first time parent group resource maternal child health · ii project consultants and authors...
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MaternalChildHealth
Nurses
and
First Time Parent Group Resource and Facilitation Guide for
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
First-Time Parent Group Resource and Facilitation Guide for
Maternal and Child Health Nurses
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
ii
Project Consultants and AuthorsProfessor Gay Edgecombe, Clinical Chair,Community Child Health Nursing, RMITSusanne White, Director, The ResolutionsGroup, Pty LtdGeraldine Marsh, Consultant, The ResolutionsGroup, Pty LtdCarol Jackson, Senior Lecturer, Child andFamily Health Nursing, RMITDr Barbara Hanna, Senior Lecturer, School ofNursing Deakin UniversitySue Newman, Maternal and Child HealthNurse, City of Greater Geelong.
AcknowledgmentsThe Project Team wishes to thank those peopleconsulted during the development of theGuide:Patricia Glynn, Maternal and Child HealthNurse, Wyndham City.Catriona Good, Maternal and Child HealthNurse, City of Darebin.Raelene Howgate, Maternal and Child HealthNurse, Whitehorse City.Sue Newman, Maternal and Child HealthNurse, City of Greater Geelong.Katrina Pfarrer, Maternal and Child HealthNurse, City of Greater Geelong.Hilary Robinson, Maternal and Child HealthNurse, City of Greater Geelong.Faye Stanesby, Maternal and Child HealthNurse, City of Yarra.Paula Walsh, Maternal and Child HealthNurse, City of Greater Geelong.Sue Walsh, Maternal and Child Health Nurse,City of Darebin.
The 150 maternal and child health nurses whoattended the eight One-Day First-Time ParentGroup Workshops, gave the Project Teamvaluable feedback on the developing Guide.The maternal and child health nurses whogave feedback on the Guide after trialling it intheir First-Time Parent Groups betweenOctober 1997 and February 1998.
Parent Group Resource GuideReference GroupA project Parent Group Resource GuideReference Group was established to provideexpert advice. The members of the ReferenceGroup were:Prue Ingram, Acting Manager, FamilyServices, Department of Human Services.Steve Ballard, Manager, Community ChildHealth, Department of Human Services.Miranda Adams, Program Adviser,Community Child Health, Department ofHuman Services.Warren Cann, Senior Program Adviser,Parenting and Neighbourhood Services,Department of Human Services.Vanessa Gati, Regional Parenting ResourceService, Western Metropolitan Region.Dr Dorothy Scott, Deputy Head, School ofSocial Work, The University of Melbourne.Marianne Mackay, Lecturer/Coordinator,Community, Child and Family HealthNursing, School of Nursing, Faculty of HealthSciences, La Trobe University.Nola Green, Maternal and Child HealthNurse, City of Yarra.
ISBN 0 7306 5078 2
Acknowledgements
Writen by G. Edgecombe, S. White, G. Marsh, C. Jackson, B. Hanna, S. Newman, D. ScottPublished by the Victorian Government Department of Human Services Melbourne, Victoria, April 2001.
© Department of Human Services
(0140598)
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
iiiCONTENTS
Section OneIntroduction to First-Time Parent Group Resource and Facilitation Guide for Maternal and Child Health Nurses1.1 Introduction 3
1.2 Aims of the Guide 4
1.3 How Was the Guide Developed? 5
1.3.1 Background to the First-Time Parents’ Sessions 6
1.4 How to Use the Guide 7
1.5 Information about the Guide 8
1.6 References 9
Section TwoSocial Interaction and Health2.1 Introduction 11
2.2 Benefits of Social Support 12
2.3 Facilitator’s Role and Related Benefits 13
2.4 References 14
Section ThreeBenefits of New Parents’ Support Groups3.1 Introduction 17
3.2 Parents’ Perceptions of the Value of First-Time Parent Groups 17
3.3 Maternal and Child Health Nurses’ Perceptions of the Value of First-time 19Parent Groups
3.4 Conclusion 20
Contents
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Section FourTips for Organising and Facilitating First-Time Parent Groups4.1 Introduction 21
4.2 Successful First-Time Parent Group Session Factors 21
4.3 Role of Facilitator 21
4.4 Encouraging Sustainable Connections Between Participants 22
4.5 Group Guidelines or Rules 22
4.6 Handling Difficult People in the Group Sessions 23
4.7 What to Do about ‘Drop Outs’ 24
4.8 Evaluating the Sessions 24
4.9 Debriefing the Facilitator 24
4.10 Engaging ‘Experts’ 24
4.11 Inviting Participants 24
4.12 Times, Days and Venues 25
4.13 Engaging Fathers 25
4.14 Maintaining and Continuing the Group 25
4.15 Developing and Improving Facilitation Skills 26
Section FiveAbout the First-Time Parent Group Sessions5.1 Introduction 27
5.2 The Purpose of the Group Sessions 28
5.3 Maternal and Child Health Nurse as Group Facilitator 28
5.3.1 Accessing Resources for Parents and Maternal and Child Health Nurses 295.3.2 Accessing Resources for Culturally Specific Groups 29
5.4 The Session Designs 30
5.5 Choosing the Sessions for Parent Groups 31
5.6 Notes on the Strategies Used in Following Sessions 32
5.7 Promoting Discussion in Groups 34
5.8 Assertiveness and First-Time Parent Groups 34
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vCONTENTS
Section SixSuggested First-Time Parent Group Sessions6.1 Getting to Know Each Other: Beginning Our Group 35
6.1.1 Planning the Session 356.1.2 Workshop Session 36
Conversation Starters 38
6.2 Being a Parent: Changes and Challenges 39
6.2.1 Planning the Session 396.2.2 Workshop Session 41
6.3 Getting to Know Your Baby 43
6.3.1 Planning the Session 436.3.2 Workshop Session 44
6.4 Looking After Yourself: Exploring Mother’s Health 47
6.4.1 Planning the Session 476.4.2 Workshop Session 49
Raindrops Massage Text 52
Script for Raindrops Massage 53
6.5 Baby’s Ages and Stages: What to Expect 55
6.5.1 Planning the Session 556.5.2 Workshop Session 57
6.6 Managing Childhood Illnesses 61
6.6.1 Planning the Session 616.6.2 Workshop Session 62
Visiting a Health Professional 65
6.7 What to do in an Emergency (1): Resuscitation 67
6.7.1 Planning the Session 676.7.2 Workshop Session 69
6.8 What to do in an Emergency (2): First Aid 71
6.8.1 Planning the Session 716.8.2 Workshop Session 73
6.9 Keeping Your Child Safe: Preventing Accidents 75
6.9.1 Planning the Session 756.9.2 Workshop Session 77
6.10 A Settled Baby: What Does it Mean? 81
6.10.1Planning the Session 816.10.2Workshop Session 83
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6.11 Food: Your Baby and the Family 87
6.11.1 Planning the Session 876.11.2 Workshop Session 89
6.12 Teething and Looking After Baby’s Teeth for Life 91
6.12.1Planning the Session 916.12.2Workshop Session 93
6.13 Returning to Paid Work 95
6.1.1 Planning the Session 956.1.2 Workshop Session 96
6.14 Play: More than Fun and Games 99
6.14.1Planning the Session 996.14.2Workshop Session 100
6.15 Being a New Parent in Australia and Other Countries 103
6.15.1Planning the Session 1036.15.2Workshop Session 104
6.16 Communicating With Your Baby Through Music and Books 107
6.16.1Planning the Session 1076.16.2Workshop Session 108
Music and Your Baby 110
6.17 Where to From Here? 111
6.17.1Planning the Session 1116.17.2Workshop Session 112
Section SevenResources for Nurses7.1 Figure 1 – Model for Parent’s Perception of Core Benefits of
First Time parent Group 115
7.2 Invitation 116
7.3 Pre-Group Information 117
7.4 Group Session Outline and Roster 118
7.5 Evaluation 119
7.6 Attendance Record 120
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31. INTRODUCTION
1. Introduction to the First-Time Parent GroupResource and Facilitation Guide for Maternal andChild Health Nurses
1.1 IntroductionWelcome to the First-Time Parent Group Resource and Facilitation Guide for Maternal and ChildHealth Nurses (The Guide). This Guide has been designed to assist maternal and child healthnurses in their facilitation of the first-time parent groups for which they are responsible.
First-Time Parent Groups are funded by the Department of Human Services in recognition of thechallenges and stresses that may be associated with the transition to parenthood (Department ofHuman Services, 1997, p. 3). The purpose of groups for first-time parents is to:• Enhance parental and emotional well-being.• Enhance parent–child interaction.• Provide opportunities for first-time parents to establish informal networks and social
supports.• Increase parental confidence and independence in child rearing.
Parenting groups have been provided by maternal and child health nurses since the 1920s.However, it was not until 1994 that funding was formally allocated for first-time mothers’groups by the then Department of Health and Community Services (now the Department ofHuman Services). The name of the groups was changed to First-Time Parent Groups in 1997– 8in recognition of the role fathers play in parenting. The role of fathers as members of the First-Time Parent Groups is developing.
The Guide provides information about the theory and research which underpin the funding ofFirst Time Parent Groups and the consequent emphasis within the Guide on promoting socialinteraction, both within the formal group sessions facilitated by the nurse and outside thesessions as well.
The primary focus of the Guide is the role of the maternal and child health nurse as a groupfacilitator. Most sections of the Guide are dedicated to the work of group facilitation. There aresome tips for running effective groups and a series of sessions detailed. Nurses can selectdirectly from these sessions for their groupwork or they can adapt them to suit the needs oftheir groups and their own facilitation styles. There are some materials which can be copieddirectly or again adapted for use by maternal and child health nurses. Throughout the Guidethere are current references which have been provided for nurses and group participants tofollow up.
Numbers of maternal and child health nurses have been successfully facilitating first-timeparent groups for years. Many of the ideas within the Guide have been drawn from theirexperience and others have been developed to address the concerns which have been identifiedby nurses during the research and trialling phases conducted in preparation of this Guide.
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1.2 Aims of the GuideThe specific aims of the Guide are to:• Enhance maternal and child health nurses’ knowledge and skills in providing first-time
parent groups.• Provide information on the facilitation of groups.• Provide a range of group topic outlines.• Provide a range of group models for increased flexibility.• Provide information on suitable resources for groups.
First-time parents require a range of information which supports the development of theirparenting skills when they become a new parent. The provision of First-Time Parent Groups isone strategy used by Victoria’s Maternal and Child Health Service to provide parents with arange of information, while developing a supportive group environment for parents. TheDepartment of Human Services, Victoria, has formally funded First-Time Parent Groups sinceJanuary 1994. This new funding initiative was evaluated in 1995 by Deakin University (Clarke,Hanna, Rolls, Grant, Bethume, Horne and Ching, 1995, pp. 3–4). The areas of concern identifiedwere:• The groups should also include fathers and any other persons taking a major role in caring
for the new baby.• Consideration should be given to the flexibility of the timing of the groups, such as offering
evening or weekend sessions.• Greater involvement of participants in selecting the group topics may reduce the mismatch
found between the parents (development of long-term friendships and informal socialnetworks) and nurses’ needs (more interested in information provision and education).
• All nurses should evaluate their groups.• There is a need to have an interpreter present for some non-English speaking groups.• There is a need to provide continuing education for some maternal and child health nurses in
group facilitation.
Many Victorian maternal and child health nurses have the knowledge and skills needed formanaging and facilitating First-Time Parent Groups and group work generally. This Guide isdesigned to capitalise on their expertise and provide new information and resources to assistthem with this aspect of their practice.
While this Guide will be sufficient stimulus for many nurses in their group facilitation, othersmay find it advantageous to access some of the one or two day training programs in generalgroup facilitation which are available at various educational organisations throughout Victoria.The Guide will then be useful for its suggestions in the specific application to the issues of firsttime parents.
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1.3 How Was the Guide Developed?Since 1994, maternal and child health nurses have requested assistance with the development ofa package to assist them to provide high quality First-Time Parent Groups across Victoria. In1997, a project team from RMIT University successfully tendered for a Department of HumanServices Project Brief, Development of a First-Time Parent Group Resource and FacilitationGuide for Maternal and Child Health Nurses (April, 1997).
As it was several years since the evaluation of First-Time Parent Groups by Deakin University(1995) the project team undertook a series of focus groups with maternal and child health nursesand first-time parents in 1997, prior to commencing work on the design and layout of theResource and Facilitation Guide.
Key positive features of the groups identified by parents included:• The groups are fun.• Parents value the informality of the groups.• The information shared and discussed at the groups.• The new relationships developed with other parents.• Support received from the group.• Support networks discovered through the groups.• Parents also commented that they particularly liked the continuing use
of name tags for parents and babies within the groups and secondly, the opportunity tochoose their content from a list of group topics.
