive language of symptomatology, and healthcare decision-making.
Because African-American women have PTL more frequently, understanding behaviors that increase their risks may contribute to improved outcomes. African American women use
pains and cramping more often than contractions in
their description of symptoms (Gennaro & Garry, 2008). The
awareness of specific word-use may provide understanding of
why instruction from health care providers was not heeded if
contraction was the terminology that had been used.
African American mothers are more likely to confer
with pastors, family/friends, a boyfriend, or coworkers before
seeking care, are less likely to report stress as a trigger for
PTL, or accept treatment for depression, despite conveniences of free transportation and daycare provision (Muzik &
Borovska, 2010). Ethnicity must be considered with caution
as its contribution varies according to the study and women
within an ethnicity do not always respond the same.
Denial/Concealment
Anxiety in preparing for the parenting role, as well as
preparing for labor and delivery, can aggravate the behavior
that leads to denial of symptoms requiring medical attention.
Friedman, Heneghan, and Rosenthal (2009) found denial
in women of all ages caused by substance abuse and fear
of prosecution for fetal abuse. Friedman et al. (2009) write
of a woman presenting in the emergency department with
seizures and found to be eclamptic; while another woman,
receiving cancer treatments, complained of sharp pains in
her private parts, unaware of her pregnancy (p. 177).
Mistaking contractions for fetal movement, and PTL
symptoms for gas pains, indigestion or the flu, women did
not think a mild discomfort could be the same thing as
what they considered a painful, serious contraction (Freston
et al., 1997). For some women, the thought of PTL is too
scary, and the notion is dismissed entirely; although denial
and concealment increase the risk of Neonaticide, murder of
the infant in the first day of life (Friedman & Resnick, 2009).
Inability to Discriminate
Because PTL could possibly be prevented when women
respond to signs and symptoms, what is concerning is the
disconnect between what is taught by HCPs and what
women perceive as symptoms requiring medical atten-
Provider Role
Provider or nurse dismissiveness of symptoms, rather
than positive reinforcement and focused instruction, has
been reported as having a deflating, or discouraging effect on
mothers, causing them to doubt their judgment concerning
future symptomatic episodes. Educating women in a variety of
settings on focused symptoms, as well preparing medical ofcontinued on next page
Childbirth Educator
Teach s/s PTL Triggers using variety
of methods
Class discussion on word choices for
specific symptoms
Role play conversation with HCP on
difficult topics
Presentation of scenarios w/discussion
of healthy interventions
Stress Reduction Techniques
Identify solutions for meeting family
needs
Helping mother see baby as separate
from herself
Psychosocial
Past medical traumas have an impact on a womans
interpretation of symptomology. El-Bastawissi et al. (2003)
document the strong association of preterm delivery with a
history of stillbirths. A previous negative birth outcome may
compound the anxiety that accompanies the responsibility of
identifying preterm labor symptoms and notifying the health
care provider (HCP).
Knowledge Deficit
Women interviewed after delivering prematurely have
said they were unaware of the seriousness of the symptoms
they were experiencing. Prenatal care that has included intense, frequent education on lifestyle changes and symptom
recognition with follow-up has yielded excellent results and
serves as an example of the impact of teaching and nursing
care to improve maternal and newborn outcomes (Papiernik,
1985).
While prenatal classes have been shown to have benefits
including: increased self esteem, social support, and awareness for self-care and normal/abnormal signs and symptoms
in pregnancy; the topic of PTL has, either not been presented adequately, or has not been considered a possibility
or registered on the radar screen of womens perception
(Sercekus & Mete, 2010; Ickovics et al., 2010; Zauderer,
2009).
Shame/Embarrassment
Not wanting to overreact, women who have had a false
alarm in going to a provider or hospital only to discover
they have not been emergent, have adjusted their expectations or personal knowing to match those of their professional provider and have raised their level of what was
alarming (Palmer & Carty, 2006). Without help at home
and financial assistance, a womans ability to comply with
medical advice to go to bed may go unheeded, and the guilt
she feels for not doing all she can for this baby can increase
negative emotions.
References
Breedlove, G., & Fryzelka, D. (2011). Depression screening during pregnancy. Journal of Midwifery & Womens Health, 56(1), 18-25. doi:10.1111/j.15422011.2010.00002.x
Dayan, J., Creveuil, C., Herlicoviez, M., & Herbel, C. (2002). Role of anxiety
and depression and onset of spontaneous premature labor. American Journal
of Epidemiology, 155(4), 293-301.
Earls, M. (2010). Incorporating recognition and management of perinatal
and postpartum depression into pediatric practice. Journal of American
Academy of Pediatrics, 1032-1038. doi:10.1542/peds.2010-2348.
Feinberg, E., Smith, M., Morales, M., Claussen, A., Smith, C., & Perou,
R. (2006). Improving womens health during internatal periods. Journal of
Womens Health, 15(6), 692-70.
Freston, M. & Young, S. (1997). Responses of pregnant women to potential
PTL symptoms. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 26(1),
35-41.
Palmer,L. & Carty, E. (2006). Deciding when its labor: The experience of
women who have received antepartum care at home for preterm labor.
Journal of Obstetric, Gynecologic, and Neonatal Nursing, 35(4), 509-515.
Gennaro, S., Shults, J., & Garry, D. (2008). Stress, PTL and birth in black
women. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 37(5), 538-545.
doi:10.1111/j.1552-6909.2008.00278.x
Papiernik, E., Bouyer, J., Dreyfus, J. Collin, D., Winisdorfer, G., Guegon, S.,
Lecomte, M., & Lazar, P. (1985). Prevention of preterm births. Pediatrics, 76,
154-158.
Grote, N., Bridge, J., Gavin, A., Melville, J., Iyengar, S., & Katon, W. (2010).
