Child development 7th edition feldman solutions manual 1

Solution Manual for Child Development 7th Edition by Feldman ISBN 0133852032 9780133852035

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4 LEARNING OBJECTIVES

After reading Chapter 4, students will be able to answer the following questions:

BIRTH

LO1 How would you explain the normal process of labor?

LO2 What typically happens to the neonate in the moments immediately following birth?

LO3 How would you compare the different birthing procedures and explain what choices relating to the birth are available to parents?

BIRTH COMPLICATIONS

LO4 What complications can occur at birth, and what are their causes, effects, and treatments?

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CHAPTER

BIRTH AND THE NEWBORN INFANT CONTENTS Learning Objectives 72 Key Terms and Concepts 73 Chapter Outline/Lecture Notes 73 I. Birth 73 II. Birth Complications 77 III. The Competent Newborn 79 Lecture Suggestions and Discussion Topics 81 Class Activities, Demonstrations, and Exercises 83 Out-of-Class Assignments and Projects 84 Supplemental Reading List 84 Multimedia/Video Resources 85 Handouts 86

Formatted: No bullets or numbering Formatted: Font: 14 pt, Not Bold Formatted: Font: 14 pt, Not Bold Formatted: Font: 14 pt, Not Bold

LO5 In what situations are Cesarean deliveries necessary?

LO6 What factors contribute to infant mortality?

LO7 What is postpartum depression?

THE COMPETENT NEWBORN

LO8 What physical and sensory capabilities does the newborn have?

LO9 What early learning capabilities does the newborn have?

LO10 How would you describe the ways newborns respond to others?

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KEY TERMS AND CONCEPTS

neonate (p. 88)

episiotomy (p. 89)

Apgar scale (p. 90)

anoxia (p. 92)

bonding (p. 92)

preterm infants (p. 97)

postmature infants (p. 97)

low-birthweight infants (p. 97)

small-for-gestational-age infants (p. 98)

very-low-birthweight infants (p. 98)

cesarean delivery (p. 101)

fetal monitor (p. 101)

stillbirth (p. 102)

infant mortality (p. 102)

reflexes (p. 106)

classical conditioning (p. 107)

operant conditioning (p. 108)

habituation (p. 108)

states of arousal (p. 109)

CHAPTER OUTLINE/LECTURE NOTES

I. Birth

A. The term used for newborns is neonates.

B. Labor: The Process of Birth Begins

1. Labor is triggered by a protein called corticotropin-releasing hormone (CRH)

a) This occurs, on average, about 266 days after conception.

b) The hormone oxytocin is released from the mother’s pituitary gland.

c) Braxton-Hicks contractions (false labor) have been occurring since the 4th month.

d) Uterine contractions force the head of the fetus against the cervix.

e) Labor proceeds in three stages; there are significant individual differences in how women proceed through the stages.

(1) The first stage is the longest.

(a) Uterine contractions occur every 8–10 minutes and last about 30 seconds.

(b) For first babies, this stage can last 16–24 hours (this varies widely). Subsequent children involve shorter periods of labor.

(c) During the final part of the first stage (transition) the contractions increase to their greatest intensity.

(2) During the second stage of labor, the baby’s head moves through the birth canal.

(a) This stage typically lasts 90 minutes.

(b) After each contraction, the baby’s head emerges more and increases the vaginal opening.

(c) An incision called an episiotomy is often made to increase the size of the vaginal opening.

(i) This practice has been criticized in recent years as potentially causing more harm than good.

(d) This stage ends when the baby is born.

(3) The third stage of labor occurs when the child’s umbilical cord and placenta are expelled.

(a) This is the shortest stage and lasts only minutes.

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(b) Cultural perspectives color the way that people in a given society view the experience of childbirth.

(i) There is no evidence that physiological aspects of labor differ cross-culturally.

(ii) Expectations about labor and interpretations of its pain do vary from culture to culture.

C. Are You An Informed Consumer of Development?: Dealing with Labor

1. There is no single right or wrong way to deal with labor; however, several strategies can help make the process as positive as possible.

a) Be flexible

b) Communicate with your health care providers

c) Remember that labor is . . . laborious

d) Accept your partner’s support

e) Be realistic and honest about your reactions to pain

f) Focus on the big picture

D. Birth: From Fetus to Neonate

1. The exact moment of birth occurs when the fetus passes through the vagina and emerges from the mother’s body.

a) Most babies automatically make the transition to using their lungs as the source of oxygen.