• Parents discovered that their maternal and child health nurse had knowledge and skills on awide range of topics.
The above findings have been illustrated in Figure 1.
First-TimeParent Groups
Informality
Information
Support Relationships
Figure 1 Model of Parents' Perception of Core Benefits ofFirst-Time Parent Groups
INTRODUCTION1. INTRODUCTION
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Key issues identified by maternal and child health nurses were:• Groups widely used.• Not all maternal and child health nurses are providing First-Time Parent Groups.• Maternal and child health nurses’ knowledge and skills in group facilitation appears to be at
different levels.• Quality of groups not known.• ‘Nurses need to be more innovative in how they facilitate groups’.• ‘Parents don’t only attend for information’.• ‘Getting discussion going and keeping on track is an issue for me’.
As the recommendations from the Deakin 1995 evaluation and the 1997 focus groups identifiedsimilar issues, the project team felt reasonably confident to begin designing the Resource andFacilitation Guide in August 1997, following the first meeting of the project’s Parent GroupResource Guide Reference Group on July 25, 1997.
The team recognised that nurses have varying experience in group facilitation, and work withnew parents across all regions of Victoria, with a wide range of needs and issues. In order todesign a practical and user-friendly document to address this range of requirements, a draftGuide was developed and distributed to 150 maternal and child health nurses, from all parts ofVictoria, who attended one of a series of one-day workshops. During the workshops, the nursesreviewed the content and layout of the Guide and experienced some of the suggested strategiesas group participants. Following these workshops, the nurses were invited to trial (some of) thestrategies with the next groups they were facilitating. The feedback from the 150 nursesprovided during the workshops and after their own trials was taken into account and the issueswere addressed in the final production of the Guide.
1.3.1 Background to the First-Time Parents’ SessionsMaternal and child health nurses have had many years of experience in facilitating groups fornew parents. The team which prepared this Guide observed numbers of nurses facilitating First-Time Parent Groups and have incorporated many of their ideas and activities in the sessions.
Although nurses have this extensive experience, they requested the writing team make thegroup processes as simple to prepare as possible. The authors determined that the style chosenfor the Guide would provide a step-by-step simplicity, and it is expected that nurses will adaptthe sessions to their own situations, groups and time constrictions. For example, nurses workingwith groups with low literacy levels will focus more on discussions than print materials.
In addition, the Reference Group for the Project was of the view that the Guide needed to payparticular attention to the process of group facilitation. Maternal and child health nurses arewell able to address the content for the Sessions presented in the guide, but have had lessopportunities to develop other aspects of group work.
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71. INTRODUCTION
The session titles themselves were agreed after extensive consideration. They are designed fromthe parent perspective. In fact, this perspective has been used throughout and the content of allsessions has been planned to be both parent and nurse user-friendly.
The sessions have been developed through:• The experience of maternal and child health nurses who have been facilitating groups for
mothers and/or fathers for many years.• A process of consultation with a range of maternal and child health nurses and first-time
parents currently participating in groups.• Consideration of recommendations in recent literature which addressed the content and style
of first-time parent groups, particularly Lawson and Callaghan (1991) and Moran and Martin(1997).
• Discussion with older parents about the sorts of issues they would have liked to discuss aswell as what they had found valuable.
1.4 How to Use the Guide Sections Two and Three of the Guide provide some theory and point to some research about theincreasingly acknowledged value of social interation for first time parents. This material hasbeen provided as the rationale for the focus of the Guide on promoting social interactionthrough and within the First Time Parent Groups. It has also been included to encouragematernal and child health nurses to place an emphasis on their group facilitationresponsibilities, since during the preparation of the Guide, nurses frequently commented on thedifficulty of giving the time for planning and organising their group facilitation when there weremany other competing priorities, especially for one-to-one consultations.
Sections Four to Seven of the Guide have been designed to assist maternal and child healthnurses to meet two key objectives in their facilitation of first time parent groups. Theseobjectives are: • To develop a cohesive group with sustainable links between individual
participants.• To provide information and develop skills,where appropriate, which are
critical to the role and tasks of new parents.
The Guide highlights the group and discussion facilitator roles, in which maternal and childhealth nurses need to become expert, rather than the presenter role that some nurses still use inorder to ‘get through the information parents need to be aware of’. This facilitator role enablesnurses to empower parents to play an active role in the group process and development ofknowledge about parenting. In preparation of the session guides, the authors were very awarethat nurses need to ‘switch hats’ quickly, from providing individual consultations to facilitatinggroups, and so a detailed step-by-step process was used throughout the seventeen sessiondesigns.
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Seventeen different group session designs are provided in the Guide to enable selectionaccording to the interests, information and skill needs of the groups. Most First-Time ParentGroups run for a period of eight weeks and so it assumed that while (a version of) the first andlast sessions will be used in common, the other six sessions will be selected and mixed andmatched for different groups. Most groups run for approximately two hours and each sessionhas been designed to cover that time period, although it is possible to shorten each session ifthat is required. Each session has an introductory time to enable the group to re-form and aclosure time. It is anticipated that some of the activities suggested for these times will be mixedand matched in different sessions.
The session titles have been designed to reflect the language used by parents, rather than thelanguage maternal and child health nurses may traditionally use. However, the titles do reflectthe issues, topics and / or information that parents have been asking maternal and child healthnurses about for many years.
The sessions have been designed to include both parents, but at the time of writing it isacknowledged that the usual group participant is the mother. The time of day at which thegroup is conducted affects participation. Some sessions, such as What to do in an Emergency (1)Resuscitation and What to do in an Emergency (2) First Aid, lend themselves to promotion toboth parents, perhaps in an evening session.
Finally, as there is a need for all nurses to evaluate their First-Time Parent Groups, someexamples of evaluation tools have been included in the final section. These may be used directlyor adapted to meet the needs of the different users.
1.5 Information about the GuideIf you need information about the Resource and Facilitation Guide, contact Gay Edgecombethrough the Office of Clinical Chair, Community Child Health Nursing.
Telephone: (03) 9925-4321 Business HoursFax: (03) 9925-4398Email: [email protected]
Mailing AddressProfessor Gay EdgecombeClinical Chair, Community Child Health NursingRMITCity CampusGPO Box 2476VMelbourne 3001VictoriaAUSTRALIA
This package is funded by the Victorian Department of Human Services.
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91. INTRODUCTION
1.6 ReferencesDepartment of Human Services, 1997, Project Brief: Development of a First-Time Parents Resourceand Facilitation Guide for Maternal and Child Health Nurses, Department of Human ServicesPublication, Melbourne.
Department of Human Services, 1997, Maternal and Child Health Program: Annual Report1995–1996, Department of Human Services Publication, Melbourne.
Clarke, V., Hanna, B., Rolls, C., Grant, A., Bethume, E., Horne, R. and Ching, M., 1995, Evaluationof Group Sessions for First-Time Mothers Provided by the Victorian Maternal and Child Health Service,Deakin University, Melbourne.
Lawson, J.S. and Callaghan, A., 1991, ‘Recreating the village: the development of groups toimprove social relationships among mothers of newborn infants in Australia’, Australian Journalof Public Health, 15(1) pp. 64–66.
Moran, C. and Martin, D., 1997, ‘What do Women Want to Know after Childbirth?’ in Birth,24(1)27–34.
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112. SOCIAL INTERACTION AND HEALTH
2. Social Interaction and Health
2.1 IntroductionIt is well established that the transition to parenthood is a stressful time and the need for socialsupport, paramount. Why is this? It is now known that integration into a social network protectshealth and promotes recovery (Bloom 1990). In addition, social support enhances healthoutcomes and reduces mortality by fulfilling basic social needs and enhancing social integration,mediating the effects of stress on health and protecting individuals from harmful influences ofacute stressful events (Quittner, Gleuckouf and Jackson 1990). The need for social supportnetworks is recognised as an important feature of health-care delivery for parents as women areleaving hospital earlier than before following the birth of a child (Stewart and Tilden 1995).
An Australian study by Rogan, Shmied, Barclay, Everitt and Wylie (1997) reports the hurdlesnew parents face as monumental, leaving many women initially feeling drained, alone and witha sense of loss. Research by Majewski (1987) and others suggests that partners provide newmothers with the greatest levels of support. They also identified a different type of supportwhich is provided through parent groups. According to Majewski such groups offer parentalguidance and a network of friends which is sustained over time. It is through social support thatindividuals gain information, see new role models and are encouraged by others (Bloom 1990).
In a publication by the World Health Organisation (WHO) and the International Centre forHealth and Society The Solid Facts: Social Determinants of Health (1998, p. 1-10) an attempt ismade to examine research and present it in a useful format for policy makers, managers andhealth care providers. The ten social determinants of health referred to in this publication are:1. The social gradient: People’s social and economic circumstances strongly affect their health
throughout life, so health policy must be linked to the social and economic determinants ofhealth.
2. Stress: Stress harms health. Social and psychological circumstances can cause long-termstress.
3. Early life: The effects of early development last a life-time; a good start in life meanssupporting mothers and young children.
4. Social exclusion: Social exclusion creates misery and costs lives.5. Work: Stress in the workplace increases the risk of disease.6. Unemployment: Job security increases health, wellbeing and job satisfaction.7. Social support: Friendship, good social relations and strong supportive networks improve
health at home, at work and in the community.8. Addiction: Individuals turn to alcohol, drugs and tobacco and suffer from their use, but use
is influenced by the wider social setting.9. Food: There is a need to ensure access to supplies of healthy food for everyone.
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10.Transport: Healthy transport means reducing driving and encouraging more walking andcycling, backed up by better public transport.
WHO states that (1998, p. 20-21):
Social support and good social relations make an important contribution to health. Socialsupport helps give people the emotional and practical resources they need. Belonging to asocial network of communication and mutual obligation makes people feel cared for, loved,esteemed and valued. This has a powerful protective effect on health.
Support operates on the levels of both the individual and the society. Social isolation andexclusion are associated with increased rates of premature death and poorer chances ofsurvival after a heart attack. People who get less emotional social support from othersexperience less wellbeing, more depression, a greater risk of pregnancy complications andhigher levels of disability from chronic diseases. In addition, the bad aspects of closerelationships can lead to poor mental and physical health.
Access to emotional and practical social support varies by social and economic status.Poverty can contribute to social exclusion and isolation.
Social cohesion - the existence of mutual trust and respect in the community and widersociety - helps to protect people and their health. Societies with high levels of incomeinequality tend to have less social cohesion, more violent crime and higher death rates.
Sir Donald Acheson (WHO, 1998, p. 5) states that "…scientific knowledge on the socialdeterminants of health is accumulating quickly. The need to direct our efforts there has becomeincreasingly clear. This means ‘upstreaming’ public health, spreading awareness and promotingdebate on social determinants."
2.2 Benefits of Social SupportBenjamin, Bessant and Watts (1997) are of the view that parents gain a range of benefits fromsupport groups. These include: • Therapeutic benefits.• Understanding emotional problems.• Developing relationships.• Shared reciprocity.• Knowledge acquisition which leads to a greater sense of control.• Gaining a sense of who they are.• Self determination.• Equality.• Empowerment.
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132. SOCIAL INTERACTION AND HEALTH
Empowerment, which is about encouraging participants to exercise more control over their livesis receiving more attention in the literature. For example, Neville, Beak and King (1995, p. 28),through their work with The Centre for Fun and Families in Great Britain, aim to empowerparents who are experiencing behaviour and communication difficulties with their children.They have found that empowering parents results in a number of changes:
• Parents attain increased dignity and self respect.• Decision-making about individual services is based on the best, most accurate, information.• Services are more appropriate to parents’ needs.• Parents’ problem-solving skills are improved.• Greater diversity and choice of services develop to meet parents’ needs more appropriately.• Forward planning of services is based upon the best information and therefore more
accurately reflects client’s needs.
Crittenden (1985) is of the view that social support has the ability to:• Mediate environmental stress and personality deficits to enhance parent-child attachment.• Increase parental self-esteem and coping.• Foster healthy child development and prevent family breakdown.• Provides a protective element in avoiding child abuse and neglect.
Abriola (1990) reported on a descriptive study of postpartum support groups which exploredmothers’ perceptions of a support group which had been operating for many years. Specifically,the researcher investigated the reasons why the monthly support group continued and how ithelped the twelve participants. The study found that the supportive nature of the groups wasthe most important aspect. Benefits included:• Support and reassurance.• Knowledge.• Needs were met.• Information and support.• Networking.• Help with transition to parenthood.• Interaction with children of similar ages.