A meta-analysis of depression during pregnancy. Archives of General Psychiatry, 67(10), 1012-1024.
Moms Matter
Deborah Coble
CenteringPregnancy approach as a model of pregnancy support programs, and incorporated elements of this approach
into the design for their pilot Moms Matter group. Risings
innovative approach proposed a change in traditional prenatal care services for the US general population of pregnant
women from one-on-one interactions between health care
providers and pregnant women to group settings where
women can ask providers questions in two hour group visits
(Bell, 2012). Women who have similar due dates complete
ten group educational and support sessions focused on
prenatal and neonatal care (Ickovics et al, 2003; Bell, 2012).
This interdisciplinary relationship-centered approach to
prenatal care focuses on building the mothers communication with providers while increasing learning and developing mutual support among the mothers (Massey, Rising, &
Ickovics, 2006).
During the Moms Matter sessions, a midwife, a nutritionist, and other health care and social service providers
talked to women about the following topics: childbirth,
sudden infant death syndrome (SIDS), shaken baby syndrome, stress management, breastfeeding, car seat safety,
nutrition, exercise, postpartum depression, emotional health,
and parenting. These topics resemble the main group session
topics used in CenteringPregnancy programs (Massey et al.,
2006). English-speaking immigrant mothers ages 18 and over
who participate in the Adopt-A-Mom program were invited
to attend the inaugural group in 2010. An average of nine
mothers participated in each session for the 2010 group. The
mothers received opportunities during each session to ask
questions of the facilitators and the other moms about these
topics and their experiences with pregnancy and prenatal
care procedures in a safe environment. This freedom to ask
questions and express their thoughts incorporates another
central tenet to this approach (Klima, Norr, Vonderheid,
& Handler, 2009; Bell, 2012). The main difference in the
Moms Matter support model from the CenteringPregnancy
approach lies in the development of this program as a supplement to the traditional prenatal care the mothers receive
and not a substitution for it. The program staff recognizes the
dire need for these participants to have as much access to
prenatal care education as possible; consequently the staff
designed this group as a means of additional support apart
from the mothers prenatal visits. Also, limitations in funding
for the trial program necessitated consolidating the ten sessions of the CenteringPregnancy model into seven sessions
for the 2010 group. The program still covered all of the main
continued on next page
Discussion
These preliminary evaluation results give credence to
previous research findings that group pregnancy social support programs can greatly enhance the childbirth education
and support that mothers receive during pregnancy (Rising,
1998). Moreover, the preliminary results from this evaluation reflect how the incorporation of cultural competence
strategies is critical for childbirth educators and health care
providers to garner the trust and respect from immigrant
patients for maximizing the benefits that these women can
gain from these programs.
However, these interviews also show the need for
childbirth educators and health care providers to increase
support and education for encouraging health care utilization among immigrant mothers as well as any health care
navigation services available. The information gathered from
these interviews exemplify findings from previous research
regarding the lack of continuance of womens health care
among immigrant mothers who received prenatal care services (Jones, Cason, & Bond, 2002). This lack of immigrant
mothers continuance in the health care system could affect
the reproductive health of these mothers and subsequently
affect future birth outcomes. Therefore, childbirth education
should include information on financial means and program
assistance to help immigrant women to continue health
care after birth if these services are available through local
health and social services. Further development of the Moms
Matter group, such as more detailed education on post-natal
OB/GYN services, could help these mothers gain a better
understanding of health care services and decrease distrust
and misperceptions that immigrant women may have toward
health care providers or procedures. Because of the low level
of continuance of health care among these mothers, the
continued on next page
Taras Story
Tara is a 34-year-old, first-time mother from India
who had given birth to a baby boy. This mother describes
herself as a planning person, so she initially sought out
the Adopt-A-Mom program for assistance with prenatal
care services while she and her husband tried to conceive.
She became pregnant a few months later and completed
her in-take interview with the programs project coordinator to start her prenatal care visits under the program.
After the in-take interview, the coordinator invited her to
participate in the pilot Moms Matter group.
Tara mostly remembered learning from the Moms
Matter group about childbirth with the midwife, Braxton Hicks contractions, and breastfeeding. She was still
exclusively breastfeeding her son at seven months, and
she planned on breastfeeding for as long as she can, as
long as hes happy. Tara really liked how the class encouraged the mothers to support each other and answer each
others questions based on their personal experiences. She
is now best friends with a mother in the group from
Jordan. Their babies play together since they were born
a week apart. She also appreciated all of the support the
staff provided through the Moms Matter group. She described a poem as an example of the groups kindness that
encouraged her to feel like she was entering something
special in becoming a mother.
Tara ensured her son received all required immunizations to date, but finances and lack of insurance are the
biggest hindrances for seeking care for herself and her
husband. She experienced minor childbirth complications
with an infection which incurred unforeseen additional
costs. She expressed she was in tears when she saw her
hospital bill. Finances also influenced her choice of post
partum birth control.
While Tara was happy with the childbirth education
that she received, she would like future immigrant mothers to have information on system navigation to counsel
mothers on where to go to for health resources that are
low cost. Tara ended the interview expressing her interest
in volunteering with Adopt-A-Mom and offering to help
with translation and wants to be contacted for planning
of future programs.
Acknowledgements
The author wishes to thank Dr. Tracy Nichols for her
guidance on the evaluation project and article and the
Adopt-A-Mom team for giving the opportunity to volunteer
with the program. This evaluation is an unfunded project; no
conflict of interest exists in this manuscript preparation or
the decision to submit this paper for publication.
continued on next page
References
Bell, K. M. (2012). Centering Pregnancy: Changing the system, empowering women, and strengthening families. International Journal of Childbirth
Education, 27(1), 70-76.