(1) Most babies spontaneously cry, which helps them clear their lungs and breathe on their own.

b) In the United States, 99% of births are attended by professional health care workers; in many less-developed countries, the figure is less than 50%.

2. The Apgar Scale

a) Trained health care workers use the Apgar Scale, a standard measurement system that looks for a variety of indications of good health in newborns.

(1) APGAR directs attention to five qualities:

(a) Appearance (color)

(b) Pulse (heart rate)

(c) Grimace (reflex irritability)

(d) Activity (muscle tone)

(e) Respiration (respiratory effort)

(2) Each quality is scored 0–2 producing an overall scale score that ranges from 0–10.

(3) The vast majority of neonates score 7 or above.

(4) Scores under 4 need immediate life-saving intervention.

(5) Scores that remain between 0 and 3 after 20 minutes usually indicate the presence of severe problems.

b) Some fetuses experience a restriction of oxygen anoxia which can cause brain damage.

3. Newborn Medical Screening

a) Just after birth, newborns typically are tested for a variety of diseases and genetic conditions using a tiny quantity of blood drawn from an infant’s heel.

(1) The advantage of newborn screening is that it permits early treatment of problems that might go undetected for years.

4. From Research to Practice: To Screen or Not to Screen?

a) Critics of indiscriminate testing point to a number of concerns including costs.

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(1) Knowing that a disorder is present doesn’t necessarily mean that the infant will get sick.

(2) In some cases, the treatment carries risks that can even be more harmful than the disease.

b) Proponents of expanded screening argue that early detection is often crucial for maximizing the likelihood of effective treatment.

(1) In cases of rare diseases for which there is no treatment, monitoring the progress of the disease might help researchers develop one.

5. Physical Appearance and Initial Encounters

a) Babies are often coated with vernix, a thick, greasy substance that smoothes the passage through the birth canal.

b) Newborns are often covered with a fine, dark fuzz called lanugo

c) Baby’s eyelids may be swollen and puffy from an accumulation of liquids during birth.

d) A matter of considerable controversy is the subject of bonding the close physical and emotional contact between parent and child during the period immediately following birth, and argued by some to affect later relationship strength.

(1) Research on non-humans shows a critical period just after birth when organisms show a readiness to imprint on members of their species present at the time.

(2) For humans, the theory suggests that the critical period for bonding is soon after birth and requires skin-to-skin contact.

(3) Scientific evidence for the human critical period for bonding is absent.

(4) There are no lingering reactions to separations immediately following birth, even for those extending for several days.

(a) There was just one problem with the notion of a critical period for bonding: scientific evidence for the notion was lacking.

(b) When developmental researchers carefully reviewed the research literature, they found little support for the idea.

(c) Although it does appear that mothers who have early physical contact with their babies are more responsive to them than those who don’t have such contact, the difference lasts only a few days.

(d) Furthermore, although parents may experience concern, anxiety, and even disappointment, there are no lingering reactions to separations immediately following birth, even for those that extend for several days.

E. Approaches to Childbirth: Where Medicine and Attitudes Meet

1. There are a variety of choices for how to give birth and there is no evidence that one method is more effective than another.

a) The traditional birth experience in the United Sates until the early 1970s involved the woman being drugged and giving birth in a delivery room, without the presence of fathers or family members.

2. Alternative Birthing Procedures

a) There are several alternative birthing alternatives.

(1) Lamaze birthing techniques (Dr. Fernand Lamaze)

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(a) The goal is to learn how to deal positively with pain and to relax at the onset of a contraction.

(b) Most mothers and fathers report that a Lamaze birth is a very positive experience.

(c) Low income and minority groups may not take advantage of these methods.

(2) The Bradley Method

(a) Sometimes called “husband-coached childbirth ”

(b) Based on principle that childbirth is natural and not as institutionalized as modern American society has made it hospitals and medicine.

(c) Mothers-to-be are taught to tune-in to their bodies.

(3) Hypnobirthing self-hypnosis during delivery to produce a place of peace and calm to deal with the pain.

(4) Water birthing a woman enters a pool of warm water to give birth.

(a) The theory is that the warmth and buoyancy of the water is soothing, easing the length and pain of labor and childbirth, and the entry into the world is soothed for the infant, who moves from the watery environment of the womb to the birthing pool.