2.3 Facilitator’s Role and Related BenefitsGitterman (1989) offers advice to those who would be group facilitators regarding how to buildsupport in groups. He claims that professionals can do much to assist group members in feelingsupported while encouraging participants to be open with each other. The facilitating process,according to Gitterman, assists group members in the following ways by:• Reducing isolation.• ‘De-pathologising’ problems.• Diminishing stigma when experiencing problems.• Helping each other learn skills.
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• Managing their own anxieties.• Improving their own problem solving skills.• Managing self-doubt’s and insecurities.
Facilitating adequate support networks promotes a positive state of health for individuals.However, when that support is not available or is inappropriate, then alternative ways ofobtaining support need to be facilitated. Maternal and child health nurses are in a key positionto facilitate the development of new social networks for new parents. This view is supported bythe work of Lawson and Callaghan (1991) who examined whether an educational ‘mothersgroup’ facilitated by the early childhood nurses in New South Wales, encouraged social supportand reduced isolation. They found that the early childhood nurse played an important role inhelping parents to overcome reticence to become involved with strangers. The studydemonstrated a strong commitment to the group process through education, but at the sametime it provided a subtle and socially acceptable way of facilitating interpersonal relationships.Facilitating supportive relationships within an interpersonal network has also been examined byBoyle (1989). Thus, it is increasingly being recognised in Australia and elsewhere that maternaland child health nurses have a central role to play in facilitating the development of supportivesocial networks during the transition to parenthood. They are often the "nucleus in theneighbourhood" network and so are ideally located to create lasting linkages between familiesand so enhance the social well-being of all family members.
2.4 ReferencesAbriola, D. (1990) Mothers’ perceptions of a postpartum support group, Maternal Child NursingJournal, Summer, pp. 113-134.
Benjamin, J. Bessant, J. and Watts. R. (1997) Making Groups Work: Rethinking Practice, Allen &Unwin, St Leonards, NSW.
Bloom, J.R. (1990) The relationship of social support and health, Social Science Medicine, 39(5), pp. 277-280.
Boyle, J.S. (1989) Constructs of health promotion and wellness in a Salvadoran population,Public Health Nursing, 6(3) pp. 129-134.
Crittenden, P. (1985) Social networks, quality of child rearing and child development, ChildDevelopment, 46, pp. 1299-1313.
Gitterman, A. (1994) Building mutual support in groups, Social Work with Groups, 12(2), pp.5-21.
Lawson, J.S. and Callaghaan, A. (1991) Recreating the village: the development of groups toimprove social relationships among mothers of newborn infants in Australia, Australian Journalof Public Health, 15(1) pp. 64-66.
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Majewski, J. (1987) Social support and the transition to the maternal role, Health Care For WomenInternational, 8, pp. 397-407.
Neville, D. Bleak, D. and King, L. (1995) Promoting Positive Parenting, Ashgate, Aldershot.
Quittner, A. Glueckouff, R. and Jackson, D. (1990) Chronic parenting stress: moderating versusmediating effects of social support, Journal of Personal Social Psychology, 59(6) pp. 1266-1278.
Stamp, G.E. Williams, A.S. and Crowther, C.A, (1995). Evaluation of antenatal and postnatalsupport to overcome postnatal depression: A randomized controlled trial, Birth, 22(3), pp. 138-143.
Stewart, M.J. and Tilden, V.P. (1995) The contributions of nursing science to social support,International Journal of Nursing Studies, 32(6), pp. 535-544.
Rogan, F. Schmeid, V. Barclay, L. Everitt, L. and Wyllie, A. (1997) ‘Becoming a mother’ —developing a new theory of early motherhood, Journal of Advanced Nursing, 25, pp. 866-885.
World Health Organisation and International Centre Health and Society. (1998). The Solid Facts:Social Determinants of Health. WHO Regional Office for Europe, Copenhagen.
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3. Benefits of New Parents’ Support Groups
3.1 IntroductionOne of the ways of assessing the benefits of New Parents’ Support Groups is by evaluating thedegree to which they evolve into self-sustaining supportive social networks. Maternal and childhealth nurses have long heard the anecdotal reports of how some of the groups they ran over asix to eight week period at the centre went on to have a long lasting life of its own, with strongbonds being forged between the children and the families.
This has recently been the subject of research undertaken by Associate Professor Dorothy Scottand Sue Bradey of the School of Social Work at the University of Melbourne in association witha La Trobe University research Masters student and maternal and child health nurse, PatriciaGlynn, and her thesis supervisor Professor Judith Lumley.
The research involved doing a two year follow up of women who joined New Parent Groups intwo outer urban municipalities of Melbourne in which the nurses had expressed an interest innew parent groups. A total of 243 women from 24 groups were interviewed and the studyexplored a number of issues in relation to consumer satisfaction with the maternal and childhealth nurse facilitated group sessions. The primary focus of the study however was on theextent to which the group members had maintained contact with one another after the formalphase of the group was finished. Maternal and child health nurses in both municipalities werealso interviewed about the way in which they ran their groups and their attitudes to this aspectof their work.
3.2 Parents’ Perceptions of the Value of First-Time ParentGroups Some of the key findings of the study in relation to the first phase of the group were as follows:
Most of the women (75%) reported positive feelings about the prospect of joining a group, withthe remainder equally divided between those who were neutral, those who were negative andthose who felt hesitant about doing so.
The most important things women hoped to gain from the group were: child health anddevelopment information, and the sharing of experiences and mutual support with other firsttime mothers.
The majority of women (76%) reported that the members of their group got along well. Thosewho had been in groups where this had not happened thought that the reasons included: groupsize (too large for the group to "click" or "gel" as they described it); too great a diversity of ageand background; and differences in values and lifestyles, especially related to child rearing.
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Most women (60%) were highly satisfied with the way their group was facilitated. Those whoexpressed dissatisfaction reported that the sessions were too didactic ("too much like a schoolclass") or that the physical attributes of the centre itself were a problem (for example, too small,noisy, too hot in summer).
Some of the key findings in relation to the later phase of the group were as follows: All but one of the 24 groups continued to meet informally after the sessions at the centre hadended with 5 ending by 12 months. At 12 months 18 groups (constituting two thirds of thewomen in the study) were still meeting, and 16 groups were still meeting at the time of followup (18 months to 2 years).
Women returning to paid employment was related to some groups not continuing but othergroups with members who returned to paid employment went to considerable lengths tochange the group meeting times to accommodate this and these groups continued to flourish.
Even among those groups which were not meeting 18 months later, there was considerable one-to-one contact between some members and significant friendships had been made through thegroups.
One-to-one relationships were classified as mutual aid friendships, social activity basedfriendships or acquaintance relationships. A large majority (80%) formed at least one mutual aidfriendship through the group, and had frequent contact with the friend(s) outside of the group,often assisting each other with babysitting, as well as being a confidante.
Social activity based friendships did not involve the sharing of personal information but werecharacterised by participating in activities such as children’s birthday parties, clothes parties andoccasional evenings spent together without the children. In some instances family to familycontact developed which involved the fathers (for example, barbecues and picnics with thechildren).
A small number of women formed only acquaintance relationships, and would occasionally’bump into‘ one another at the shops. This generally applied to women who had only attendedthe group for a short period of time or had returned to work and lost contact with the group.However, even this level of relationship was described by some women as giving them a senseof familiarity with others in their community.
Women gave multiple reasons for participating in the continuation of their group, with the mainreasons being: that they enjoyed sharing their experiences of motherhood with one another(96%); that the groups provided support (95%) and that it was beneficial for their child to havecontact with others (82%).
Most of the groups met in one another’s homes. As the children became increasingly mobile thispresented problems and some of the groups evolved into playgroups which met at community
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venues. A few women spoke of their discomfort at meeting in one another’s homes, particularlywhere there was a discrepancy in the level of affluence among members.
Overall there was a high level of homogeneity among those interviewed in relation to maternalage, occupation, ethnicity and marital status. While to some degree this reflects the demographiccharacteristics of the two municipalities involved in the study, it also raises concerns identifiedin earlier research as to whether young single mothers, and women from low income familiesand women from non-English speaking backgrounds are less likely to participate in suchgroups.
3.3 Maternal and Child Health Nurses Perceptions of theValue of First-Time Parent GroupsA total of 17 maternal and child health nurses were interviewed about their experiences infacilitating groups. Most had facilitated a large number of groups (average 34 groups) over anaverage period of running groups of 10 years. Most of the nurses reported that they enjoyedrunning groups but that there was insufficient time allocated for the work which this entailed. A few expressed apprehension about facilitating groups and found the first group session ratheranxiety provoking. Many mentioned the inadequacy of the facilities for running groups(overcrowding, no space for prams, no air conditioning, parking problems).
All the nurses thought that the groups fulfilled a valuable function, but there were significantdifferences in the proportion of their first time mothers who joined their groups (ranging fromone third to over 80%). Nearly all reported that it was more difficult to engage young singlemothers, women from low income families and women from non-English speaking backgroundsin the groups, although some appeared to have had a lot more success than others in doing so.For example, some had successfully mixed women of very different ages in the same groupswhile others had run specific groups for young mothers in quite a different way from their othergroups. Another nurse had run a highly successful group for women of very diverse culturalbackgrounds and made the theme "mothering in a new land" a particular focus of discussion.Some nurses described how they introduced two mothers of the same non-English speakingbackground and that this had been more successful than trying to involve mothers with limitedEnglish in their groups. Others had linked such mothers to ethnic specific women’s associationsor referred young single mothers to a specific program designed to meet their particular needs.
Most of the nurses emphasised the importance of creating the right climate, particularly in thefirst group session, so that the group could develop a sense of cohesion and an informalatmosphere. Most of the nurses had a set content which they followed but tried to be flexible inresponse to the needs and wishes of the particular group. They varied in the degree to whichthey balanced the provision of information with open discussion and social contact. Somecommented that they had learned over time to become less preoccupied with getting through
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their prepared material and more oriented to encouraging participation and social interaction asthis is what mothers appeared to value most about the groups.
A few had successfully engaged men in their groups, some effectively using infant CPR sessionsin the evening to draw in the fathers. Others were unsure about the participation of fathers anda few were opposed to it, believing that it inhibited women from discussing some issues andmade the group less cohesive. One nurse had gone to great lengths to establish a group for athome fathers. The issue of paternal participation is obviously an area which requires moreresearch and discussion.
3.4 ConclusionIn summary, this study has demonstrated that at least in two outer urban areas of Melbourne, alarge majority of first time parent groups evolve into self-sustaining social networks and providesignificant social support for women having their first child. Because so many of the groups inthis study continued, it was not possible to identify the characteristics of those groups whichwere more likely to continue from those which were not. However, there is some evidence tosuggest that continuation is more likely to occur if the group is facilitated in a way which createsan atmosphere of trust and builds a sense of group cohesion. If the nurse is overly focussed ondidactic input, or if the group is too large or the backgrounds of the members too diverse, theremay be insufficient group cohesion to sustain it. Future research is required, particularly on theparticipation of men in groups, how to make groups more accessible to parents of differentbackgrounds, and what alternative ways might exist for increasing the level of social support forfamilies other than through groups.
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4. Tips for Organising and Facilitating First-TimeParent Groups
4.1 IntroductionMany of the tips for organising and facilitating the First-Time Parent Sessions are incorporatedinto the Seventeen Suggested Sessions (Section 6). This section of the guide expands upon someof those tips and adds a few more to assist with the planning and facilitation of each session.There are numerous books available, too, which expand all the following ideas. One of thesewhich many nurses have used is by Kerri Hamer, entitled Leading a Group: A Practical andComprehensive Handbook (1997) Published by Hamer, Maroubra, NSW (phone 02 9349 5170).
4.2 Successful First-Time Parent Group Session FactorsThe success of the first-time parent sessions depends on a number of factors, including:• A definition and clear understanding of the purpose of the overall program and each of the
individual sessions.• Pre-session planning to address the purpose and objectives.• Active marketing of the sessions.• Articulation of group expectations and development of guidelines or rules.• Consideration of the diverse needs of participants, for example, cultural background, rural or
metropolitan setting.• Opportunities for equal involvement by all participants.• Effective facilitation.
While collection of information resources for participants often dominates early planning time,this issue may be of less importance than the discussion in the sessions themselves. It isimportant that nurses know their local services and resources well and prepare relevantdocumentation to encourage their group participants to learn about and use them. Nurses needto remind themselves too, that the objectives of the group sessions are additional to individualone-to-one consultations. Nurses may occasionally need to remind themselves and parents thatthese consultations provide opportunities to address individual health concerns of the parentsand babies, and the group time allows opportunities for shared issues and discussion.
4.3 Role of FacilitatorAs the facilitator of the session the nurse acts as a catalyst. They bring together first-timeparents, providing them with an environment which enables open communication andencourages the forming of networks and friendships.