Ickovics, J., Kershaw, T., Westdahl, C., Rising, S. S., Klima, C., Reynolds,
H., & Magriples, U. (2003). Group prenatal care and preterm birth weight:
Results from a matched cohort study at public clinics. Obstetrics & Gynecology, 102, 1051-1057.
Callister, L. C. & Burkhead, A. (2002). Acculturation and perinatal outcomes in Mexican immigrant childbearing women: An integrative review.
Journal of Perinatal & Neonatal Nursing, 16(3), 2238.
Klima, C., Norr, K., Vonderheid, S., & Miller, A. (2009). Introduction
of CenteringPregnancy in a public health clinic. Journal of Midwifery &
Womens Health, 54, 27-34.
Lu, M. C., Lin, Y. G., Prietto, N. M., & Garite, T. J. (2000). Elimination of
public funding of prenatal care for undocumented immigrants in California:
a cost/benefit analysis. American Journal of Obstetrics and Gynecology, 182(1,
pt. 1), 233-239.
Fuller, B., Bein, E., Bridges, M., Halfon, N., Jung, S., Rabe-Hesketh, S., &
Kuo, A. (2010). Maternal practices that influence Hispanic infants health
and cognitive growth. Pediatrics, 125, e324-e332. DOI: 10.1542/peds.20090496.
(4th annual in the Blueprint for a Perinatal Palliative Care Program series)
Yu, S. M., Huang, Z .J., Schwalberg, R. H., & Kogan, M. D. (2005). Parental
awareness of health and community resources among immigrant families.
Maternal and Child Health Journal, 9(1), 27-34.
by Abbie Goldbas, MS Ed JD
Abstract: This report examines the possibility that autism may be related to toxic
chemicals in commonly used household
products. Certain environmental chemicals are known to cause neurological
damage to fetuses; however we do not
know their connection, if any, to autism.
This discussion includes (a) autism; (b)
fetal vulnerability; (c) toxic chemicals
link to birth defects; (d) possible links
between chemicals and autism; (e) necessity for governmental regulations for
household chemicals; and (f ) the need for
research regarding a potential relationship between toxic household chemicals
and autism.
Keywords: toxic, household products, environment, autism, teratogens,
epidemic
History
Autism was originally identified by Kanner (1943). He
named the syndrome autism (auto meaning self; ism meaning condition) because he saw that his autistic patients acted
in a self-absorbed manner. Kanner understood autism to be
biological. He observed that the children were intelligent
and the parents often had unusual characteristics similar to
their childrens. He thus determined that autism was to some
extent inherited.
Today, it is speculated that genetics may be linked to
about 35-40% of autism; autism is therefore moderately
inheritable (Stilp, Gernsbacher, Schweigert, Arneson, &
Goldsmith, 2010). As stated above, there are numerous other
factors which can combine to increase the chance of a child
developing autism. Eventually, a single cause may be found,
however more likely, there may be a combination of factors,
i.e., gene-environment interactions, as stated above (Stoltenberg et al., 2010). Gluten (GLU), dietary proteins, and
peptides have been proposed as possible causes (Vojdani,
Pangborn, Vojdani, & Cooper, 2003). Childhood Autism
Risks from Genetics and the Environment (CHARGE, 2011)
is a large, epidemiological study of thousands of children
in California. It has found that a familys proximity to the
freeway may be associated with autism. The renowned
British autism specialist, Simon Baron-Cohen, has recently
suggested that parents with similar careers are somewhat
more likely than the general public to have autistic offspring
(Warner, 2011). Croen, Grether, Yoshida, Odouli, and Hendrick (2011) recently studied records of mothers who were
medicated with antidepressant drugs during pregnancy. They
found that there may be a limited increased risk of ASD in
mothers who used selective serotonin reuptake inhibitors
during the year before delivery. They determined the greatest
risk for an autistic child was if the antidepressants were taken
in the first trimester of pregnancy. For many years there was
a widespread scare that exposure to prenatal and infant vaccines with thimerosal, a mercury-containing preservative, was
linked to autism. This has been determined to be untrue.
The Centers for Disease Control and Prevention (2010),
through their Vaccine Safety Datalink Project (VSD), have
conclusively stated that exposure to thimerosal-containing
immunizations is not associated with any ASD outcomes.
Diverse hypotheses are not new; what is new is the suspicion
that household chemicals may be a risk.
Recent Research
CHARGE (Childhood Autism Risks from Genetics and Environment) began in 2002 and is still ongoing.
This is the only major study which attempts to understand
whether there is a relationship between household chemical use and autistic spectrum disorder. Other recent studies either involve the same chemicals that we have known
for years to be toxic, or they do not pertain to autism. The
CHARGE study was launched by a group of scientists at the
University of California-Davis Center for Childrens Environmental Health (Hertz-Picciotto et al., 2006). Its purpose is
to study the genetic and environmental influences causing autism and developmental delays because there is so
little information regarding the etiology of these disabling
conditions. CHARGE is a large, case-control, epidemiologic
investigation. Approximately 1,500 to 2,000 children and
their parents are participating. Extensive personal histories
are gathered, physical and psychological tests given, and
Amy Stratton
foam and help water mix with oils. These are known reproductive toxins and may be linked to birth defects. Because
they are listed as cosmetics, the US FDA does not define
their level of toxicity (Hollender, 2010).
Parabens (butyl-, propyl-, ethyl-, and methyl-) These
are known as re-nostrogens which means they interfere with
the bodys hormone estrogen. Parabens are synthetic preservatives and disinfectants. They are used in products such
as deodorants, antibacterial ointments, shampoos, and sunscreens. Parabens are not only hormone disrupters but also
reproductive/developmental toxins. Parabens, like PEGs, are
categorized as cosmetics and therefore have no given level
of toxicity (Hollender, 2010). Jacobson and Jacobson (1996)
state that endocrine disruptors are environmental hazards for
neurodevelopment.