3. Childbirth Attendants: Who Delivers?

a) Obstetricians, physicians who specialize in delivering babies, have been the childbirth attendance of choice.

b) Midwives most often nurses specializing in childbirth are used primarily in pregnancies in which no complications are expected.

c) Doula: a person trained to provide emotional, psychological, and educational support.

(1) Does not replace the traditional obstetricians.

(2) Many cultures have a doula in the birthing room

4. Pain and Childbirth

a) Because pain is usually a sign that something is wrong in one’s body, we have learned to react to pain with fear and concern.

b) Yet during childbirth, pain is actually a signal that the body is working appropriately and that the contractions that are meant to propel the baby through the birth canal are doing their job.

5. Use of Anesthesia and Pain-Reducing Drugs

a) The use of medication during childbirth has benefits and disadvantages.

(1) It reduces pain.

(a) On a score of 1–5, 44% of women rated childbirth “5” (most painful); 25 percent said “4.”

(b) As opposed to other kinds of pain, childbirth pain is a sign that the body is healthy and working normally.

(2) It may harm the fetus.

(a) May temporarily depress oxygen flow

(b) Slows labor

(c) Neonates are less responsive during the next few days.

(d) Progress in sitting, standing up, and other physical activities is slowed.

(e) Initial interaction between mother and fetus may be affected.

(3) Not all studies suggest harmful effects for neonate.

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(a) Most research suggests that drugs as currently used during labor produce only minimal risks to the fetus and neonate.

6. Postdelivery Hospital Stay: Deliver, Then Depart?

a) The average hospital stay following normal births decreased from 3.9 days in 1970 to 2 days in 1993. Today is it even shorter.

b) Many medical insurance companies are pushing for a reduction to 24 hours, though many professionals argue early discharge is related to increased risks.

II. Birth Complications

A. The infant mortality rate in the United States is 5.98 deaths per 1,000 live births.

1. Nearly 50 other countries have better birth rates than the United States.

B. Preterm and Postmature Babies

1. Around one out of ten infants are born earlier than normal.

2. Preterm infants, who are born prior to 38 weeks after conception, are at high risk for illness and death.

3. Postmature infants, those still unborn two weeks after the mother’s due date, face several risks.

4. Preterm Infants: Too Soon, Too Small

a) The main factor in determining the extent of danger is the child’s weight at birth.

(1) The average newborn weighs 3,400 grams (7½ pounds).

(2) Low-birthweight infants weigh less than 2,500 grams (5½ pounds).

(3) Small-for-gestational-age infants, because of delayed fetal growth, weigh 90% or less than average weight of infants of the same gestational age.

b) Low-birthweight infants are put in incubators, enclosures in which oxygen and temperature are controlled.

(1) They have difficulty regulating body temperature, are susceptible to infection, and sensitive to environment.

(2) They are also susceptible to respiratory distress syndrome (RDS) because of poorly developed lungs.

c) Preterm infants develop more slowly than infants born full term.

(1) Although tempo of development often proceeds more slowly, the majority eventually develop normally.

(2) Thirty-eight percent have mild problems (learning disabilities, low IQ), which appear by the age of six.

(3) They also might be at greater risk for mental illness

5. Very-Low-Birthweight Infants: The Smallest of the Small

a) Very-low-birthweight infants weigh less than 1,250 grams (2¼ pounds) and, regardless of weight, have been in the womb less than 30 weeks and are in grave danger because of the immaturity of their organ systems

(1) Medical advances have pushed the age of viability, or point at which an infant can survive a premature birth, to about 22 weeks.

(a) Costs of keeping very-low-birthweight infants alive are enormous.

(b) Some 50% of the time, very-low-birthweight babies die.

(c) Interventions such as “Kangaroo Care” and massaging can help these infants.

6. What Causes Preterm and Low-Birthweight Deliveries?

a) Multiple births

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b) Teen (under age 15) and older mothers (over age 35)

c) Mother smoking

d) Mother drinking alcohol or ingesting other drugs

e) Too closely spaced births

f) General health and nutrition of mother

7. Postmature Babies: Too Late, Too Large

a) The blood supply from the placenta may become insufficient, causing brain damage.

b) Labor and delivery become more difficult because of increased size of baby.

