Antenatal education as perceived by health professionals

This article aims to identify the learning needs of expectant and new parents for antenatal education as perceived by health professionals. In Australia, antenatal education programs are predominantly designed by health professionals, and recent research has challenged the efficacy of this approach. The data collected from 73 health professionals, reported here, demonstrates that their perceptions of the concerns and interests of expectant and new parents were divided into three interrelated categories: "need to know...what's happening," "they won't listen," and "balanced information." The health professional ideas for improving antenatal education were limited and identified a reluctance to change practice.     

Developing theories of the mind: children's and adults' concepts of mental activities

8-year-olds', 10-year-olds', and adults' concepts of mental activities involved in acts of knowing were examined in an attempt to gain insight into developmental changes in underlying theories of mind. Subjects rated the similarity of how the mind is used in a variety of common activities, each of which primarily involved either memory, comprehension, attention, or inference. Analyses of conceptual structure revealed 2 developmental changes. Between 8 and 10 years of age, children came to see the most important relation among mental activities to be the degree to which they involved memory. Between 10 years of age and adulthood, Comprehension and Attention first appeared as distinct, coherent concepts. At all ages, Memory and Inference were seen as distinct types of mental activities. These findings suggested that a sophisticated understanding of the representational nature of the mind might not be acquired before the latter part of middle childhood and might be mediated by an understanding of the central role played by memory.     

The concerns and interests of expectant and new parents: assessing learning needs

Antenatal education is an important component of antenatal care in the developed world, but research indicates that it may not be meeting consumer needs. This article provides an overview of a needs assessment that aimed to determine the concerns and interests of expectant and new parents and how they prefer to learn during the periods of pregnancy and the early weeks of parenthood. The findings could be used to develop an innovative approach to antenatal education in order to prepare expectant and new parents for the birth experience and the early weeks of parenthood. The current study's results identified that expectant and new parents' concerns and interests during pregnancy, childbirth, and new parenting fall within five interrelated conceptual areas: 1) perceiving achievement or failure; 2) taking on "risk"; 3) riding an emotional "roller coaster" of joy, anxiety, and uncertainty; 4) needing to "know...what is normal"; and 5) needing help to "perform well."     

Preparing for the First Birth: Mothers' Experiences at Home and in Hospital in Australia

The aim of this research was to explore the experiences of a group of first-time mothers who had given birth at home or in hospital in Australia. Data were generated from in-depth interviews with 19 women and analyzed using a grounded theory approach. One of the categories to emerge from the analysis, “Preparing for Birth,” is discussed in this article. Preparing for Birth consisted of two subcategories, “Finding a Childbirth Setting” and “Setting Up Birth Expectations,” which were mediated by beliefs, convenience, finances, reputation, imagination, education and knowledge, birth stories, and previous life experiences. Overall, the women who had planned home births felt more prepared for birth and were better supported by their midwives compared with women who had planned hospital births.     

Effects of affective education interventions in the elementary school

Affective education programs have had an uneven impact upon children, teachers, and school systems, as have also affective interventions. By integrating environmental press research with Aptitude × Treatment Interaction (ATI) inquiry, affective education appears to be able to merge individual differences with assessment, intervention, and evaluation. This paper describes an experimental intervention and two active control programs and uses an ATI analysis for reporting their impact in the affective domain.