Phthalates These are used to improve plasticity in plastic containers and as solvents for fragrances. They are known
reproductive toxins and may cause birth defects (March of
Dimes, 2011). Phthalates are found in synthetic perfumes and
fragrances anything that has fragrance in the ingredients
label, including air fresheners, liquid soaps, and laundry detergents. They are also found in carpets and foam furniture (new
carpeting has 120-odd chemicals) (Marty, 2011).
Vinyl floors contain phthalates. Larsson, Weiss, Janson,
Sundell, and Bornehag (2009) were researching developmental disorders and asthma and accidentally found a relationship with vinyl floors and autism. In 2000, they interviewed
parents of 4,779 children between the ages of 1-6 years who
all resided in the same county in Sweden. The questions
included, inter alia, those about income, medical history of
all family members, and mothers cigarette smoking. In 2005,
a second questionnaire was completed by the same parents. In addition to the general questions above, they were
asked if any of their children between 2000 and 2005 were
professionally diagnosed as having autism. They found that
72 children had been diagnosed with autism, 60 boys and 12
girls. The results of the study show five statistically significant
variables which indicated autism: maternal smoking, male
sex, problems in the home with poor ventilation (condensation on windows), financial problems/low socioeconomic
level, and PVC flooring, especially in the parents bedroom.
During the second phase of the study, it was established that
the vinyl flooring was the source of the indoor phthalates.
Dioxins These are the most potent carcinogens
known to science (Marty, 2007). Dioxins cause birth defects,
immune system damage and cancer. Dioxins are found
continued on next page
References
Arndt, T. L., Stodgell, C. J., & Rodier, P. M. (2004). The teratology of
autism. International Journal of Developmental Neuroscience, 23, 189-199. doi:
10.1016/j.ijdevneu.2004.11.001.
Baron-Cohen, S., & Belmonte, M. K. (2005). Autism. A window onto the
development of the social and the analytic brain. Annual Review of Neuroscience, 28(July, 2005), 109-126. doi: 10.1146.annnurev.neuro.27.07020344137.
Centers for Disease Control and Prevention. (2010). Vaccine safety. Retrieved February 6, 2012, from http://www.cdc.gov/vaccinesafety/Concerns
Centers for Disease Control and Prevention. (2006). Autism and Developmental Disabilities Monitoring Network surveillance year 2006. Principal
Investigators. Prevalence of autism spectrum disorders Autism and Developmental Disabilities Monitoring Network, United States, 58(10), 1-20.
Centers for Disease Control and Prevention. (1997). Update: Blood Lead
Levels United States, 1991-1994. MMWR Morbidity and Mortality Weekly
Report, 46(7), 141-146.
Childhood Autism Risks from Genetics and the Environment (CHARGE).
(2011). Update March 2011. Retrieved February 14, 2012, from http://
beincharge.ucdavis.edu/newsupdates.html
Croen, L. A., Grether, J. K., Yoshida, C. K., Odouli, R., & Hendrick,
V. (2011). Antidepressant use during pregnancy and childhood autism
spectrum disorders. Archives of General Psychiatry, 68(11), 1104-1112. doi:
10.1001/archgenpsychiatry.2011.73.
Curtin, C., Anderson, S. E., Must, A., & Bandini, L. (2010). The prevalence
of obesity in children with autism: A secondary data analysis using nationally representative data from the National Survey of Childrens Health. BMC
Pediatrics, 10. doi: 10.1186/1471-2431-10-11.
Goldman, L. R., & Koduru, S. (2000). Chemicals in the environment and
developmental toxicity to children: A public health and policy perspective.
Environmental Health Perspective, 108(suppl. 3), 443-448.
Hertz-Picciotto, I., Bergman, A., Fangstrom, B., Rose, M., Krakowiak, P.,
Pessah, I., Hansen, R., & Bennett, D. H. (2011). Polybrominated diphenyl
ethers in relation to autism and developmental delay: A case-control study.
Environmental Health Perspectives, 10, 1-11. doi: 10.1186/1476-069X-10-1.
Hertz-Picciotto, I., Croen, L. A., Hansen, R., Jones, C. R., van de Water, J.,
& Pessah, I. N. (2006). The CHARGE study: An epidemiologic investigation
of genetic and environmental factors contributing to autism. Environmental
Health Perspectives, 114(7), 1119-1125. doi: 10.1289/ehp.8483.
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Stein, J., Schettler, T., Wallinga, D., & Valenti, M. (2002). In harms way:
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UC Davis Health System. (2011). Women who start prenatal vitamins early
are less likely to have children with autism. Retrieved February 23, 2012,
from http://www.ucdmc.ucdavis.edu/newsroom
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Disruptor Screening and Testing Advisory Committee. Final Report. Washington, DC: US Environmental Protection Agency.
Van den Hazel, P., Zuurbier, M., Babishch, W., Bartonova, A., Bistrup, M.
L., Bolte, G. Koppe, J. G. (2006). Todays epidemics in children: Possible
relations to environmental pollution and suggested preventive measures.
Acta Paediatrica, 95(Supp l453), 18-25. doi: 10.1080/08035320600885846.