An effective facilitator of First-Time Parent Groups:• Is a good listener.• Utilises all opportunities to encourage participant involvement.• Acknowledges and builds on participants’ knowledge and skills.• Allows and encourages participants to explore ideas.
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• Is the timekeeper.• Summarises, or encourages the participants to summarise, the process, issues and decisions
made in each session.• Does not dominate the group.
While it is important for nurses to have done plenty of homework to ensure they are adequatelyinformed about current parenting and health issues and local resources, they must take care notto be tempted to be the ‘fountain of all knowledge’. Participants will bring a great deal ofknowledge to most issues, although this knowledge may not be as complete or as wellorganised as the nurse’s. It is helpful to remember that most groups do not take in informationafter fifteen minutes of concentration.
It is likely that numbers of participants will not have had a group learning experience sinceschool and for some participants that past experience may not have been a positive one. Nursefacilitators may have a powerful impact through their role in modeling group skills like activelistening and encouraging resolution of differences as well as encouraging commitment toidentification and achievement of group goals.
4.4 Encouraging Sustainable Connections BetweenParticipantsThe group sessions are intended to create opportunities for socialisation within the formalgroup, but also to promote sustainable relationships and networks between participants afterthe formal sessions are completed. Mixing and matching participants in all sorts of variedcombinations early in the group development will promote the cohesion of the group and thelikelihood that all will be included in future. Groups are more likely to continue to meet beyondthe structured sessions if the participants have not become dependent on the facilitator. Thisrequires the nurse to be constantly alert to those situations and activities where participants willtake the lead themselves. This may begin with the organisation of tea and coffee at the sessions,but will have even more lasting effect if people take responsibility to organise a trip to thelibrary together, for example, with (or preferably without) the nurse’s participation. Thecirculation of names and contact address and phone numbers as early as the group iscomfortable with this will enhance the opportunities for connections to continue after thesessions.
4.5 Group Guidelines or RulesIn the session ‘Getting to Know Each Other: Beginning Our Group’ it is recommended that thefirst-time parent group develop their own guidelines or rules. It is important that participantsdevelop their group’s rules or guidelines and are not ‘given’ them, as they will be implementingthe guidelines and need to ‘own’ them. This process also provides an excellent model forparticipants in setting up their own formal and informal (community) groups in future.
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A process has been included in the session notes to assist the nurse in facilitating thedevelopment of the group rules or guidelines.
Possible areas for discussion and inclusion in the guidelines or rules are:• Confidentiality (within and outside the group).• Attendance at the group.• Listening to each other.• Positive communication.• Acceptance of a diversity of ideas.
The group’s guidelines or rules could be written onto butcher’s paper and displayed on the wallfor each session.
4.6 Handling Difficulties in the Group SessionsThe sessions in this guide have been designed to assist the facilitator manage any ‘difficult’situations for example where some participants may talk too much. Working in small groups,utilising personal stories and developing group guidelines will capture the needs of the groupand reduce the possibility of participants being ‘difficult’ for the facilitator.
Regular referral to, and if necessary, development of further group rules or guidelines are likelyto be the best methods for handling issues like time keeping and participants who put down,talk over or contradict other parents.
While acknowledging that parenting is a value laden area, it will be important that the nurseencourages the group to discuss and explore a range of strategies for all situations andparticularly for situations where inappropriate suggestions are made for handling someparenting concerns, such as ‘giving a baby a smack to help them to settle’. On occasion, it will beappropriate for a nurse to express her concern about some strategies suggested by parents but itis critical that the group be assisted to explore and discuss the pros and cons of options ratherthan focus on the negatives of any inappropriate suggestion.
Occasionally, members of the group may be upset or distressed, perhaps because of personalissues outside the group, exhaustion from being a new parent or sensitivity to the issues beingdiscussed. The nurse should be sensitive to personal needs within the group and can offer tospend time with the participant outside the group, but it is not the role of the nurse to be atherapist. The nurse could provide advice about where the participants could access help orresources.
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4.7 What to Do about ‘Drop Outs’If a participant attends a session and then drops out it would be appropriate to contact thatparent to talk through reasons for non-attendance.
Maybe it was a bad day for them and they intend to continue or the group may not have mettheir needs. Find out how the group could meet their needs, and what they are wanting fromthe group sessions.
If the reason for non-attendance is the group composition it could be appropriate to refer ortransfer the parent to another First-Time Parent Group.
4.8 Evaluating the SessionsSession evaluation should be considered during the planning stage of the First Parent Sessions.The facilitator needs to determine the areas they will evaluate, the evaluation process and howthe information collected from the evaluation will be used. Evaluation assists facilitators toimprove and or refine their practice.
4.9 Debriefing the FacilitatorFacilitators often need to talk about the success and/or failure of facilitated sessions, this processis called debriefing. The nurse may elect to do this with a professional colleague or someone elsewithin their professional group or agency. Talking through the highs and lows of a session canbe a form of self evaluation and new ideas for future sessions may come to the surface or beshared with others for inclusion in their groups. Care needs to be taken not to talk aboutparticular participants, but about the issues on which the facilitator needs to debrief.
4.10 Engaging ‘Experts’For some sessions, nurses will choose to invite a person with specific expertise to contribute tothe session. In these cases, it is important to clarify what the speaker is to address, and to briefthe person accordingly. Nurses may wish to photocopy and distribute the objectives of thesession and explain how the person’s information will be developed by group activities. It isimportant that the nurse is present at the session with the speaker so they can pick up on theissues for continuing the workshop process. The continuing role of session facilitation is criticalto achieving the intended outcomes of the overall program.
4.11 Inviting ParticipantsWord of mouth from new parents about the value to new parents of First-Time Parent Groups isthe most powerful marketing tool anyone can use. It will be important to encourage past
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participants to tell others about the value they gained, and, of course, in some areas, the nursesin the maternity units of local hospitals can assist in encouraging participation.
Personalised, written invitations, with dates, times, venue and perhaps the names of streetswhere other anticipated participants live will also provide interest in participation. Remember,people are more confident when they know what to expect from the sessions, so it may be usefulto talk to new parents about the sorts of activities of past participants and some of the positiveoutcomes for those people.
If it is possible to put people who live near each other in touch prior to the first session or atleast at the first session, they may be able to travel together which will have the dual benefit ofpromoting connections and providing a familiar face at the early sessions.
4.12 Times, Days and VenuesThese will largely be determined by the demands of your organisation. However, some peoplecannot attend sessions because of transport access issues or work demands with the time of thesessions. It will be important to ask people about times, days and venues that suit them best andbe prepared to be adaptable if at all possible. Participants will generally appreciate the nurse’sresponsiveness to their needs. Obviously, if you wish to include working parents in the groups,then some special evening groups especially in daylight saving months, perhaps with a lightmeal included, will be more appropriate.
4.13 Engaging FathersTime of day (or evening) will affect the participation of many (new) fathers in groups. Inclusionof fathers will be promoted by providing at least one evening session. The content of theplanned session may affect some fathers’ interest too. However, if fathers are involved in theinitial session when the topics are chosen, they will have an equal chance to express theirinterests. If mothers only are present at the initial session, then the nurse can encourage thegroup to consider a topic they would like to choose for a shared parent session. Sometimeswomen are reticent about including fathers in some of their sessions. It may be useful to discusswhether there are some groups people would like as mothers only, some fathers only and somecombined.
4.14 Maintaining and Continuing the GroupGroup dynamics change over the life of a group. Regular review of participants’ expectationsand adaptation of group rules as required, will assist in maintaining a strong group. Continuingsome mixing and matching of small groups within the larger group for different activities willpromote cohesion among members and is a key strategy in addressing the issue of the ‘isolate’.
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Dynamics will also change with the introduction of new participants into an established group.Some introductory icebreakers or introduction exercises, especially with numbers of pairings asare described in the introductory session in Section 6, will be useful to quickly establish apersonal connection between participants.
As the group nears its formal ending, it will be important for the facilitator to invite participantsto explore opportunities for continuing the group without the role of nurse as facilitator and in anew venue. Encouragement of options which will provide for inclusion of all group members,addressing participants’ concerns about appropriate venues, for example, will assist incontinuing the life of the group. In some cases, the group may decide to meet in a low costcommunity hall on an ongoing basis rather than individuals’ homes, for example. Whatever thedecision, the nurse has responsibility for promoting and encouraging sustainable relationshipsamong all participants.
4.15 Developing and Improving Facilitation SkillsIn preparing this Guide, a number of highly experienced nurses asked permission of othernurses to watch them at work facilitating their groups. Without exception, the nurses reportedlearning a great deal about development of their own facilitation skills from this closeobservation. It is probable that nurses can arrange such collaboration themselves, rememberingalways to ask permission of the group beforehand, and remembering too, the importance ofproviding positive feedback which can be built upon.
For nurses practicing as maternal and child health nurses for the first time or for those who wishto develop their skills in facilitation of diverse groups, observation of skilled maternal and childhealth nurses facilitating First-Time Parent Groups may assist. This diversity includes peoplefrom a wide range of ages, family support systems and life experiences, as well as people from anumber of different cultural backgrounds.
Shared planning and co-facilitation also provides excellent opportunities for developingfacilitation skills. However, it must be noted that to work well for both group participants andfacilitators, the shared facilitation role requires a substantial time commitment to discusspersonal facilitation styles, and to clarify and plan each person’s expectations andresponsibilities.
Formal training in the process of group facilitation through tertiary education institutions andprivate education providers will also enable nurses to gain confidence in the facilitation rolequickly. The nurses will then be free to use and adapt the content of the sessions provided inthis Guide to suit their own facilitation style.
Some references have also been provided in this Guide for nurses for follow up reading aboutspecial facilitation issues.
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5. About the First-Time Parent Group Sessions
5.1 IntroductionThe workshop sessions are provided as a source of ideas and have been written as recipes forfacilitation only. As with recipe books and cooking, those who are experienced in facilitationmay note the desired outcomes, suggested ingredients and method and then immediately adaptthe recipe (if required) to fit their own situation. Others will follow the recipe as detailed andmay continue to do so because it provides an effective result, while still others will need to makechanges along the way, perhaps because they prefer some slightly different outcome or perhapsbecause their ‘ingredients’ vary from those suggested. Feedback from the nurses who havetrialled the sessions has shown that the designs have worked for some of their groups and theyare already mixing and matching the strategies provided in the document with a range ofstrategies they were already using themselves. The following quotes taken from feedback on theuse of this Guide illustrate this:
Feedback One…Initially very time consuming getting resources and photocopying done and organising and planninggenerally. Initially some sessions can be expensive, for example, Session 5.9 cost $35.00 for RCH Safety Book andfor some appliances (not many). For 5.1 I have chosen to purchase an oil burner, oil, tape deck and tape – these, ofcourse, will be used frequently, perhaps each week. I chose to combine 5.7 with my CPR training (HeartFoundation) handbook and I think it went well.
Feedback TwoCongratulations on an excellent idea, presentation and resources. This is what we needed across the state to bringeveryone into line with running professional parent groups. It is one thing we never had any training orguidelines in and really is needed by us and by the parents who attend our groups. The resource will be evenbetter when it is complete with lots of wonderful pamphlets introduced that the nurses have collected, updatedand used as handouts or resources.
Feedback ThreeI enjoyed the workshop – good introduction to manual. Gave great spurt to own conduct of groups. Enjoying themmore, lots more ideas, from manual and from hearing of colleagues experiences. 75% of enrolments and birthnotifications (at my centre) are first-time mothers therefore greatly increased workload, particularly groups.However, great way to disseminate knowledge, confidence, networking, etc. Great feedback from parents. Thankyou to the team for putting together a useful, useable stimulating manual. I look forward to seeing the finalproduct and hope it won’t be too long.
Feedback FourMy main comment is that I found it hard to keep the group attention for two hours and usually had to cut thecontent down even though I found it relevant. The mothers were often tired and were easily distracted by babies.They needed more time just to relax and chat. Even so, the group became very cohesive and the feedback wasgood. They are continuing to meet in own homes. Ages varied from 17 years to 34 years.
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Group facilitation is challenging and requires quite different skills from one-to-one consultationand other practices well developed by maternal and child health nurses. Each group is differentand success depends on the willingness of the facilitator to reflect on each group’s specific needsand interactions and to develop the group processes accordingly. Most groups and particularlyvery diverse ones, will be more effective if the nurse provides a structured process, especially atfirst. The structure will reduce as the sessions progress, especially as group members know eachother and are keen to take the opportunity for discussions.
The workshop sessions described in Section Six have been developed for use by maternal andchild health nurses as facilitators of the First-Time Parent Groups which they are responsible fororganising for new parents in their municipality.
