Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Transition to parent
Lowdermilk Maternety exam 1 part 4 wk3
| Question | Answer |
|---|---|
| The birth of a child creates a period of | change and instability in the existing interactional structure of a family This period of developmental change is referred to as the “Transition to Parenthood” |
| Transition is not a single static event but | a dynamic, unfolding process |
| The 6 weeks after birth… the 4th trimester… | Personal strength, resourcefulness, resilience are revealed |
| Transition to parenthood is a time of | disorder/disequilibrium as well as satisfaction Usual methods of coping often seem ineffective Parents often unsupportive of each other due to stress Men typically identify their spouses as their primary or only source of support |
| Transition can be more difficult for dads who feel deprived because | mothers, experiencing stress, can’t provide the usual level of support for them |
| Strong emotions (helplessness, inadequacy, anger) may occur when | unprepared to deal with infant |
| Parenthood does allow a selfless, warm, and caring side to develop and be displayed, which may not | be expressed in other adult roles |
| To view the world through the eyes of a child and to be childlike are | two rich rewards of parenthood |
| How parents respond to the birth of their child is influenced by | Age Social support networks Culture Socioeconomic conditions Personal aspirations |
| Parenting is a process of | role attainment & role transition |
| Parenting begins with | pregnancy Ends when the parent develops a comfort & confidence in performing the parental role |
| Parenting reqires | cognitive, affective, motor skills & knowledge. |
| How do families experience transition? What conditions influence the transition? | Meanings Expectations Level of Knowledge Environment Level of Planning Emotional and physical well-being |
| The first component in the process of parenting includes | knowledge of and skill in childcare activities. |
| The emotional component stems from | parents’ earliest experiences with their own parent or parental figure |
| A positive parent-child relationship is | mutually rewarding |
| 5 domains of family life combine to affect each parent’s adaptation: | Feelings about self Relationship with family of origin Social support network Parent-infant relationship Relationship with intimate partner |
| Attachment: | the process whereby parents come to love & accept a child & a child comes to love and accept a parent |
| Bonding(1976) | a sensitive period in 1st few minutes & hours after birth when mothers/fathers must have close contact with their infants for later development to be “optimal” |
| Type of birth or choice of feeding style does not | have any relation to attachment |
| A parent’s perception of their own competence is an | important predictor of parental attachment |
| Critical Attributes of Attachment | Proximity Reciprocity Commitment Synchrony |
| The process of Attachment is | linear |
| The process of Attachment begins | during pregnancy |
| The process of Attachment itensifies during | early pp period |
| The process of Attachment has developmental periods of | progress & regression |
| progress & regression is constant and | consistent once established |
| Mutuality | Baby’s behaviours & characteristics call for a corresponding set of maternal behaviours & characteristics |
| Acquaintance: | Eye contact, touching, talking, & exploring to become acquainted with baby in the immediate pp period |
| Claiming | the process of identification with baby…”do they look like me”? |
| Social support system encompass | mate, friends, & family |
| Parent’s emotional health | # 1 predictor of success with parental transition |
| Parental proximity | to baby |
| Infant behaviours that promote parental attachment | Alert Eye-to-eye contact “Pretty” baby Smiles Cries only when appropriate Feeds, cuddles, consoles easily Extends arms out to parents “Happy baby” |
| Infant behaviours that inhibit parental attachment | Sleepy baby Not “pretty”…resembles someone parent dislikes Does not smile Crying never stops!! Poor feeder Does not like to be held or cuddled Unresponsive to parental approaches Ignores parents…the ones who do everything for them!!! |
| Parental behaviours promoting infant attachment | Eye contact Maintains proximity Claims baby as a member of the family Touches, smiles, talks, & may even sing to the infant Expresses pride Assigns meaning to baby’s actions Views baby in a positive light |
| Parental behaviours inhibiting infant attachment | Ignores baby proximity; no hold baby; Fails to see baby as a unique individual Wakes baby when sleeping; handles roughly; hurries through feedings Expresses disappointment Does not incorporate baby into family life Views baby as ugly |