Vojdani, A., Pangborn, J. B., Vojdani, E., & Cooper, E. L. (2003). Infections,
toxic chemicals and dietary peptides binding to lymphocyte receptors and
tissue enzymes are major instigators of autoimmunity in autism. International Journal of Immunopathology and Pharmacology, 16(3), 189-199.
http://icea.org/content/icea-approved-workshops
Introduction
Health care delivery in the United States is undergoing significant changes. Writers from many disciplines have
struggled for many years to precisely describe the nature and
consequences of these broad transitions, but most agree that
these developments contain new and perplexing problems
(Beck, 1994, 1999). These shifts are critical issues in the areas
of health, disease, and the delivery of health services, and are
similarly important for those professions providing childbirth
care as a complement or alternative to professional medicine,
either independently or from within medicine itself. In this
paper we discuss some of the recent and ongoing health
transformations affecting childbirth educators and professional groups like midwives, doulas, and other providers.
More specifically, the clinical models of medicines golden
age (Porter, 1997; Starr, 1982) are increasingly mismatched
with many of todays health matters, from the types of
diseases most often affecting human populations to the
individual desires and concerns of patients themselves. This
mismatch manifests in virtually every aspect of medicine
and health care delivery, including, or perhaps especially,
the area of childbirth. As a result, professional medicine
becomes only one voice out of many different perspectives
on what childbirth should be and how it should be carried
out (e.g., medically managed hospital birth, home birth,
water birth, freebirth). At the same time, medicines power
is contracting, along with its dominant conceptions of what
is best for individual patients, expectant mothers among
them (Wasserman & Hinote, 2011). Increasingly, people turn
to non-professional sources for health information including the Internet and a variety of health gurus with varying
credentials, and patients increasingly enter the physicians
office with personal health philosophies developed from
continued on next page
treatment processes. Similarly, the organization of contemporary healthcare (i.e., education, training, and reimbursement
all structured around acute interventions and doing things
to patients) is also tailored to this causal model of infectious
disease, which requires discrete, proximal, biomedical causes
(i.e., bacteria, fungi, or viruses) upon which to intervene.
That is, the institutional structures of medicine were also
built around an infectious disease model and are similarly
antiquated, as evidenced by crisis in multiple areas of health
care delivery (Hinote & Wasserman, 2013). Finally, the
industrial model denies (and very often simply fails to recognize) the importance of non-biomedical, social dimensions
of care that have always been important (Link, 2008; Link &
Phelan, 1995), but are particularly significant in the profiles
of chronic illness, and as we later discuss, in the childbirth
experience (Miller, 2009).
More specifically, the success of orthodox medicine in
treating infectious disease unmasked chronic illnesses as
major health risks, which have multifactorial social and behavioral causes. The causal complexity of these illnesses has
largely stymied medicine, whose vast industry (Starr, 1982)
was built upon the success of the relatively simple causal
model of infectious diseases, a class of disease that could be
treated biomedically without reference to social or behavioral
causation (even if those factors were in some way relevant).
However, the epidemiological transition not only represented
a shift in the landscape of disease, but also resulting shifts in
attitudes toward medicine (Hinote and Wasserman, 2013;
Wasserman and Hinote, 2011). When heroic medicine
eradicated entire diseases from entire populations, it largely
circumscribed the world of health and illness. But when its
approaches result in more modest disease management,
and when the relation of efficacy and cost seems so out of
proportion, people increasingly seek answers from other
sources of knowledge and they make decisions about how
to be healthy based on a variety of personal beliefs, including non-scientific social dispositions toward various lifestyle
practices (Beck 1992). In short, when no professional center
can claim verifiable success, multiple voices acquire relatively
equal influence and people choose based on social, political,
and personal persuasions.
The end results of these developments are slowly coming into focus, and are increasingly palpable if one examines
medicine as a social institution. Physicians are now experiencing processes of deprofessionalization (Cockerham,
2012; Ritzer & Walczak, 1988), including waning power and
continued on next page
Jo High
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www.nationalshare.org
www.nationalshare.org
800-821-6819
Psychoneuroimmunology,
Stress, and Pregnancy
by Jennifer B. Crosson, EdS MEd
Brittany Marks
Intervention by Professionals
abilities to protect their unborn babies. Therefore, if pregnant women remain more sensitive to stress, they might be
at greater risk for PTB. It is important to note that hypertensive diseases of pregnancy and stress have been found
to contribute to fetal and maternal death (Christian, 2012;
Glynn, Dunkel-Schetter, Hobel, & Sandman, 2008; Mulder
et al., 2002; Shannon et al., 2007).
Maternal stress also affects development of human
fetuses. Infants exposed to maternal stress, depression, and
anxiety demonstrated shorter attention spans, disordered
sleeping patterns, greater irritability, less range of facial
Brittany Marks
Conclusion
In summary, stress creates immune system responses
that negatively affect pregnant womens health and increases
risk for negative birth outcomes. It is important to identify
that stress can impair unborn babies emotional, cognitive,
and physical development. Finally, practitioners should
provide assistance for pregnant women of ethnic and racial
minorities to reduce stress to decrease poor birth outcomes.
Leeners, B., Neumaier-Wagner, P., Kuse, S., Stiller, R., & Rath, W. (2007).
Emotional stress and the risk to develop hypertensive diseases in pregnancy.
Hypertension in Pregnancy, 26(2), 211-236. doi: 10.1080/10641950701274870
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& Markenson, G. (2008). Predictors of excessive and inadequate gestational
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Christian, L. M. (2012). Psychoneuroimmunology in pregnancy: Immune
pathways linking stress with maternal health, adverse birth outcomes, and
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doi: 10.1016/j.neubiorev.2011.07.005
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and obstetric outcomes: Different risk factor profiles in low- and highacculturation Hispanics and in White non-Hispanics. Journal of Reproductive
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Scruggs, N.,Sniderman, M. (2010). Spirituality, religiousness, psychosocial
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htm
Gennaro, S., Shults, J., & Garry, D. J. (2008). Stress and preterm labor and
birth in Black women. Journal of Obstetric, Gynecologic, & Neonatal Nursing,
37(5), 538-545. doi: 10.1111/j.1552-6909.2008.00278.x
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Patterns of perceived stress and anxiety in pregnancy predicts preterm birth.