5.2 The Purpose of the Group SessionsThe workshop processes have been designed to enable the maternal and child health nurse, in her role as the group facilitator, to:• Engage parents.• Promote continuation of a group following the formal phase facilitated by the nurse.• Develop links between all individual participants of each First-Time Parent Group.• Acknowledge and build on the knowledge and experience which first-time parents bring to
their parenting role.• Create formal opportunities for participants to share their concerns, joys and learning.• Provide relevant information about health and parenting issues and encourage use of local
resources.
5.3 The Maternal and Child Health Nurse as the Group FacilitatorAs noted earlier, many nurses have been facilitating groups for many years, often well beforethese became an expected part of funding agreements. These groups were undertaken for avariety of reasons, not least of which was to save the time required if (health) information wasprovided by the nurse on an individual basis. Implementation of the following session designsmay not provide as much opportunity for information provision by the nurse to the groups aspreviously, but is likely to encourage participation by all group members and optimise thechances of all individuals developing sustainable relationships with other group participants.
We anticipate that much of the information provided and even some of the group processesdetailed will not be new to nurses. What may be new are the combinations in which they areprovided. We hope all nurses will test the session processes as they are described and adapt them as they develop strategies which are more effective in meeting the stated objectives of theindividual sessions, while keeping the objectives of the group sessions in total in mind.
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Traditionally, groups have very few fathers participating. In fact, they were usually called first-time mothers’ groups. The seventeen group sessions following have been designed to providethe facilitator with strategies to enable meaningful participation by either or both parents. Ifboth parents are participating together in the group, the facilitator will need to be alert toconcerns about group cohesion, as will also be required if there are two or three very closefriends joining the group together. In these cases, the group will probably be best served by thefacilitator treating the parents as individuals and, for example, inviting them to participate inseparate small groups when small groups are formed.
Setting group guidelines provides an initial opportunity for the group to discuss expectations ofeach other. A review of these guidelines, and perhaps encouragement of additional ones at sometime down the track can also be used to address any difficulties developing within the grouparound participation or future planning.
5.3.1 Accessing Resources for Parents and Maternal and Child HealthNursesIt is important to make sure that any resources being used in conjunction with the Guide forparents and/or to guide maternal and child health nursing practice, meet copyright regulations.Copyright regulations include obtaining permission to use materials from the author(s) of thematerial, including permission to copy a percentage of the materials for teaching purposes. Thispermission must be written on the materials and include the year of publication, publisher etc.
Most feedback from maternal and child health nurses on the Guide during 1997–1998 has beenrelated to resources, such as ‘who is to pay for resources referred to in the Guide’ and the ‘needto include contact phone numbers for all resources cited in the Guide’. As most resourcesreferred to in this Guide are not provided with the Guide, an allocation will need to be includedin annual budgets for resource purchase. This will be for both new resources and to updateolder ones already held.
The resources included in the outline of each session have been selected as the most appropriateat the time of the publication of this Guide and all were available.
5.3.2 Accessing Resources for Culturally Specific GroupsSome parents from culturally or linguistically diverse backgrounds may benefit from attendingculturally specific groups instead of or as well as First-Time Parent Groups provided bymaternal and child health nurses. Maternal and child health nurses can find out where thesegroups are held by contacting the Centre for Culture Ethnicity and Health, 23 Lennox Street,Richmond, Victoria 3121 (telephone 03 9427 8766) or the local Community Health Centre.
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5.4 The Session DesignsAll sessions have been designed to cover a two-hour time period. However, the two-hour layoutis only a guide. It is anticipated that the time for ‘cups of tea and chats’ will be either integratedinto the sessions which have been designed with informality in mind, or may be provided at theend when time for one of the suggested strategies has been reduced. It is important to note thatparticipant discussion and strategies like brainstorming and small group problem solving taketime to be effective, but they are the formal processes which are most likely to achieve theobjective of whole group cohesion and support.
Each session has an introductory time, with some suggested ice breakers and warm ups andfrequently a suggested process for reviewing the intervening week. These activities areimportant to enable a fairly speedy ‘regrouping’ after a week’s separation and will facilitatecommunication between participants quickly. The inclusion of name tags at first andintroductory or review activities every session are critical for group cohesion and will assistinclusion of latecomers to both the group and the individual session. There are some homeworksuggestions provided in relevant sessions. These are designed to build the links between thegroup and relevant community groups and services.
Many sessions suggest the use butcher’s paper for small group work in particular. As the size ofthe venues vary, it may be necessary for nurse facilitators to be creative about the materials usedand the placement of the small groups. Butcher’s paper can be fixed to walls or A3 sized papermay prove as effective for the whole group to see. Most important is the chance for small groupdiscussion on particular issues and notation to a congregate sheet provides the means ofchecking understanding among group members and for feedback to the group as a whole. Theuse of small groups and paper with babies and associated paraphernalia will probably not bevery tidy, and the nurse facilitator’s attitude to the process will be critical to the group responseto and management of the recommended strategies.
More than 50 maternal and child health nurses have provided feedback from trialling thesessions. The following quotes are examples of their feedback and show the ways they haveadapted some aspects to meet their group’s needs:
I actually became excited using some of the suggestions, for example, Home Safety. Everyone had to close theireyes and visualise their homes, room by room, and this method generated a bit of conversation with safety issues.
I am finding butcher’s paper too ungainly – have found blank paper on a clipboard with a scribe very good.
I think the whole idea of being able to rev up a group so quickly in preparation time can work, and each activitygives me time to think through to the next.
I find the guide really useful in planning an actual session with regard to the timetables supplied.
My first session was last week, and with plenty of participation from mothers present. We have outlined aninteresting series of sessions to be undertaken over the next seven weeks.
I have found the parts of the Guide I have used wonderful.
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I found the layout very clear and informative. Easy access to information for busy professionals who find it hardto spend much time accessing literature.
I have started using butcher’s paper and brainstorming at some sessions which is going okay… Overall I havefound the resource guide helpful and am starting to incorporate some of the suggestions. Also, the guide is usefulfor planning – collecting leaflets, and resources…
I thought I was going along quite well with my groups – it was really challenging to make the group sessionsmuch more two-way – rather than me doing the majority of the talking. The skills illustrated at the workshophave really helped me with this.
5.5 Choosing the Sessions for Parent GroupsFunding agreements provide for eight formal First-Time Parent Groups. There are seventeensessions developed in all to provide opportunities for choices according to everyone’s interestsand group needs. Two of the sessions: Getting to Know Each Other and Where to From Here?are designed as the first and last meetings, which, it is assumed, are likely to be used andadapted by most nurse facilitators.
It is expected that the other six sessions can be chosen by the group participants and the nurse.A careful reading of the session designs will show that some topics have lent themselves to morecontent developed from participants’ personal experience than others. For example, the sessionsBeing a Parent: Changes and Challenges and Returning to Paid Work rely mostly on issuesraised and strategies developed (brainstormed) by the group, whereas, What to do in anEmergency(1): Resuscitation and Looking after Your Teeth for Life both demand more healthinformation content from the nurse. Those groups which undertake a mix of these session typeswill have more opportunity to fully address the two objectives of the program which werestated earlier. These are:• To develop a cohesive group with sustainable links between individual participants
and• To provide information and develop skills which are critical to the tasks and role of new
parents.
Session 6.15 Being a New Parent in Australia and Other Countries has been specifically designedto assist those groups which include parents from a variety of other countries, particularly thosefrom a non-English speaking background. We recommend that nurses who facilitate groupswith such a composition plan to include this session early in their series, as we believe it willassist with group cohesion and development of confidence and understanding betweenparticipants.
Some of the sessions, like sessions 6.4 Looking after Yourself: Exploring Mother’s Health,demand an understanding and knowledge of a broad range of health issues. It is not likely thatall issues will be addressed in the session, but it is helpful for the nurse to have done somereading and have accessed one of each of the resources listed so they can enable participants to
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32
follow them up themselves. The group will discuss the issues relevant to the majority if theprocess described is followed. A display of relevant literature, whether or not it is available forloan, is likely to support the information needs of the participants. While we have supplied up-to-date information sources, resource recommendations and, in some cases, the appropriatesupport materials for the facilitators’ use, it is expected that nurses will need to continue theirreading to maintain the currency of their own information as well as the recommendations forresources to be used by participants.
5.6 Notes About the Strategies Used in the FollowingSessionsCareful reading of the workshop sessions will show that a range of strategies are incorporated.Of particular note are:• Chalk and talk.• Discussion.• Brainstorming.• Problem solving.• Rehearsing or practising a role.• Use of butcher’s paper and group notes.
The process for using each of these is described in at least one session, and particular pointsabout the use has been noted in the Suggestions for Nurse column. As you become familiar withusing these processes in the sessions as provided, you may wish to take the strategy and use itto meet objectives in a different topic area.
Chalk and TalkThe didactic mode allows the nurse to provide some carefully planned and organised materialquickly and concisely by talking about it with support materials provided either on the board,overhead transparency or video. This is an excellent mode for information provision but thisinformation only becomes the knowledge of the participant when they are able to relate it totheir own lives and situations in a meaningful way.
DiscussionThis is one method whereby participants are able to consider information, talk about it inrelation to their own situations, and determine their level of understanding of the information.This is the process which allows incorporation of the information provided. It is also likely tobegin building ‘connections’ between participants as they learn more about the interests andvalues of the other participants.
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335. ABOUT THE FIRST-TIME PARENT GROUP SESSIONS
BrainstormingThis strategy promotes lateral thinking and frequently provides a creative outcome or result. Itrequires that all ideas are accepted and noted so that participants can contribute without fear ofrejection.
This is particularly important where some group participants lack confidence within the group.The brainstorming process provides the opportunity for participants to build on each other’sideas, so that quite exceptional solutions, which are not likely to have ever been reached throughlinear, and logical thinking, are developed. The facilitator’s skill is required to maintain the‘creative flow,’ prompting ideas and limiting people’s inclination to evaluate ideas as they arepresented. When the group’s ideas dry up, there is plenty of opportunity to toss out suggestionswhich are not feasible.
Problem SolvingThis is a group process which utilises brainstorming as one step in the process. Critical to thesuccess of problem solving is the initial clarification of the issue; then determining that theproblem is one which can be solved; and then determining whether or not the problem is onewhich can be solved directly by participants. The issue of parental response to baby’s sleepingpatterns is one which demands this type of clarification. Parents can change their responses tosleep cues, but they may have little effect on the number of times a baby wakes at night whenthe baby is very young. The exercise in Session 6.2, ‘Being a Parent: Challenges and Changes,’where participants are asked to explore ‘locus’ or point of control is a good beginning for theproblem solving process. This is then followed by a brainstorming of strategies, which can thenbe refined and developed by individual participants.
Rehearsing or Practising a RoleNot to be confused with formal role play, practising saying the words and showing the actions isa particularly useful strategy for building confidence in a safe environment. It is very differentfrom ‘talking about’ what might be said in a situation from actually saying it. This strategy issometimes difficult for facilitators to initiate, but if nurses encourage participants to work inpairs or threes, as if they were actually talking to the person, they can become quite confidentwith the process. If using role rehearsal in a group, it is best to begin with brief examples inpairs, and debrief by talking about how it went and how the participants felt. Actually showingthe rest of the group will be of limited value to the individual, and probably only of use for thefun of watching a brief drama. Whole group role play is best used when the group feels safe andcomfortable with each other as a large group, but may seldom be used in First-Time ParentGroups.
Use of Butcher’s Paper and Group NotesThe use of butcher’s paper and/or writing on a board are suggested regularly as a strategy. Thisis particularly important to enable feedback or if the group is to be asked to work on the ideasthey initially generate as in 6.2 Being a Parent: Challenges and Changes. Comfort and
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34
willingness to write will vary between groups and between participants within groups. It isimportant to stress that in these sessions, spelling is not an issue as it is the ideas the group istrying to capture. Some people will not want to write at all and it is important for the facilitatorto accept that and manage the strategy in a different way, perhaps with the maternal and childhealth nurse or a participant writing on a central board or sheet of butchers paper for the wholegroup.
5.7 Promoting Discussion in GroupsDiscussion which involves all participants in a large group is usually more productive where allparticipants know and are confident with each other. The use of pairings, trios and small groupswill encourage participants to connect with each other in discussion.
Inviting people to work and discuss in small groups means that the facilitator has less controlover the content of the discussion, but it promotes the connections which are an objective of thesession. Mixing and matching participants by numbering off or other means provides theopportunity for all participants to spend time with others on an individual or small group basis,and limits the formation of cliques (and isolates) within the group. This mixing and matchingrole of the nurse is critical in the early sessions as a means of promoting comfort by allparticipants with each other. However, if the group comprises only three or four participants, asmaller group will actually be impossible. In this case, the group will work as a whole. Pairingsbecome possible with five people and more, when the nurse forms one of the pair with a five-participant group.
