Pregnancy and Parenting Education

Free pregnancy and parenting information and education services are available in New Zealand to pregnant women and expectant fathers, and other family members such as grandparents. The group-based education sessions are focused on first-time parents, and their family as appropriate. The purpose of pregnancy and parenting education is to provide parents with information, education and support to help them prepare for pregnancy, childbirth and parenthood and to make informed choices. The sessions provide opportunities for expectant parents to share their experiences and to form new social networks with others. First-time parents in particular, benefit from receiving pregnancy and parenting information. Depending on their circumstances, parents will have different information needs. It is important that the information provided is language appropriate; easily accessible and engages pregnant women, their partners and families in a culturally appropriate manner.

Expectant parents, unfamiliar with New Zealand maternity services may not be familiar with pregnancy and parenting education or support groups. Few women from refugee backgrounds access pregnancy and parenting education services (Dwyer, 2009). Women from a CALD background may be unable or unwilling to use education or support groups due to:

• Resettlement priorities - new migrant and refugee women may give less priority to pregnancy and parenting sessions because they are preoccupied with getting established in a new society including: gaining employment and finding housing.
• Transport problems - some women may not have a driver’s license or access to transport. They may need a family member to accompany them, but they may not always be available.
• Financial problems - where course fees are applicable, cost may be a barrier to education sessions.
• Existing parenting and caregiving responsibilities - some women may be unable to participate because of existing parenting and caregiving responsibilities.
• Poor English language skills - if interpreters are not provided, non-English speaking women will be unable to understand or to participate in the sessions.
• Low literacy and health literacy levels may impact on a woman’s decision to attend group education classes. Some women may perceive group activities as unimportant if they are unaware of the benefits.
• A lack of similar services in the woman’s country of origin may influence acceptance of such services in New Zealand.
• Religious and social taboos - some women may find group activities culturally unacceptable because discussing pregnancy and birth in public is taboo. They may feel too embarrassed to talk about pregnancy in the presence of males.
• Feelings of otherness - women who have undergone FGM may perceive themselves as different from other women. They may not participate because of embarrassment and fear of being stigmatised.
• In some cultures, women may prefer one-to-one education and counselling to group activities.
• The composition of the group - women may be reluctant to participate in group activities due to the ethnic composition of the group, where there is inter or intra-ethnic conflict. Women may also feel that they have nothing in common with mainstream group members, and hence their reluctance to attend. Additionally, women may feel uncomfortable attending mixed group sessions.

To increase CALD Women’s participation in pregnancy and parenting education sessions

Lead Maternity Carers can:

• Encourage CALD women to attend pregnancy and parenting education sessions by emphasising that they are free and where classes are held.
• Explain benefits such as improved skills in pain management during childbirth, relaxation, neonatal care, breast care, pelvic floor exercises. Women and their partners also learn to look after a new born baby, attachment, bonding and emotional adaptation to parenthood.
• Explain the benefits of learning more about healthy cooking and weight management.
• Promote the benefits of increased social interaction and peer support, including the prevention of perinatal depression.

Child Birth/Pregnancy Educators when providing education need to:

• Consider their own personal values, beliefs, culture, religion and biases, and the potential impact on their practice.
• Respond to sensitive issues such as FGM in a respectful and appropriate way.
• Understand the psycho-social/emotional needs of first-time parents who are new migrants and refugees.
• Build rapport and group safety with group agreements at the beginning of the programme (ie different ages, belief systems, decision-making).
• Create opportunities for women to socialise and network after the formal sessions are complete.
• Encourage women from similar ethnicities to meet together for support (if this is appropriate for them).
• Promote the development of adaptive strategies and resources to meet the diverse cultural needs of participants (for example women-only groups).
• Clearly explain what is expected during group activities, which topics will be discussed, which skills will be practised, and what benefits could be attained.
• Encourage women to participate by engaging them on an informal basis and listening to the reasons for not participating. It is important to build trust to reduce the barriers to communication.
• Verify if there are any taboos regarding speaking about pregnancy and maternal health in public.