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Perinatal Palliative care focuses on creating a relationship with parentsthe relationship itself offers the potential for healing at a time of the babys living and dying
(Limbo, Peck, & Toce, 2009, p. 1). I have found this quote
from Limbo and colleagues to be very true. I coordinate
a Perinatal Bereavement and Palliative Care program in a
medium-sized hospital in the Mid-Atlantic region of the US.
In this paper, I will illustrate for birth educators some of the
practical aspects of preparing for a twin delivery in which
one twin would need routine care, and the other would need
hospice care.
Our Program
We have had an organized system of Palliative Care/
Perinatal Hospice support since 2005 and have had 28
women/ families request and receive this service.
Some of the tenets central to effective Perinatal
Hospice incorporated into this case are:
validation of the babys life and personhood
empowerment of the couple to direct their childs
care
anticipatory guidance
helping parents frame the experience with reachable goals
written plan of care
plans for memory making at birth
involving extended family and others
reaching out to new support networks
hospital preparedness
coordinating pre-admission expert consultations
(Neonatology, Lactation)
avoiding separation of baby from parents
validating the parental role in the midst of the
whole experience
follow up
Our program works closely with Lactation Support and
our Childbirth Education program is run by the Lactation
Support staff. This collaboration results in tightly integrated
care. Our system of care and preexisting working relationships becomes pivotal in the example case presented.
The Delivery
The day of delivery came at 35.5 weeks gestation with
spontaneous labor. A Cesarian section was planned. A highquality still-camera was put into the Operating Room, but
we were unprepared when Isaac cried loudly at birth. This
glitch was a reminder to have video-capable cameras at all
Palliative Care deliveries. Sandra and Sam saw both boys at
delivery, but as healthy-but-tiny Liam went to the NICU,
Sandra focused all her energy on Isaac. Her bed had barely
stopped rolling from the OR when she reached out for
Isaac. What happened next left all the professionals baffled,
astonished, and thrilled Isaac did an amazing breast crawl
and was not happy until he had nestled himself between her
breasts and suckled.
Mom, Dad, and baby had a respected and supported
place to meet one another, and none let the surgical delivery
impair the process. Palliative care deliveries are sacred
parenting and giving parents a safe place to parent. Isaac
stayed safely nestled between Sandras breasts in recovery
and through her transfer to the Mother Baby / Postpartum
unit.
The arrival of Rosanne, the photographer allowed
pictures of Isaac with grandparents and dad and both babies.
These photos would be a treasured memory of the fleeting
moment where all of the men in this family were in the same
place at the same time. Photographs and memento making have been cited as two specific items parents appreciate
about the delivery long after the birth (Gold, 2007). Sandras
strong desire to keep Isaac close, breastfeed him if possible,
and prepare for Liam to breastfeed, made her need for Lactation support crucial. Her preparation ahead of time helped
her mother Isaac in a way she found meaningful. She was
then able to shift focus to caring for and breastfeeding Liam
when the time came.
Liam was released from the NICU sooner than we
expected and was able to join Isaac while he was still
alive. These moments were very precious. Isaac died in his
mothers arms nine hours after the boys were born. Sandra
waited to do Isaacs bath until the next day. The physical
process of bathing took on a sense of ritual for her. Responses to such intense experiences are very individual. It is
helpful to be sensitive to parents reacting with unexpected
intensity over one particular aspect of care, and this occurred
when the time came for Isaac to physically leave his mothers
References
D Ameida, M., Hume, R. F., Lathrop, A., Njoku, A., & Calhoun, B. C.
(2006). Perinatal hospice: Family-centered care of the fetus with a lethal
condition. Journal of American Physicians and Surgeons, 11(2), 52.
Limbo R, Toce S, & Peck T. (2008/2009). Resolve through sharing position
paper on perinatal palliative care. La Crosse, WI: Gunderson Lutheran
Medical Foundation, Inc.
University of North Carolina (UNC) Center for Maternal and Infant Health.
UNC perinatal palliative care support program. Retrieved January 2012,
from http://mombaby.org/PDF/UNCPerinatalHospiceBirthPlan.pdf
Gold, K. J. (2007). Navigating care after a baby dies: a systematic review
of parent experiences with health providers. Journal of Perinatology, 27,
232-233.
Sumner, L. H., Kavanaugh, K., & Moro, T. (2006). Extending palliative care
into pregnancy and the immediate newborn period. Journal of Perinatal and
Neonatal Nursing, 20(1): 114.
Kuebelbeck, A. & Davis, Deborah P. (2011). A gift of time. Baltimore, Maryland: Johns Hopkins.
Using Technology to
Connect Families
Should We?
by Dr. James Edward Pugh, BSc MBBS and Lori Ives-Baine, RN MN (CPB)
References
ACT Health (2010, November 26). New Webcam Service- first of its kind
in Australia. Health Territory- a Newsletter for Healthcare Providers. Autumn.
Retrieved from http://www.health.act.gov.au/c/health?a=sendfile&ft=p&fid
=1285118035&sid= , Canberra, AUS.
Brewin, B. (2010, June 24). VA plans to provide wireless Internet access
to patients in hospitals. NextGov Newsletter. Retrieved from http://www.
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Gray, J., Safran, C., Davis, R.B., Pompilio-Weitzner,G., Stewart, J. E. Zaccagnini , L., & Pursley, D. (2000). Baby CareLink: Using the Internet and
Telemedicine to Improve Care for High-Risk Infants. Pediatrics, 106(6),
1318-1324.