5.8 Assertiveness and First-Time Parent GroupsOn reading through the various sessions, it will be noted that many include an assertivenesscomponent. Many of the difficulties for new parents result from trying to deal with others’expectations and advice, which frequently threatens the confidence of the new parent. Theassertiveness exercises are designed to assist parents to hear the conflicting advice or view, takeit on board to the extent they are willing and able, and then to respond appropriately to theadvice giver. This response is critical to new parents maintaining the relationship with theadvice giver, while still feeling confident about their own behaviour. New parents have enoughchange to manage in their lives without the added burden of guilt about their inappropriateresponses to a well-meaning advisor!
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356.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP
6.1 Getting to Know Each Other: Beginning OurGroup
6.1.1 Planning the SessionObjectives of the Session• To provide a non-threatening environment in which participants can get to know each other,
feel acknowledged and listened to.
• To create an opportunity for first-time parents to share ideas and concerns about aspectscommon to parenting.
• To promote sustainable connections between parents of children of similar ages.
• To determine topic areas for a series of seven sessions of interest to the group.
• To agree on a suitable time frame and arrangements for refreshments, and safety strategies toprevent accidents with hot drinks.
• To agree on a set of operational rules for the group, including about degree of commitmentover the next series of sessions.
Anticipated Outcomes of the Session• Participants will have talked individually with all other group members and will have begun
to know each other’s names.
• Some participants will have identified shared interests.
• Participants will know of the planned program for the next seven weeks.
Pre-session Planning• Organise name tags for babies and parents.
• Prepare a sheet so participants can note program plan and dates of meetings.
• Write or type out introductory statements onto individual file cards.
• Organise tea, coffee and drinking water for this session.
• Collect sheets of butcher’s paper and textas.
Resources for Nurses’ Information Prior to Session• Letter to invite parents to first-time parent group.
• Read the related sections of the Resource Guide.
Handouts to Group Participants• Pre-Group Information Questionnaire.• Eight Week Topic Outline for parents to complete.• Conversation Starters.
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36 6.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP
6.1.
2 G
ettin
g to
Kno
w E
ach
Oth
er: B
egin
ing
Our
Gro
upW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
0.00
Intr
oduc
tion
s an
dFu
ture
Ses
sion
sN
urse
intr
oduc
es th
e se
ssio
n an
d e
xpla
ins
the
aim
of
Firs
t-Ti
me
Pare
nt G
roup
:To
pro
vide
an
oppo
rtun
ity
for
loca
l firs
t-ti
me
pare
nts
to m
eet,
get
to k
now
eac
h ot
her
and
build
conn
ecti
ons
so t
he g
roup
has
a li
fe a
fter
the
eig
ht s
essi
ons.
Nur
se a
sks
part
icip
ants
to tu
rn to
the
pers
on s
itti
ng n
ext t
o th
em a
nd ta
lk a
bout
the
follo
win
g: (
allo
w a
few
min
utes
)In
trod
uce
your
self
and
your
bab
y.H
ow d
id y
ou c
hoos
e yo
ur b
aby’
s na
me?
Wha
t is
you
r id
ea o
f fun
?R
epea
t thi
s ex
erci
se th
ree
tim
es.
Nur
se a
sks
two
pair
s of
par
tici
pant
s to
join
toge
ther
and
talk
abo
ut th
e fo
llow
ing:
At
thes
e se
ssio
ns I
wou
ld li
ke t
o…W
hat
wou
ld m
ake
you
wan
t to
com
e he
re e
ach
wee
k?G
ive
each
gro
up a
pie
ce o
f bu
tche
r’s
pape
r an
d a
sk p
arti
cipa
nts
to r
ecor
d th
eir
idea
s.W
hen
smal
l gro
ups
are
finis
hed
ask
them
to r
epor
t bac
k to
larg
er g
roup
.Pa
rtic
ipan
ts s
tay
in th
e sa
me
grou
ps.
Gro
ups
are
aske
d to
wri
te d
own
all t
he to
pic
area
s th
ey w
ould
like
to a
dd
ress
ove
r th
eei
ght w
eeks
. Whe
n th
ey h
ave
com
pile
d th
eir
lists
, ask
eac
h sm
all g
roup
to d
eter
min
eth
eir
top
five
pref
eren
ces
and
not
e th
em in
ord
er o
f im
port
ance
.A
sk g
roup
s to
rep
ort b
ack
to th
e la
rge
grou
p th
eir
five
top
pref
eren
ces
and
why
they
have
bee
n ch
osen
.R
ecor
d th
em o
nto
butc
her’
s pa
per
up o
n a
wal
l and
see
if th
e gr
oup
can
dec
ide
upon
six
sess
ion
topi
cs a
s w
ell a
s th
e in
trod
ucti
on a
nd fi
nal s
essi
ons.
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s
Nur
se s
ugge
sts
that
in th
e ne
xtfe
w w
eeks
they
will
che
ck if
it is
okay
to c
ircu
late
a li
st f
or n
ames
,ad
dre
sses
and
tele
phon
e nu
mbe
rsto
be
dis
trib
uted
to a
ll m
embe
rsof
the
grou
p.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
1.00
Gro
up G
uid
elin
es(r
ules
)N
urse
ask
s th
e w
hole
gro
up:
Wha
t w
ould
you
all
be h
opin
g fo
r or
exp
ecti
ng fr
om e
ach
othe
r w
ithi
n th
e gr
oup?
Wha
t w
ould
you
all
be h
opin
g fo
r or
exp
ecti
ng fr
om e
ach
othe
r ou
tsid
e th
e gr
oup?
Bra
inst
orm
idea
s on
to b
utch
er’s
pap
er a
nd d
evel
op s
ome
agre
ed g
uid
elin
es.
Is e
very
one
happ
y w
ith
our
grou
p gu
idel
ines
?
Poss
ible
are
as to
incl
ude:
•co
nfid
enti
alit
y•
atte
ndan
ce a
t gro
up•
liste
ning
to e
ach
othe
r•
saft
ey s
tate
gies
to p
reve
nt
acci
den
ts w
ith
hot d
rink
s.•
othe
rs…
6.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP
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376.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP
Nur
se g
ives
eac
h pa
rtic
ipan
t a c
ard
wit
h a
conv
ersa
tion
wri
tten
sta
rter
on
it. (
see
Han
dou
t – C
onve
rsat
ion
Star
ters
)•
Invi
te p
arti
cipa
nts
to p
air
and
talk
abo
ut w
hat i
s on
thei
r ca
rd.
•A
fter
3 m
inut
es a
sk p
arti
cipa
nts
to s
wap
car
ds.
•A
sk p
arti
cipa
nts
to m
ake
a ne
w p
air
and
rep
eat e
xerc
ise
wit
h th
eir
new
car
d.
•C
onti
nue
unti
l all
part
icip
ants
hav
e ta
lk to
eac
h ot
her
at le
ast o
nce.
Ask
par
tici
pant
s to
get
them
selv
es a
cup
of
coff
ee/
tea
and
dis
cuss
as
a la
rge
grou
p:I
expe
ct y
ou a
re lo
okin
g af
ter
your
bab
ies…
wha
t so
rt o
f thi
ngs
are
you
doin
g/co
uld
you
do t
olo
ok a
fter
you
rsel
ves?
Bra
inst
orm
as
a la
rge
grou
p. W
hen
the
idea
s d
ry u
p, a
sk th
e gr
oup
to c
hoos
e on
e of
the
idea
s w
hich
they
will
pla
n to
impl
emen
t ove
r th
e fo
llow
ing
wee
k.
Invi
te p
arti
cipa
nts
to p
air
up a
nd te
ll th
eir
part
ners
wha
t the
y ar
e co
mm
itti
ng to
and
sugg
est t
hey
may
like
to c
heck
wit
h ea
ch o
ther
the
follo
win
g se
ssio
n. H
owev
er, m
ake
sure
that
par
tici
pant
s kn
ow th
at w
hile
you
are
enc
oura
ging
a c
omm
itm
ent t
oso
met
hing
, it i
s O
K if
it is
not
pos
sibl
e.
Get
ting
to K
now
You
Han
dou
t: A
Con
vers
atio
n St
arte
rto
eac
h pa
rtic
ipan
t1.
20
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
2.00
Clo
se
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38
Conversation StartersSession OneSince I became a parent I feel.................................................................................................................
Since I became a parent ...................................................................................................has changed.
In the month before I had my baby I....................................................................................................
In the 12 months before I had my baby I.............................................................................................
I have learnt most about babies from...................................................................................................
I spent the first five years of my life .....................................................................................................
A really enjoyable experience I have had is ........................................................................................
Since having my baby my time is mainly spent.................................................................................
The people I rely upon most are ...........................................................................................................
One thing I really love to do for myself is...........................................................................................
The best holiday I ever had was ...........................................................................................................
I am looking forward to..........................................................................................................................
It is useful to prepare two cards for each statement — it does not matter if people have twoof the same cards
6.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP6.1 GETTING TO KNOW EACH OTHER: BEGINNING OUR GROUP
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396.2 BEING A PARENT: CHANGES AND CHALLENGES
6.2 Being a Parent: Changes and Challenges
6.2.1 Planning the Workshop
Objectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To provide an opportunity for participants to express and discuss some of the frustrations
and joys of being a new parent.• To clarify the issues which new parents can influence and those which they must accept or
live with.• To develop strategies to address some of the challenges and changes within the realm of
parents’ influence.• To consider the concept of ‘self talk’ as a strategy for coping with the issues which new
parents cannot control or change.• To encourage parents to put some of the strategies discussed throughout the session into
practice.• To consider some of the resources in the community which participants can access for
personal issues.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to a wide range of the (positive and negative) stresses which are
experienced by first-time parents.• Participants are able to clarify the issues which are within their influence and those which
they must accept.• Participants will know of, and feel encouraged to use, a range of strategies they can use to
address some of their stresses in their own lives.• Participants will be alert to a range of community resources which they could access to assist
them.
Pre-Session Planning• Investigate and prepare list of local resources which parents can access.• Collect approximately 12 sheets of butcher’s paper and textas (at least two colours).
Resources for Nurses’ Information Prior to Session• For information on ordering Positive Parenting Program resources contact the Victorian
Parenting Centre, 24 Drummond Street, Carlton South, Vic 3053 Ph: (03) 9639 4111fax: (03) 9639 4133.
• Local Council’s Community Resources Directory.
6.2 BEING A PARENT: CHANGES AND CHALLENGES
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40
• How to Survive Becoming a Father, by WYETH. WYETH prefer you to obtain these pamphletsfrom your local WYETH representative.
• Sarros, N. and Sarros, A., 1991, Stress Busters, Lothian, Port Melbourne.• Bernard, M., 1991, Staying Rational in an Irrational World, McCulloch Publishing, North
Carlton.
Handouts for Group Participants• Positive Parenting Program, Parent Tip Sheets.• Handout on local resources.
6.2 BEING A PARENT: CHANGES AND CHALLENGES
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416.2 BEING A PARENT: CHANGES AND CHALLENGES
6.2.
2 B
eing
a P
aren
t: Ch
ange
s an
d Ch
alle
nges
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Cho
ose
som
eone
you
did
n’t
talk
to
last
wee
k an
d ta
lk a
bout
a s
urpr
ise
you
have
had
sin
ce y
our
baby
arr
ived
— it
cou
ld b
e to
do
wit
h th
e ba
by, y
our
rela
tive
s, fr
iend
s, n
eigh
bour
s…P
leas
e st
ay w
ith
your
par
tner
and
join
up
wit
h an
othe
r pa
ir in
the
roo
m.
Prep
are
two
shee
ts o
f bu
tche
r’s
pape
r fo
r ea
ch g
roup
wit
h th
e he
adin
gs:
Posi
tive
s an
d N
egat
ives
.B
ecom
ing
a pa
rent
is a
big
cha
nge,
lots
of e
xcit
emen
t an
d so
me
dow
n ti
mes
. We
are
goin
g to
brai
nsto
rm id
eas
in b
oth
of t
hese
are
as, s
ome
of o
ur t
houg
hts
or id
eas
will
fit
unde
r bo
th h
eadi
ngs.
List
the
m u
nder
bot
h.In
you
r sm
all g
roup
ele
ct s
omeo
ne to
be
your
scr
ibe.
The
scr
ibe
is to
wri
te d
own
the
idea
s or
th
ough
ts o
f eac
h pe
rson
in th
eir
own
wor
ds.