C. Cesarean Delivery: Intervening in the Process of Birth

1. Over a million mothers in the United States today have a cesarean delivery, where the baby is surgically removed from the uterus, rather than traveling through the birth canal.

2. Several types of difficulties can lead to cesarean delivery.

a) Fetal distress is most frequent

b) Used for breech position, where the baby is positioned feet first in the birth canal

c) Used for transverse position, in which the baby lies crosswise in the uterus

d) When the baby’s head is large

3. The routine use of fetal monitors, devices that measure the baby’s heartbeat during labor, has contributed to soaring rates of cesarean deliveries. This rate is up 500% from the 1970s, and has several criticisms.

a) No association between cesarean delivery and successful birth consequences

b) Major surgery and long recovery for mother

c) Risk of infection to mother

d) Easy birth may deter release of certain stress hormones to the baby, which helps prepare infant to deal with stress outside womb

4. In accordance with current recommendations from medical authorities, fetal monitors are no longer employed routinely.

D. Infant Mortality and Stillbirth: The Tragedy of Premature Death

1. Stillbirth is the delivery of a child who is not alive and occurs in less than 1 delivery in 100.

a) Infant mortality is defined as death within the first year of life.

b) The infant mortality rate in the United States is 7 deaths per 1,000 live births.

E. Developmental Diversity: Overcoming Racial and Cultural Differences in Infant Mortality

1. African American babies are more than twice as likely to die before the age of 1 than are white babies.

a) This difference is largely the result of socioeconomic factors: African American women are significantly more likely than Caucasian women to be living in poverty and to receive less prenatal care.

2. The mortality rate in the United States is higher than many countries and is almost double that of Japan.

a) There are many reasons for the poor rate of newborn survival in the United States.

(1) U.S. Family and Medical Leave Act requires most employers to give new parents up to 12 weeks of unpaid leave following the birth or adoption or foster care placement of a child

(a) Mothers who spend more time on maternity leave might have better mental health and higher-quality interactions with their infants.

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(2) Higher proportion of people living in poverty and without adequate medical care.

(3) Poor prenatal care in the United States compared to other countries.

F. Postpartum Depression: Moving From the Heights of Joy to the Depths of Despair

1. Postpartum depression, the deep depression following the birth of a child, affects 10% of all new mothers.

a) In one out of 500 cases the symptoms evolve into a total break with reality, as in the case of Andrea Yates in Texas who drowned all five of her children.

b) Postpartum depression may be triggered by swings in hormone production that occur after birth.

c) Women with a previous or family history of depression may be more prone to postpartum depression.

III. The Competent Newborn

A. Developmentalists have come to realize that the newborn infant is born with many capabilities.

B. Meeting the Demands of a New Environment

1. Reflexes are unlearned, organized, and involuntary responses that occur automatically in the presence of certain stimuli.

a) Sucking and swallowing reflexes permit the neonate to ingest food.

b) The rooting reflex, which involves turning in the direction of a source of stimulation near the mouth, guides the infant to the breast and nipple.

2. The newborn’s digestive system produces meconium, a greenish black material that is a remnant of the neonate’s days as a fetus.

3. Because their livers do not work efficiently, many newborns develop neonatal jaundice, a yellowish tint to their bodies and eyes.

C. Sensory Capabilities: Experiencing the World

1. Neonates’ visual and auditory systems are not yet fully developed.

a) They can see levels of contrast and brightness.

b) They can tell size constancy and distinguish colors.

c) They react to sudden sounds and recognize familiar sounds.

2. They are sensitive to touch.

3. Their senses of taste and smell are well developed.

D. Early Learning Capabilities

1. Newborns demonstrate the ability to learn.

2. Classical Conditioning

a) Classical conditioning occurs when an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response.

(1) Little Albert is a prime example of classical conditioning.

(2) Both pleasurable and undesirable responses may be learned.

(3) Infants less than 48 hours after birth demonstrate learning.

3. Operant Conditioning

a) Operant conditioning is a form of learning in which a voluntary response is strengthened or weakened, depending on the consequences which follow the behavior.

(1) It functions from the earliest days of life.

(2) Infants will learn to keep sucking a nipple in order to either hear their mother read a story, or listen to music.

4. Habituation

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a) Habituation, which is the decrease in response to a repeatedly presented stimuli, also occurs in newborns.

(1) It is perhaps the most primitive form of learning.

