Becoming a Parent

Some have suggested that parenting is the hardest job any person ever will
have. It also seems to be the job we are often the least prepared to begin.
Becoming a parent means our lives are changing and we must prepare for
those changes. For example, an expectant mother must learn about and
prepare for the physical changes she will experience during pregnancy.
Perhaps even more important for those becoming parents is to think about
and prepare for the mental and emotional changes or challenges that occur
when a child is born.

Becoming a parent is marked by a series of changes in the life of a mother

or father. These changes can be wonderful and challenging. Some of the
positive aspects of a child’s entrance into a family can include:

• Uniqueness of a child – Babies are each special and unique. Parents can
learn to enjoy each new word, little step or cute expression.
• Dimensions of love – The birth of a child offers parents a whole new
experience in love that can be deep and powerful.
• Feelings about oneself – Although some new parents may have doubts,
many parents also come to feel more mature and responsible with a child.
Successfully raising a child is a source of accomplishment and meaning.
• Sense of family – Children often help create a new sense of family
connection among family members.
• Personal growth – Parenthood provides the opportunity to guide, teach
and pass on values to the next generation.
• Closeness to parents – Having a child may help new parents understand
their parents’ love and perspectives.

In addition, you can face some changes that require you to assume more of
the responsibilities of adulthood. These might include being financially
responsible, providing direct care for your child, changing some of your
social involvement, and balancing parenting and work demands.

Childbirth and parenting preparation in antenatal classes

M Barimani 1, K Forslund Frykedal 2, M Rosander 2, A Berlin 3

Affiliations expand

 PMID: 29128739
  

 DOI: 10.1016/j.midw.2017.10.021

Abstract
Objectives: to describe topics (1) presented by midwives' during antenatal classes
and the amount of time spent on these topics and (2) raised and discussed by first-
time parents and the amount of time spent on these topics.

Design: qualitative; data were gathered using video or tape recordings and analysed
using a three-pronged content analysis approach, i.e., conventional, summative, and
directed analyses.

Setting and participants: 3 antenatal courses in 2 antenatal units in a large Swedish

city; 3 midwives; and 34 course participants.

Findings: class content focused on childbirth preparation (67% of the entire

antenatal course) and on parenting preparation (33%). Childbirth preparation
facilitated parents' understanding of the childbirth process, birthing milieu, the
partner's role, what could go wrong during delivery, and pain relief advantages and
disadvantages. Parenting preparation enabled parents to (i) plan for those first
moments with the newborn; (ii) care for/physically handle the infant; (iii) manage
breastfeeding; (iv) manage the period at home immediately after childbirth; and (v)
maintain their relationship. During the classes, parents expressed concerns about
what could happened to newborns. Parents' questions to midwives and discussion
topics among parents were evenly distributed between childbirth preparation (52%)
and parenting preparation (48%).

Key conclusions: childbirth preparation and pain relief consumed 67% of course

time. Parents particularly reflected on child issues, relationship, sex, and anxiety.
Female and male participants actively listened to the midwives, appeared receptive
to complex issues, and needed more time to ask questions. Parents appreciated the
classes yet needed to more information for managing various post-childbirth
situations.

Implications for practice: while midwifery services vary among hospitals, regions,

and countries, midwives might equalise content focus, offer classes in the second
trimester, provide more time for parents to talk to each other, allow time in the
course plan for parents to bring up new topics, and investigate: (i) ways in which
antenatal course development and planning can improve; (ii) measures for evaluating
courses; (iii) facilitator training; and (iv) parent satisfaction surveys.