Ives-Baine, L. (2010). Creating a legacy: do items that support family
memories reall y make a difference? CHIPPS Newsletter, Issue 20. pp. 4-9
Retrieved from http://www.nhpco.org/files/public/ChiPPS/ChiPPS_newsletter_20_August_2010.pdf
McDonald, H., & Committee on Fetus and Newborn, (2002). American
Academy of Pediatrics. Clinical report: Perinatal care at the threshold of
viability. Pediatrics, 110, 10241027.
ONeill-Hill, L. (2011, December 12) Parents keep watch on newborns
with hospital webcams. CNN Health. Retrieved from http://www.cnn.
com/2011/12/12/health/webcams-nicu-hospital-infants/index.html
Schwiebert, P., & Kirk, P. (2002). When hello means goodbye. Portland,
Oregon: Perinatal Loss.
Storres, T. (2010). Now I Lay Me Down to Sleep. CHIPPS Newsletter, 20,
27-29. Retrieved from http://www.nhpco.org/files/public/ChiPPS/ChiPPS_
newsletter_20_August_2010.pdf
University of Arkansas, Angels Report. (2006). Babies in intensive care gain
Guardian ANGEL eye. The Angels Report. Spring Retrieved from http://www.
uams.edu/ANGELS/newsletters/Angels%20Spring_06.pdf
Helping Families
Create Keepsakes
When a Baby Dies
by Rose Carlson, BS
Abstract: This article examines the importance of childbirth educators helping families who experience the death
of a baby create tangible mementos. It
explains how and why memory making activities help not only parents but
also siblings and grandparents grieve in
healthy ways, enabling the deceased baby
to be integrated into the fabric of their
lives. Suggestions are provided that go
beyond photographs and hand/footprints
that bereaved parents are typically given,
as well as ways to creatively use the hopes
and dreams parents have for their baby
to provide unique keepsakes. Finally,
this article shares tips that will empower
nurses and other professionals to present
choices in ways that encourage bereaved
families to make the most of the brief
time they have to spend with their babies,
and offers ideas and suggestions for ways
parents who were not given memory making opportunities at the hospital to create
mementos in future years.
Keywords: Keepsakes, Photographs, Hope, Remembering, Choices
Introduction
When a family is expecting a baby, the last thing parents imagine is that the baby will die. Approximately 15%
of pregnancies end in miscarriage, and 1% end in stillbirth
according to the National Center for Health Statistics, 2007
(Gold, Boggs, & Mugisha, 2011). The babys death is a shock
to the family, and rather than celebrating a new life, parents
are left feeling heartbroken and yearning for ways to say a
meaningful goodbye to their baby.
When parents are told their baby has died, the time
they have to make decisions is brief. If not gently presented
with options, they may ultimately make decisions they later
regret. It can be challenging for parents to impart meaning to
their babys life when the loss is during pregnancy or during
the newborn period. Society has a common view that the
death of a baby is less significant than that of an older child
(Bennett, Litz, Sarnoff, & Maguen, 2005).
This article provides an overview of ways to assist
parents in creating important tangible mementos. The
importance of involving siblings and grandparents in the care
of the deceased baby is presented. Suggestions for creating
mementos in the hospital setting are provided as well as
suggestions for ways families can continue to create ongoing
meaningful keepsakes.
Literature Review
It can be challenging and stressful for nurses and other
professional caregivers to provide memory making opportunities for families experiencing the death of a baby if they
are unsure of how to discuss options with parents. The time
shared is brief, the impact is tremendous (Chan, Lou, Arthur,
Cao, Wu, Li, Sagara-Rosemeyer, Chung, & Lui, 2008). The
memories created need to sustain parents for a lifetime. Siscontinued on next page
Summary
This article provides an overview of the importance of
assisting bereaved parents in the creation of tangible mementos and photographs. While grieving parents have many
options to create keepsakes at the time of the loss, there are
occasionally situations where parents are not given this opportunity. Childbirth educators and other nurses can play a
pivotal role in assisting bereaved parents in memory making
and by suggesting ways they can continue incorporating their
baby into their familys story in tangible ways.
http://www.artfromashes.com/
Crafte Family
http://www.craftefamily.com/
Heaven Born
http://heavenborn.com/
Memorials
http://www.memorials.com/
My Forever Child
http://www.myforeverchild.com/
http://www.nelleandlizzy.com/
Personalized jewlery
Oh So Cheeky Boutique
http://www.ohsocheekyboutique.com/
Portraits by Dana
http://portraitsbydana.com/
Remember me Bear
http://www.remembermebear.com/
Rock It Creations
http://www.rockitcreations.com/
Rose 2 Remember
http://www.roses2remember.com/
Thumbies
http://www.memorials.com/print-keepsakes.php
References
Avelin, P., Erlandsson, K., Hildingsson, I., & Rdestad, I. (2011). Swedish
parents experiences of parenthood and the need for support to siblings
when a baby is stillborn. Birth Issues in Prenatal Care, 38(2), 150-158.
Bennett, S. M., Litz, B. T., Sarnoff, L. B., & Maguen, S. (2005). The scope
and impact of perinatal loss: Current status and future directions. Professional Psychology: Research & Practice, 36(2), 180-187.
Callister, L. C., (2006). Perinatal loss: A family perspective. Journal of Perinatal and Neonatal Nursing, 20(3), 227-234.
Carlson, R., et al. (2011). Bittersweethellogoodbye: A resource in planning
farewell rituals when a baby dies. St. Charles, MO: Share Pregnancy and
Infant Loss Support, Inc.
Chan, et al., (2008). Working with families: Investigating factors associate
to nurses attitudes towards perinatal bereavement care. Journal of Clinical
Nursing, 17, 509-518. doi: 10.1111/j.1365-2702.2007.02007.x
Davis, D. L. (1996). Affirming your baby. In Empty cradle, broken heart: Surviving the death of your baby (pp. 48-65). Golden, CO: Fulcrum Publishing.