(2) It occurs in every sensory system of infants.

(3) It is clearly present at birth and continues to become more pronounced over the first 12 weeks of development.

(4) Difficulties involving habituation may represent a sign of developmental delay since it is linked to physical and cognitive maturation.

E. Social Competence: Responding to Others

1. Newborns have the ability to imitate others, which serves as a foundation for later social interaction.

2. Newborns also demonstrate various states of arousal, ranging from deep sleep to great agitation.

3. The social interactive capabilities of the newborn infant, and the responses such behavior brings from parents, paves the way for future social interactions.

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LECTURE SUGGESTIONS AND DISCUSSION TOPICS

 Childbirth Options. Methods of childbirth have changed dramatically in the last 50 years. Most current methods are based on the pioneering work of Grantly Dick-Read in England and Ferdinand Lamaze in France. In 1944, Dick-Read proposed that fear is the major cause of most of the pain of childbirth. He proposed the concept of natural childbirth and developed a method of teaching women about reproduction, pregnancy, delivery, and exercises in breathing, relaxation, and fitness. Lamaze, in the 1950s, developed a method called prepared childbirth where expectant mothers are taught to breathe and concentrate on sensations other than contractions. This is facilitated by a “coach,” usually the father, who attends classes with her and helps time her breathing. Fathers then became a part of the childbirth process, and by the 1970s hospitals were beginning to allow them to go into the delivery room to assist. Now, most fathers elect to participate in the birth of their children.

Although 99% of all babies born in the United States are born in hospitals, some women elect to have their babies at home with the services of either a physician who specializes in home births or a midwife, a specially trained nurse. These options should only be used by women whose pregnancies are low risk. Hospitals responded to the home-birth movement by offering birthing centers, rooming-in facilities so mothers and babies are together all day, and sibling visitations.

Source:

Sullivan, D. A. & Weitz, R. (1988). Labor pains: Modern midwives and home birth. New Haven, CT: Yale University.

 Are There Too Many Cesarean Section Deliveries? More cesarean section deliveries (csections) are performed in the United States than in any other industrialized nation. C-section rates have risen 50% since 1979. Reasons for cesarean delivery include the following: (a) when labor is progressing poorly, (b) the mother has had a previous c-section (although many women can successfully deliver vaginally after a previous c-section), (c) the baby is in the breech or transverse position, or (d) the mother has an active case of genital herpes. It is also done to avert potential malpractice suits. Some critics argue that the use of a fetal monitor has increased the incidence of c-sections. Babies born by c-section miss out on the stress hormones released during birth (catecholamines). These hormones are believed to help in the post-birth breathing process. The effects on mothers are a result of the major abdominal surgery involved, which is associated with a longer hospital stay, longer recovery, higher rates of postpartum depression, and a greater risk of infection. As a result of criticisms, the rate has dropped since the 1980s.

Source:

Stafford, R. S. (1990). Alternative strategies for controlling rising cesarean section rates. Journal of the American Medical Association, 263, 683–687.

 Low-Birthweight Babies. The number one risk factor associated with death in infants in the first months of life is low-birthweight. Low-birthweight is defined as under 5 pounds for a full-term infant. Low-birthweight babies also spend more time in intensive care nurseries at an annual cost of over $2 billion.

Several conditions contribute to the possibility of low-birthweight: maternal hypertension rubella during the first 16 weeks of pregnancy

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urogenital infections

diabetes more than four previous pregnancies

teenage mother or mother over age 35

mother underweight or malnourished cigarette or marijuana smoking having two or more abortions

anemia

exposure to teratogens

maternal stress

Sources:

Cristafi, M. A., & Driscoll, J. M. (April, 1991). Developmental outcome in very-low-birthweight infants at three years of age. Paper presented at the biennial meeting for the Society for Research in Child Development, Seattle, WA.

Singer, L. I., Yamashita, T. S., & Baley, J. (March/April, 1995). Maternal distress and medical complications predict developmental outcome in very-low-birthweight (VLBW) infants to 2 years. Paper presented at the biennial meeting for the Society for Research in Child Development, Indianapolis, IN.

 Case Study: The Case of… No Place Like Home? Suggested Answers to Case Study Questions:

1. What idea might Roberta suggest to help James overcome his distaste for hospital deliveries? Can the hospital experience be made more personal and natural?

