A study was conducted to investigate the claim made by proponents of the natural childbirth method that attendance in the program results in a decrease of the anxiety commonly associated with pregnancy and delivery. Seventy-two pregnant women filled out the A-State and A-Trait forms of the STAI twice in their obstetricians' offices at points which approximated 6.5 and 8.5 months along in their pregnancies. Subjects who elected not to attend natural childbirth classes evidenced significantly higher state and trait scores as compared to those scores of subjects who did attend classes. Implications for dealing with these differences are discussed in terms of the natural childbirth program.

This study addresses the preparenthood period of family life, that period from conception to six weeks after the infant is born. This period was of great interest because in nine years of social work practice I have recognized that families resist change after their particular family system process, even destructive process, is established. I also believe that the order, or disorder, of society depends upon the order of the institution of the family. Other institutions of society depend upon the family for their existence.

Experimentation in field settings addressing socially sensitive topics are generally avoided by researchers. This avoidance is based on the restrictive nature of the required controls and the perceived inability to implement the required designs. In this study, the researcher has documented the necessary steps to meet design requirements for the conduct of a quasi-experimental study in two field settings. This quasi-experimental study addresses a case dealing with the attitudes of parents regarding their childbirth experiences. Programs for childbirth education traditionally emphasize the "natural" method of birth. Socially, cesarean births are currently being performed in 20 percent of the cases. Nursing education literature Suggests that prepared childbirth education programs contribute to negative parental attitudes for those experiencing cesarean birth. In the case for this study, attitudes of parents experiencing both vaginal and cesarean births and receiving three different levels of childbirth education were investigated. Documentation of the required research controls for the case was achieved through the maintenance of a log of events. The three levels of childbirth education included two types of Lamaze training and the non-prepared. Two hundred and sixteen (216) parents in each of the settings were included in the study representing 54 vaginal and 54 cesarean births. The measurements included hospital records/and response to a modified Likert scale. Analysis of variance was used to test the research hypothesis. Documentation of all research requirements for the study was successfully completed and case results obtained. Parents experiencing cesarean birth had more negative attitudes than those experiencing vaginal birth. In one of the two field settings, childbirth education was validated as contributing to more negative attitudes for cesarean birth, but was not replicated in the second setting. A significant (P<.05) first order interaction between type of birth and receipt of childbirth education was found in both settings. / Ed. D.

A convenience sample of 184 first-time childbearing women was recruited from two public hospitals with one hospital randomly selected as the experimental group. The experimental group (n = 92) received the childbirth psychoeducation programme and routine childbirth education. The comparison group (n = 92) received the routine childbirth education only. / Outcomes on learned resourcefulness, maternal role competence and perinatal depression were measured by C-SCS, C-PSOC (Efficacy Subscale) and Edinburgh Postnatal Depression Scale (EPDS), respectively, at baseline, immediately post-intervention, six weeks and six months postpartum. Maternal role satisfaction was assessed at six weeks and six months postpartum using C-PSOC (Satisfaction Subscale). Doubly multivariate analysis of covariance was performed to compare the effects of childbirth psychoeducation programme between the experimental and comparison groups. In addition, 16 participants in the experimental group were interviewed at six weeks postpartum to explore their perceived impacts of childbirth psychoeducation programme in helping them cope with the experience of new motherhood. Content analysis was used to analyze the interview data. / Results of the phase I study indicated good psychometric properties of C-SCS and C-PSOC in Chinese childbearing women. Results in the phase II study revealed significant improvement in learned resourcefulness at six weeks postpartum (p = 0.004), and overall reduction in depressive symptoms (p = 0.01) for women receiving the childbirth psychoeducation programme compared with the routine childbirth education group after adjusting for baseline group differences on age and social support. No significant change was detected on maternal role competence. However, women receiving the childbirth psychoeducation programl1'l;e had significantly higher level of satisfaction in the maternal role at six weeks postpartum (p = 0.01). / The crisis nature of early motherhood, the frequent feeling of incompetence in the maternal role, the increasing evidence of postpartum depression in the Chinese population, coupled with the changing nature of socio-cultural environment challenge midwives to make continued refinement of childbirth education to enhance women's adjustment during the transition to motherhood. Learned resourcefulness has been identified as an important coping repertoire that promotes healthy adjustment in the perinatal period. The aim of this study was to determine the effectiveness of a childbirth psychoeducation programme based on the concept of learned resourcefulness. / The qualitative interviews revealed that the experimental group perceived the childbirth psychoeducation programme to be helpful in increasing their confidence in the maternal role, improving their emotional well-being and fostering the development of learned resourcefulness skills. The findings of this study support the effectiveness of childbirth psychoeducation programme based on the concept of learned resourcefulness for reducing depressive symptoms in first-time Chinese childbearing women, and highlight the contributions midwives can make to continue improving the quality of childbirth education in Chinese society. / The study had two phases. The first phase aimed at establishing the psychometric properties of the Chinese versions of Self-Control Schedule (C-SCS) and Parenting Sense of Competence Scale (C-PSOC), which were used as outcome measures in the second phase. The second phase adopted a pretest-posttest, control group quasi-experimental design to examine the effects of a childbirth psychoeducation programme on learned resourcefulness, maternal role competence and satisfaction, and perinatal depression. / Ngai Fei Wan. / Adviser: W. Y. Ip. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 259-300). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendices in Chinese.