Erlandsson, K., Avelin, P., Sflund, K., Wredling, R., & Rdestad, I. (2010).
Siblings farewell to a stillborn sister or brother and parents support to their
older children: A questionnaire study from the parents perspective. Journal
of Child Healthcare, 14(151). doi: 10.1177/1367493509355621.
Gold, K., Boggs, M., & Mugisha, E. (2011). After pregnancy loss: Internet
forums help women understand they are not alone. Womens Health Issues,
doi: 10.10106/j.whi.2011.07.06.
Hochberg, T. (2011). Moments heldphotographing perinatal loss. The
Lancet, 377(9774), 1310-1311.
Huestis, J. & Jenkins, M. (2005). Memories: Making the moment last a
lifetime. In Companioning at the time of perinatal loss: A guide for nurses,
physicians, social workers, chaplains and other bedside caregivers (pp. 81-97). Ft.
Collins, CO: Companion Press.
Hutti, M. H., (2005). Social and professional support needs of families after
perinatal loss. JOGNN, 34(5), 630-638. doi: 10.1177/0884217505279998.
Lamb, J. M. (1992). Parents needs and rights when a baby dies. Health
Progress, 73(1), 52-57.
Leon, I. G. (2008). Helping families cope with perinatal loss. The Global
Library of Womens Medicine, doi: 10.3843/GLOWMN.10418.
Limbo, R., & Kobler, K. (2010). The tie that binds: Relationships in perinatal
bereavement. Bereavement, 35(6), 316-321.
McCurdy, D. B., & Byrne, T. (1992) The rights of parents when a baby dies.
The CareGiver Journal, 9(2/3), 22-36.
Neimeyer, R. A., Harris, D. L., Winokuer, H. R., & Thornton, G. F. (2011).
Bereavement in children and adults following the death of a sibling. In Grief
and bereavement in contemporary society: Bridging research and practice (pp.
107-116). New York, NY: Routledge.
OLeary, J. M., & Gaziano, C. (2011). Sibling grief after perinatal loss. Journal of Prenatal and Perinatal Psychology and Health, 25(3), 173-193.
OLeary, J., Warland, J., & Parker, L. (2011). Bereaved parents perception of
the grandparents reaction to perinatal loss and the pregnancy that follows.
Journal of Family Nursing, 17(3), 330-356. doi: 10.1177/1074840711414908.
Packman, W., Horsley, H., Davies, B., & Kramer, R. (2007). Sibling
bereavement and continuing bonds. Death Studies, 30, 817-841. doi:
10.1080/07481180600886603.
Pregnancy Loss and Infant Death Alliance (PLIDA). (2008). Bereaved parents holding their baby. Retrieved March 11, 2012, from http://www.plida.
org/position-statements
Pregnancy Loss and Infant Death Alliance (PLIDA). (2008) Offering the
baby to bereaved parents. Retrieved March 11, 2012, http://www.plida.org/
practice-guidlines
Roose, R., & Blanford, C. (2011). Perinatal grief and support spans the
generations: Parents and grandparents evaluations of an intergenerational
perinatal bereavement program. Journal of Perinatal and Neonatal Nursing,
25(1), 77-85. doi: 10.1097/JPN.0b013e318208cb74.
The essence of yoga can be distilled into four key elements: breath, feeling, listening to the body, and letting
go of judgment and expectation (YogaFit, 2010). When
considering the essence of yoga, it is easy to see what a
natural complement it is to conscious, active preparation
for a healthy birth. Most birth educators would agree that
paying attention to her breath and to her feelings, listening
to her body, and letting go of preconceived expectations of
what birth will be like are perhaps the most crucial messages
to convey to the pregnant woman and her partner. Additionally, experts widely agree that exercise during pregnancy has
beneficial effects for the cardiovascular and musculoskeletal
systems and is associated with physical and psychological
well-being. There is also some evidence that recreational
exercise may reduce the incidence of premature labor and
low birthweight babies (Hyatt & Cram, 2003).
Anyone involved with educating adult learners (in any
context) is likely to be familiar with the concept that people
are most likely to retain information that they have actually
practiced (versus reading about, hearing about or seeing
demonstrated). I have found that incorporating a few simple
yoga poses into each class session is a beautiful way of illustrating and applying many important elements of childbirth
Molly Remer
you lead couples through poses. Each card has a line drawing
on the back illustrating the pose, so assessing whether you
are doing the pose correctly is easy (sometimes just reading
a description of the pose is more complicated than seeing it
completed).
Occasionally the childbirth educator may get some eyerolling or weird, hippie exercise! responses from pregnant
couples. Regardless of how much or how little they appreciate the practice of yoga in classes, the poses used lay a
physical foundation for a positive attitude toward birth and
a sense of confidence as a birth-giving woman or supportive partner. Through the simple incorporation of yoga into
birth classes, the expectant couple receives an irreplaceable,
experiential grounding in the rhythm, focus, release, and
conscious awareness so essential to the intensely embodied
experience of birthing.
References
Hyatt, G.& Cram, C. (2003). Prenatal & postnatal exercise design. DSW
Fitness, Tuscon Arizona (training manual for the ICEA Certified Prenatal
Fitness Educator Program)
Miller, O. (2003). The prenatal yoga deck: 50 poses and meditations. Chronicle
Books, San Francisco, CA.
Remer, M. (2007). Incorporating prenatal yoga into childbirth education
classes. Midwifery Today, 4(84), 66.
Talk Birth. (2011). Retrieved from http://talkbirth.me/2010/03/10/birthingroom-yoga-handout/
Jeannie Nicholson
Book Review
A Gift of Time:
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