Talk
abo
ut t
he p
osit
ives
and
neg
ativ
es a
bout
bei
ng a
par
ent
now
and
as
you
imag
ine
in t
he
near
futu
re.
Don
’t w
orry
abo
ut s
pelli
ng o
r th
e id
eas
– ju
st g
et e
very
thin
g do
wn.
Whe
n th
e gr
oups
hav
e fin
ishe
d (o
r th
e id
eas
have
dri
ed u
p) e
ncou
rage
all
part
icip
ants
tost
and
up a
nd w
alk
arou
nd th
e ro
om to
look
at w
hat i
s w
ritt
en o
n ea
ch o
ther
’s b
utch
er’s
pape
r.W
hile
wal
king
aro
und
the
room
look
at
the
shee
ts t
o se
e if
ther
e ar
e an
y th
emes
.E
ncou
rage
par
tici
pant
s to
cha
t am
ongs
t th
emse
lves
or
mak
e co
mm
ents
to
the
larg
er g
roup
.N
urse
to in
trod
uce
the
conc
ept o
f C
ontr
ol o
r In
flue
nce.
Ask
par
tici
pant
s to
mov
e ba
ck in
to th
e sm
alle
r gr
oups
.
The
aim
of
this
sec
tion
is to
enc
oura
ge s
mal
l gro
ups
to ta
lk th
roug
h th
eir
own
view
s of
infl
uenc
e.
For
som
e is
sues
, mem
bers
of
the
grou
p m
ay s
ee d
iffe
rent
leve
ls o
f in
flue
nce,
so
it’s
oka
y to
end
up
wit
h F,
Pan
d N
on
som
e is
sues
.T
here
are
no
righ
t or
wro
ng a
nsw
ers.
It
prov
ides
an
oppo
rtun
ity
for
disc
ussi
on a
nd s
hari
ng id
eas
betw
een
part
icip
ants
.Fo
r ea
ch o
f the
issu
es y
ou h
ave
liste
d un
der
eith
er h
eadi
ngs,
pos
itiv
es a
nd n
egat
ives
, on
the
butc
her’
s pa
per,
thin
k ab
out
how
muc
h co
ntro
l or
influ
ence
you
hav
e ov
er it
and
labe
l eac
hac
cord
ingl
y. T
alk
abou
t ea
ch w
ithi
n yo
ur g
roup
bef
ore
you
plac
e a
F or
P o
r N
bes
ide
the
issu
e.F
– I
have
full
cont
rol o
r in
fluen
ce o
ver
the
issu
e.P
– I
hav
e pa
rtia
l con
trol
or
influ
ence
ove
r th
e is
sue.
N –
I h
ave
no c
ontr
ol o
r in
fluen
ce o
ver
the
issu
e.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
0.15
0.40
Intr
oduc
tion
s
Cha
nges
and
Cha
lleng
es
Con
trol
or
Infl
uenc
e
Prov
ide
nam
e ta
gs f
or p
arti
cipa
nts
and
bab
ies.
•A
surp
rise
can
be
anyt
hing
—pl
easa
nt o
r un
plea
sant
.•
Ad
apt t
he g
roup
ings
dep
end
ing
on n
umbe
r of
par
tici
pant
s.
Whe
n fa
cilit
atin
g th
ebr
ains
torm
ing
part
of
the
sess
ion
ensu
re y
ou a
llow
eno
ugh
tim
e fo
rth
e pa
rtic
ipan
ts to
thin
k ab
out t
hequ
esti
ons
and
res
pond
. It m
ay ta
keti
me
for
the
part
icip
ants
to w
arm
up, a
nd w
ill r
equi
reen
cour
agem
ent.
Em
phas
ise
that
part
icip
ants
are
not
to c
riti
cise
othe
rs’ i
dea
s. B
rain
stor
min
g is
abou
t get
ting
ont
o pa
per
lots
ofid
eas
and
doe
sn’t
requ
ire
grou
pco
nsen
sus.
Nur
se m
ay b
e th
e sc
ribe
if th
ere
not
enou
gh p
artic
ipan
ts.
Nur
se n
eed
s to
allo
w p
arti
cipa
nts
to e
xplo
re c
hang
es, n
ot to
giv
ean
swer
s or
sol
ve a
ll pr
oble
ms.
NO
TE
Thi
s ta
sk m
ay ta
ke a
long
tim
e.T
he d
iscu
ssio
n be
twee
npa
rtic
ipan
ts a
t thi
s ti
me
is th
ecr
itic
al p
art o
f th
e se
ssio
n so
do
not p
ush
the
grou
ps to
com
plet
eth
e lis
t.
Wri
te F
, Pan
d N
defi
niti
ons
onto
butc
her’
s pa
per
and
dis
play
for
part
icip
ants
.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
42 6.2 BEING A PARENT: CHANGES AND CHALLENGES
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
1.10
Stat
egie
s to
dea
l wit
hth
e ch
alle
nges
and
chan
ges
of p
aren
ting
Nur
se a
sks
each
sm
all g
roup
to c
hoos
e an
issu
e th
at a
ll be
lieve
is a
n F
and
tell
the
rest
of
the
grou
p w
hat i
t is.
Nur
se m
ay w
rite
the
issu
e on
but
cher
’s p
aper
and
put
up
on w
all.
For
each
F c
hose
n, a
sk th
e la
rge
grou
p to
dis
cuss
the
sort
s of
thin
gs th
at p
ut th
is w
ithi
nou
r co
ntro
l or
infl
uenc
e. ‘W
hat c
an w
e d
o to
man
age
this
issu
e?’ F
or e
xam
ple,
wha
tm
akes
it a
n F?
Not
e th
e lis
t of
idea
s un
der
eac
h he
adin
g.
If ti
me
allo
ws
cont
inue
dev
elop
ing
thes
e id
eas
and
dis
cuss
ing
stra
tegi
es f
or e
ach
F an
dso
me
Ps.
1.40
Way
s of
‘liv
ing
wit
h’or
cop
ing
wit
h th
ech
ange
s w
e ca
nnot
affe
ct.
Self
talk
.
The
re a
re s
ome
Ns
on a
ll lis
ts. T
hese
are
thin
gs w
e ca
nnot
cha
nge
— w
e ha
ve to
live
wit
h th
em.
Wha
t so
rts
of t
hing
s ca
n pe
ople
do
to li
ve w
ith
the
fact
the
y ca
nnot
cha
nge
thes
e is
sues
?
Wha
t is
som
e of
the
sel
f tal
k pe
ople
use
to
live
wit
h th
ese
chan
ges?
The
gro
up c
an ju
st d
iscu
ss th
ese
or if
the
nurs
e ha
s so
me
expe
rtis
ein
sel
f ta
lk, i
t is
poss
ible
to u
seth
is ti
me
for
som
e br
ief
inpu
t. A
usef
ul r
efer
ence
for
peo
ple
is‘S
tayi
ng R
atio
nal i
n an
Irr
atio
nal
Wor
ld’b
y M
icha
el B
erna
rd.
1.50
2.00
Com
mit
men
t to
usin
gso
me
stra
tegi
esTo
win
d u
p th
e se
ssio
n, a
sk e
ach
pers
on to
men
tion
one
way
they
pla
n to
use
to a
ssis
tth
em to
man
age
the
chal
leng
es a
nd c
hang
es o
f be
ing
a ne
w p
aren
t.
May
go
roun
d th
e gr
oup
or ju
st a
sk o
ne o
r tw
o fo
r th
eir
idea
s.
Som
e of
the
se is
sues
may
hav
e ra
ised
con
cern
s an
d is
sues
for
you
whi
ch c
an’t
be a
ddre
ssed
here
. Let
’s lo
ok a
t w
ays
they
can
be
follo
wed
up.
Bra
inst
orm
the
sort
s of
peo
ple
or o
rgan
isat
ions
or
book
s pa
rtic
ipan
ts c
an f
ollo
w u
p to
assi
st th
em w
ith
add
ress
ing
any
of th
e is
sues
rai
sed
.
Be
awar
e th
at th
is p
roce
ss m
ayha
ve r
aise
d is
sues
for
part
icip
ants
whi
ch r
equi
res
som
ed
ebri
efing
.
Nur
se c
ould
hav
e av
aila
ble
aha
ndou
t of
loca
l res
ourc
es o
ror
gani
sati
ons
whi
ch a
re a
vaila
ble
for
supp
ort.
Clo
se
Som
e of
you
may
kno
w t
he ‘s
tres
s m
anag
emen
t pr
ayer
’:G
ive
me
the
stre
ngth
to
chan
ge t
he t
hing
s I
can
chan
ge, t
he g
race
to
acce
pt t
he t
hing
s I
can’
tch
ange
and
the
wis
dom
to
know
the
diff
eren
ce.
Thi
s ex
erci
se a
ssis
ts u
s to
wor
k ou
t th
at d
iffer
ence
.W
hen
grou
ps a
re fi
nish
ing
this
task
, ask
for
any
com
men
ts.
Are
the
re a
ny id
eas/
thou
ghts
you
did
n’t
expe
ct?
The
re m
ay b
e qu
ite
a nu
mbe
r of
ind
ivid
ual c
omm
ents
.
Con
trol
or
Infl
uenc
e(c
ont)
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
436.3 GETTING KNOW YOUR BABY
6.3 Getting to Know Your Baby
6.3.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To encourage participants to take the time to concentrate on and get to know their babies.• To inform participants about the critical importance of touch as part of a child’s development.• To encourage participants to develop a broad range of strategies and make use of all possible
times to enhance their touching connection with their babies.• To demonstrate baby massage to first-time parents and show the variety of appropriate oils.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will know about the importance of touch for young babies.• Participants will be aware of a range of times and situations when they can increase touching
of their baby.• Participants will have practiced the skill of gentle baby massage.• Participants will be alert to the importance of taking time to concentrate on their babies.
Pre-Session Planning• Organise name tags for babies and parents.• At previous session, ask participants to bring a ‘bunny rug’ and towel.• Review information on ‘touch’.• Warm room prior to the session.• Collect oil for massage and oil burner.• Collect CD player or tape recorder and gentle music tape.• If required, brief invited speaker or demonstrator.Resources for Nurses’ Information Prior to Session• Auckett, A., 1981, Baby Massage, Hill of Content, Melbourne.• Field. T., 1995, ‘The benefits of infant massage on growth and development’, Pediatric Basics,
Winter, 71:8–12.
Handouts to Group ParticipantsNone.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
44 6.3 GETTING KNOW YOUR BABY
6.3.
2 G
ettin
g to
Kno
w Y
our B
aby
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Ask
par
tici
pant
s at
the
prev
ious
sess
ion
to b
ring
to th
is s
essi
on:
•bu
nny
rug
or•
tow
el.
Out
line
the
sess
ion.
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
acti
vity
… Y
ou m
ay w
ant t
o gi
vea
few
pro
mpt
s.
Wat
ch f
or p
arti
cipa
nts
who
mig
ht h
ave
som
ethi
ng to
say
but
may
be
a lit
tle
relu
ctan
t.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
Wel
com
eD
o an
y of
you
hav
e co
mm
ents
or
quer
ies
from
last
wee
k?M
aybe
som
ethi
ng h
as h
appe
ned
or y
ou h
ave
beco
me
awar
e of
som
ethi
ng s
ince
we
last
met
.A
ny s
peci
al o
ccur
renc
es —
a t
ooth
, a s
mile
, a t
ime
out
hour
for
you?
Allo
w ti
me
for
dis
cuss
ion
abou
t the
se c
hang
es, e
ithe
r in
pai
rs o
r a
big
grou
p.
Par
ents
oft
en s
pend
man
y ho
urs
thin
king
abo
ut w
hat
thei
r ba
by w
ill b
e lik
e. A
ll ba
bies
are
diffe
rent
and
the
way
we
have
imag
ined
the
m w
ill o
ften
be
very
diff
eren
t fr
om t
he w
ay t
hey
are
whe
n th
ey a
re b
orn.
Ask
par
tici
pant
s to
dra
w th
e ba
by th
ey im
agin
ed b
efor
e th
ey a
rriv
ed. D
iscu
ss h
ow th
ism
ay b
e si
mila
r or
dif
fere
nt f
rom
thei
r ba
by in
rea
lity.
How
did
you
wor
k ou
t w
hat
was
sim
ilar
or d
iffer
ent?
How
did
you
get
to
know
you
r ba
by?
Wha
t w
as y
our
impr
essi
on o
f you
r ba
by a
t on
e w
eek
and
one
mon
th?
Was
it d
iffer
ent?
The
se im
pres
sion
s ar
e an
impo
rtan
t pa
rt o
f our
iden
tity
, as
is h
ow w
e fe
el a
bout
our
bod
ies.