Have him visit a birthing room in a hospital. A birthing room that looks like a home and does not have a hospital feel to it might be perfect for them.

2. Conversely, what ideas might James propose to address Roberta’s fears about at-home delivery? Are there ways to make a home birth as safe as a hospital birth? Have a doctor on call during the delivery. Have a midwife to help the mother.

3. If you were asked to make a recommendation for Roberta and James, what questions would you ask them?

What is the most important thing to you about giving birth? Usually parents-to-be say the most important thing is the safety of the child and the mother. Then ask them their feelings about at-home births and in-hospital births.

4. Roberta and James seem stuck on the question of at-home versus in-hospital birth. Are there other options that might address both parents’ concerns? What are they, and how would they address those concerns?

A birthing room with a living-room feel to it is available at most hospitals now. Natural childbirth can be followed by the parents staying together in such a room, and if medical care is needed, it is immediately available.

5. Would your recommendation change if you found out that Roberta’s mother and sisters all experienced long and painful labor and ultimately had to have cesareans? Why or why not?

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Learning why they had difficult deliveries would be helpful. Were the women of small build, were their babies larger than normal? What kind of physical condition were they in at the time of delivery?

CLASS ACTIVITIES, DEMONSTRATIONS, AND EXERCISES

 Discussions About Birth. Divide the class into several groups. Each group should discuss one or more of the following:

1. List the pros and cons of home birth versus hospital birth.

2. What key factors should a woman consider in deciding whether to return to work or not after having a baby?

3. What are the pros and cons of having fathers and siblings more involved in childbirth?

4. What are reasons that people have children? How valuable are children? Why do many cultures prefer male children?

Have a representative from each group present the group’s findings to the class.

 Can This Baby Live? Get copies of Darcy Frey’s article in the New York Times Magazine titled “Does anyone here think this baby can live?’ (see Supplemental Reading List for complete reference). Have your class read the article and write an essay considering the following questions:

1. What are some ethical considerations relating to the provision of intensive medical care to very-low-birthweight babies?

2. Do you think such interventions should be routine practice?

3. Why or why not?

 The Cost of Childbirth. Have students investigate the cost of childbirth in their city. These costs should include prenatal care, the hospital/doctor or midwife charges, and costs of items for the baby, such as clothing, well-baby checkups, and furniture.

An alternative assignment is to have students investigate various insurance companies and what childbirth-related costs are covered under a typical policy. Students should look into the following specifics: normal birth coverage versus emergency birth (e.g., cesarean, breech, etc.), prenatal care, postnatal care for the mother and infant, prescriptions and prenatal vitamins, length of hospital stay, neonatal or follow-up care, intensive unit care, etc. Students may present their findings in written form or as a presentation.

 My Virtual Child. Divide students into small groups and have them discuss the choices they made for the delivery of their virtual child. Have them explain why they made those choices and what they might have done differently.

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OUT-OF-CLASS ASSIGNMENTS AND PROJECTS

 Personal Visits. Have students visit a maternity ward or birthing clinic and interview the staff.

 My Virtual Child Journal Have students reflect on the pros and cons of both in-hospital and inhome deliveries and explain what they think their choice would be and why.

 My Virtual Child. Continue rearing child.

SUPPLEMENTAL READING LIST

Dixon, W. E. (2003). Twenty studies that revolutionized child psychology. Upper Saddle River, NJ: Prentice Hall.

Hall, G. C. N. & Barongan, C. (2002). Multicultural psychology. Upper Saddle River, NJ: Pearson Education, Inc.

Healy, J. M. (1994). Your child’s growing mind: A practical guide to brain development and learning from birth to adolescence. New York, NY: Bantam Doubleday.

Heim, C., & Nemeroff, C. B. (2001). The role of childhood trauma in the neurobiology of mood and anxiety disorders: Preclinical and clinical studies. Biological Psychiatry, 49, 1023–1039.

Miller, J. B. (1986). Toward a new psychology of women. Boston, MA: Beacon Press.

Phillips, J. L. (1981). Piaget’s theory: A primer. San Francisco, CA: W. H. Freeman and Company.

Pinel, P. J. P. (2003). Biopsychology (5th ed.). Boston, MA: Pearson Education, Inc.