| Communication between Parent & Infant is promoted by | Early Contact Extended contact Touch Eye-to-eye contact Voice Odour Entrainment Biorhythmicity |
| Nursing interventions to promote parental attachment… | Ensure they see baby right after birth Encourage them to hold baby Assist them with care Provide couplet care Private environment Individual routines Health teaching Determine the developmental stage of parents |
| Theory of Maternal Identity | Nurse, midwife, professor, nurse theorist Among the first specialists in maternity nursing Founder of ‘Maternal Child Care Nursing Journal’, 1st research journal in field of OB Published ‘Maternal Identity & the Maternal Experience’ (Springer, 1984) |
| Theory of Maternal Identity | Suggested that psychological developmental tasks were necessary for a woman to achieve maternal identity post partum. |
| Reva Rubin Defined “maternal identity” as | the “woman's internal sense of competence in the maternal role and her knowledge of her infant”. |
| Reva Rubin: Psychological Tasks of Mothering | Binding-In Ensuring safe passage Seeking acceptance: of infant by others of herself in role as mother Learning to give of oneself |
| Reva Rubin: 3 phases of maternal adjustment… | “Taking-in’ Taking hold” Letting Go” |
| “Taking-in’ (dependent): | 1st couple of days…excited, talkative…preoccupied with self & meeting own basic needs |
| “Taking hold” (dependent-independent): | starts 2nd - 3rd day, lasts 1-2 days, sometimes several weeks…mother assumes care of baby as her needs are being met…focus on competent mothering…eager to learn…optimal period for HT…possible experience with the ‘blues’ |
| “Letting Go” (interdependent): | total abandonment to baby…forward movement of the family as a unit with interacting members…resumption of sexual activity…reassertion of relationship with partner |
| Ramona Mercer’s Theory of becoming a mother two parts: | Maternal Role Attainment: Maternal Identity: |
| Maternal Role Attainment: | “The process in which the mother achieves competence in the role and integrates the mothering behaviours into an established |
| Maternal Identity: | “The movement to the personal state in which the mother experiences a sense of harmony, confidence, & competence in how she performs the role; the end point of maternal role attainment” (Mercer, 1981, p.74). |
| Stages in establishing Maternal Identity (Mercer, 2004)Commitment, attachment, and preparation | durring pregnancy |
| Stages in establishing Maternal Identity (Mercer, 2004)Acquaintance, learning, and physical restoration | (1st 2-6 weeks following birth) |
| Stages in establishing Maternal Identity (Mercer, 2004 Moving toward a new normal | (2 weeks to 4 months) |
| Stages in establishing Maternal Identity (Mercer, 2004 Achievement of the maternal identity | (around 4 months) |
| ‘Pink’ period (‘Honeymoon’): | 1st day or 2 after birth characterized by heightened joy & feelings of well-being |
| ‘Blue’ period: | 50-80% of all ethnic/racial groups experience the “pp blues” |
| Postpartum Mood Disorders (PPMD) include: | Postpartum anxiety Postpartum blues Postpartum depression Postpartum psychosis |
| Anxiety and/or depression may | pre-exist the pregnancy and be superimposed by PPMD |
| PPMD may actually begin | during pregnancy |
| Transition to Fatherhood: a 3 stage process | Expectations Reality Transition mastery |
| Transition to Fatherhood: a 3 stage process REALITY | expectations not always based on fact; commonly feels sad, ambivalent, jealous, frustrated, overwhelmed & wanting to be more involved; some are pleasantly surprised, at ease, & have fun |
| Transition to Fatherhood: a 3 stage process TRANSITION TO MASTERY | conscious decision to take control & become more actively involved with the infant |
| “Engrossment”.. | father becomes absorbed, preoccupied, & interested in baby |
| Becoming connected | Turning point when dad perceives baby as more responsive, predictable, & familiar |
| NBs actively participate in | shaping parents’ reaction to them. |
| Baby’s behaviours influence | parents’ behaviours. |
| Infant-parent interactions can be facilitated in any of three ways: | Modulation of rhythm Modification of behavioral repertoires Mutual responsivity |
| Grandparents can be a source of | knowledge and support & can have a positive influence on the family… |
| Anticipatory guidance that nurses provide helps to | prepare parents for what to expect when discharged |
| Providing a protective environment is | basic to the care of all infants |
| Parents need to learn basic skills that do not | appear instinctively or automatically with the birth of a child |
Created by:
knnmala
Popular Nursing sets