Reis, H. T., Collins, W. A., & Berscheid, E. (2000). The relationship context of human behavior and development. Psychological Bulletin, 126(6), 844–872

Schore, A. N. (2002). Dysregulation of the right brain: A fundamental mechanism of traumatic attachment and the psychopathogenesis of posttraumatic stress disorder. Australian and New Zealand Journal of Psychiatry, 36, 9–30.

Shin, L. M., Whalen, P. J, Pitman, R. K., Bush, G., Macklin, M. L., Lasko, N. B., Orr, S. P., McInerney, S. C. & Rauch, S. L. (2001). An fMRI study of anterior ingulate function in posttraumatic stress disorder. Biological Psychiatry, 50, 932–942.

Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York, NY: The Guilford Press.

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MULTIMEDIA/VIDEO RESOURCES

After the Baby Comes Home (Films for the Humanities and Sciences, 19 minutes)

This film shows how new parents can prepare for the stress of the new baby including postpartum depression, marital stress, exhaustion, and the reactions of siblings.

Babywatching (Films for the Humanities and Sciences, 50 minutes)

Based on the best-selling book by Desmond Morris, this program depicts the world through the eyes of a baby.

Birth and the Newborn (Concept Media, 27 minutes)

A video describing various childbirth practices.

Birth at Home (Filmmakers Library, 14 minutes)

A fascinating film about a home birth in Australia assisted by a midwife.

The Dad Film (Fanlite Productions, 1991, 28 minutes)

This video assuages the anxieties of “expectant dads” and encourages the involvement of fathers in the birth experience.

Easier to Bear (ABC News/Prentice Hall, 1994, 12 minutes)

A 20/20 segment that deals with underwater birth as an alternative method to ease the pain of childbirth. Both pros and cons are discussed. Several underwater births are shown.

First Adaptations (Insight Media, 1992, 30 minutes)

Describes capabilities infants have to survive and learn by their senses.

Five Women, Five Births (Davidson Films, 29 minutes)

This film shows two home births and three hospital births.

It’s Our Baby: Parents Talk about Certified Nurse-Midwife Birth Care (The Cinema Guild, 1992, 25 minutes)

Dispels common misconceptions and shows what midwives do.

The Miracle of Birth (NOVA, PBS Media, 1999, 30 minutes) This video presents current information on childbirth.

The Newborn (Films for the Humanities and Sciences, 23 minutes)

This program shows the reactions of newborns 10 days after birth and important functions of infancy such as sitting, standing, walking, and social contact.

Prenatal Development and the Birth Process (World of Childhood Series #3, University of Nebraska, Great Plains National Instructional Television Library, 1992, 28 minutes)

This video provides an overview of prenatal development including a live ultrasound sonogram. It takes the viewer through the birth process from different cultural perspectives. It also provides a history of different methods of childbirth.

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The Process of Birth (Films for the Humanities and Sciences, 23 minutes)

This program shows how different cultures and different individuals determine the best birth position, whether births should take place in a hospital, who should be in attendance at the birth, and whether the mother should breastfeed the newborn.

Twins

http://www.youtube.com/watch?v=7E-wULAaD50

A Vaginal Birth Animation

http://www.youtube.com/watch?v=duPxBXN4qMg

HANDOUTS

Handout 4-1

Use this handout for a reflective journal exercise for Chapter 4.

Handout 4-2

Use this handout (or adapt it yourself) to help students actively evaluate any videos you show in class. You may decide to give class credit for their efforts.

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HANDOUT 4–1

Reflective Journal Exercise #4

You may (a) consult with your parents about your own birth, (b) interview a new parent about the birth experience, or (c) consider the birth of your own child(ren). Please discuss the following in your journal:

1. Describe the events leading up to the delivery. Where did the delivery take place? Who was present? Was any medication used? Was the birth experience as you expected it to be?

2. What was your initial reaction to the newborn? How soon were you able to hold the baby? When did you name the child? If you stayed in a hospital, describe your experience after the birth.

3. What were the first weeks at home like? What problems did you experience? How was having a baby different than you expected? Describe a typical day at home during the first weeks after the baby was born.

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HANDOUT 4–2

Title:

Video Evaluation

List THREE facts given in the video that you found interesting or important.

What were your reactions to the video (was something interesting, unclear, amusing, etc.)?

Is there something left unanswered you would like to know?

Did this video change any notions you had before you saw it?

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1. 2. 3.

Turn static files into dynamic content formats.

Create a flipbook