Touc
hing
, suc
h as
mas
sage
can
con
trib
ute
to h
ow p
eopl
e fe
el a
bout
our
selv
es.
0.25
Mas
sage
and
Tou
chIn
vite
peo
ple
to ta
lk a
bout
thei
r ex
peri
ence
of
mas
sage
.
Has
any
one
ever
had
a m
assa
ge?
Foot
, bac
k, w
hole
bod
y?W
hat
did
it fe
el li
ke?
Wha
t di
d yo
u lik
e an
d w
hat
didn
’t yo
u lik
e?N
urse
talk
s ab
out o
ur s
kin
whi
ch is
our
larg
est s
ense
org
an g
ivin
g vi
tal f
eed
back
to th
ebr
ain
(ref
er to
ref
eren
ces
to a
ssis
t wit
h ta
lk),
for
exam
ple,
touc
hing
is th
e m
ain
way
we
tran
smit
love
.T
here
is n
o fo
rmul
a fo
r m
assa
ge, a
s lo
ng a
s yo
ur b
aby
and
you
enjo
y it
. It
can
be d
one
at a
nyti
me
— w
hen
chan
ging
a n
appy
, aft
er a
bat
h, fu
lly c
loth
ed o
r w
ith
clot
hes
rem
oved
. It
is a
chan
ce t
o co
mm
une
wit
h yo
ur c
hild
— t
alk,
laug
h an
d re
lax.
Hav
e th
e ro
om p
repa
red
, war
m,
oil f
or m
assa
ging
, aro
mat
hera
py—
oil
burn
ing,
mus
ic p
layi
ng.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
456.3 GETTING KNOW YOUR BABY
Invi
ted
gue
st c
ould
be
a m
asse
uror
a p
hysi
othe
rapi
st.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.35
Mas
sage
Dem
onst
rati
onSh
ow th
e vi
deo
Mas
sagi
ng Y
our
Bab
y. S
top
at a
ppro
pria
te s
tage
s an
d d
iscu
ss.
or
Nur
se o
r pa
rtic
ipan
t or
invi
ted
gue
st d
emon
stra
te m
assa
ge o
n on
e of
the
baby
’s o
rpa
rtic
ipan
ts.
Dis
cuss
the
type
of
oils
whi
ch c
an b
e us
ed, b
enefi
ts o
f m
assa
ge, a
nd w
hen
part
icip
ants
thin
k th
ey c
ould
mas
sage
thei
r ba
bies
.
0.50
Mas
sage
Pra
ctic
eIn
vite
par
tici
pant
s to
mas
sage
thei
r ba
bies
.
Exp
lain
that
the
mas
sage
may
last
one
min
ute
or te
n m
inut
es, d
epen
din
g on
the
baby
. It
is im
port
ant t
hat p
arti
cipa
nts
don
’t fe
el p
ress
ured
or
feel
that
ther
e is
an
appr
opri
ate
resp
onse
by
the
baby
.
The
nur
se n
eed
s to
org
anis
e a
war
m r
oom
, war
m o
il, s
oft m
usic
and
sce
nted
oil
burn
ing
to c
reat
e a
rela
xed
atm
osph
ere.
Em
phas
ise
that
par
tici
pant
s d
on’t
need
to d
o al
l thi
s at
hom
e w
hen
they
mas
sage
thei
rba
by.
The
nur
se c
ircu
late
s ar
ound
the
room
, tal
king
qui
etly
and
ass
isti
ng a
ny p
arti
cipa
nts
who
requ
ire
help
.
Enc
oura
ge p
arti
cipa
nts
to e
xper
imen
t wit
h th
eir
baby
(lo
ng, s
low
, sof
t str
okin
g) a
nd ta
lkam
ongs
t the
mse
lves
as
they
mas
sage
.
The
tow
el is
to c
atch
uri
ne a
nd p
rovi
de
a so
ft s
urfa
ce.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
46 6.3 GETTING KNOW YOUR BABY
If p
arti
cipa
nts
don
’t su
gges
tm
any
oppo
rtun
itie
s, n
urse
may
assi
st d
iscu
ssio
n w
ith:
•A
t nap
py ti
me
•W
hen
feed
ing
baby
•W
hen
wat
chin
g T
V.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.50
Mas
sage
Pra
ctic
eE
xam
ple
of m
assa
ge:
Stro
ke f
rom
sho
uld
er d
own
acro
ss tu
mm
y to
hip
.
Dow
n w
hole
leg.
Cir
clin
g th
e le
g, s
low
gen
tle
stro
kes.
Dow
n th
e ar
ms
— a
gain
cir
cle
from
sho
uld
er s
low
ly d
own
the
arm
to th
e ha
nd, g
entl
yun
clas
ping
the
fist.
Turn
the
baby
ove
r st
roki
ng d
own
the
back
fro
m th
e ne
ck.
Ove
r bo
ttom
, thi
ghs
and
legs
.
Enc
oura
ge ta
lk to
the
babi
es b
y th
e pa
rtic
ipan
ts:
‘You
rea
lly e
njoy
hav
ing
your
tum
my
rubb
ed.’
‘Do
you
like
havi
ng y
our
face
str
oked
?’
‘Wha
t abo
ut y
our
feet
?’
As
peop
le s
eem
rea
dy
to s
top,
sug
gest
they
dre
ss b
abie
s an
d g
et a
cup
of
tea
or c
offe
ean
d c
hat u
ntil
all a
re r
ead
y.
Fini
sh th
e m
assa
ge s
essi
on w
ith
dis
cuss
ion
arou
nd th
e fo
llow
ing
ques
tion
s:
Wha
t so
rts
of t
hing
s di
d or
did
n’t
you
like
abou
t m
assa
ging
?If
you
wer
e to
con
tinu
e at
hom
e, w
hat
tim
es w
ould
wor
k be
st?
Lots
of p
aren
ts s
ay t
hey
don’
t ha
ve t
ime
for
this
. How
els
e ca
n yo
u pr
ovid
e lo
ts o
f tou
ch?
Apa
rt fr
om o
ur t
ouch
, how
els
e ca
n w
e ge
t to
kno
w o
ur b
abie
s w
ell?
Wha
t so
rts
of t
hing
s ca
nw
e do
?A
sk p
arti
cipa
nts
to s
ugge
st a
ny id
eas
they
hav
e or
hav
e no
tice
d o
ther
s us
ing.
1.40
2.00
Get
ting
to k
now
you
rba
by
Clo
se
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
476.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
6.4 Looking After Yourself: Exploring Mother’s Health
6.4.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To develop awareness of some health (particularly physical) issues for new mothers.• To consider and share ways of addressing some of the physical health issues.• To encourage new mothers to practice pelvic floor exercises regularly.• To introduce and experience a gentle form of massage which relaxes shoulder area.• To alert participants to a range of local resources which new mothers can access for their own
(physical) health issues.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to their own and some of the physical health concerns of other
participants.• Participants will be aware of the importance of continuing practice of pelvic floor exercises
and exploring times for their practice.• Participants may continue to provide ‘Raindrop Massage’ to each other or encourage their
partners to do so.• Participants will be aware of local resources which can support them with their physical
health issues.
Pre-Session Planning• Review current information regarding aspects of managing physical aspects of a new
mother’s health.• Collect handout on pelvic floor exercises for participants.• Collect and tape together body size sheets of butcher’s paper and textas (at least two
colours).• Collect a CD player or tape recorder and an appropriate relaxation music tape, for example,
Titania: The Fairy Queen by Mike Rowland.• Read through the raindrop massage text and practise appropriate speed and trial it with
someone because the practice is critical to the ultimate success for all participants.• Explore and list contacts (with date of handout) for local resources re: mother’s physical
health, for example, physiotherapy service, local dietitian, local walking group.
Resources for Nurses’ Information Prior to SessionChiarelli, P., 1992, Women’s Waterworks: Curing Incontinence, Gore and Osment.
Millard, R., 1995, Bladder Control – A Simple Self-Help Guide, MacLennen & Petty.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
48 6.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
Pelvic Floor Exercises, a two-page tip sheet published by Pharmacy Self Care. Contact MelBlachford (03) 9903 9600.
Raindrop Massage’ script.
Additional resources needed regarding:• Breasts• Abdominal exercises• Veins• Dry skin• Haemorrhoids• Hair care• Teeth• Sexuality• New parents.
One agency that you could contact for useful information for this session is:Anti-Cancer Council of Victoria1 Rathdowne StreetCarlton South, Victoria 3053Phone (03) 9279 1111
Handouts to Group ParticipantsPelvic Floor Exercises — a two-page tip sheet.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
496.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
6.4.
2 Lo
okin
g A
fter Y
ours
elf:
Expl
orin
g M
othe
r’s H
ealth
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y…Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
htha
ve s
omet
hing
to s
ay b
ut m
aybe
a li
ttle
rel
ucta
nt.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
Intr
oduc
tion
s an
dre
view
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u… h
as a
nyth
ing
com
e up
abo
ut t
he is
sue
for
you?
We
are
goin
g to
sta
rt t
oday
by
finis
hing
the
sta
tem
ent:
Sinc
e I
have
had
my
baby
I fe
el...
......
......
......
......
......
......
......
. abo
ut m
y bo
dy.
Com
plet
e as
a la
rge
grou
p or
ask
par
tici
pant
s to
talk
wit
h th
e pe
rson
bes
ide
them
.
0.15
In T
ouch
wit
h ou
rB
odie
sTo
day
we
are
expl
orin
g ou
r he
alth
.
We
are
goin
g to
com
men
ce b
y ge
ttin
g in
tou
ch w
ith
how
we
feel
. We
ofte
n kn
ow w
e ar
e ti
red,
sor
e, e
tc.,
but
don’
t st
op t
o pi
n po
int
any
spec
ific
area
s of
our
bod
ies.
We
are
goin
g to
do
this
now
.
We
are
goin
g to
thi
nk a
bout
our
bod
ies
and
how
diff
eren
t pa
rts
feel
.
Can
you
ple
ase
clos
e yo
ur e
yes
if yo
u fe
el c
omfo
rtab
le a
nd r
elax
. You
may
wan
t, or
be
mor
e co
mfo
rtab
le t
osi
t or
lie
on t
he fl
oor.
Star
t at
the
top
of y
our
head
, fee
l you
r ha
ir a
nd s
calp
, slo
wly
mov
e do
wn
your
face
ove
r yo
ur e
yes,
nos
e,m
outh
to
your
nec
k. N
ote
how
the
se p
arts
of y
our
body
feel
. Are
the
y ti
ght,
rela
xed,
dry
, tin
glin
g?
Be
awar
e of
you
r sh
ould
ers,
slo
wly
mov
e do
wn
your
arm
s no
te h
ow t
hey
feel
Mov
e ac
ross
to
your
che
stw
hat
do y
ou fe
el t
here
? G
lide
dow
n to
you
r st
omac
h.
Nur
se c
onti
nues
dow
n to
the
toes
.
Rea
d th
roug
h th
is a
ctiv
ity
very
slow
ly. A
llow
ple
nty
of p
ause
s so
part
icip
ants
can
thin
k ab
out
dif
fere
nt p
arts
of
thei
r bo
die
s.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
50 6.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
You
will
nee
d a
s m
any
shee
ts o
fbu
tche
r’s
pape
r, ta
pe a
nd te
xtas
as th
ere
are
grou
ps.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.30
1.00
Our
Bod
ies
We
are
finis
hing
at
your
toe
s. N
ow s
pend
a fe
w s
econ
ds fl
owin
g ba
ck u
p yo
ur b
ody,
Thi
nkab
out
how
eac
h pa
rt fe
els.
Slow
ly o
pen
your
eye
s.N
urse
dem
onst
rate
s sh
akin
g.
Stan
d up
and
giv
e yo
urse
lf a
shak
e. H
ave
a w
alk
arou
nd t
he r
oom
.N
umbe
r pa
rtic
ipan
ts o
ff s
o th
ey a
re in
gro
ups
of 3
—4
(or
wor
k as
a la
rge
grou
p if
few
part
icip
ants
).
Giv
e ea
ch g
roup
a r
eally
larg
e sh
eet o
f pa
per
(cou
ld b
e a
few
she
ets
of b
utch
er’s
pap
erjo
ined
toge
ther
).
Exp
lain
to th
e gr
oups
that
they
are
goi
ng to
mak
e a
bod
y ou
tlin
e. T
hey
need
one
volu
ntee
r in
eac
h gr
oup
to li
e on
the
shee
t, w
hile
som
eone
trac
es a
roun
d th
eir
bod
y.
We
are
goin
g to
use
thi
s bo
dy o
utlin
e to
hig
hlig
ht w
hat
you
felt
and
dis
cove
red
whi
le w
ew
ande
red
dow
n ou
r bo
dies
.D
iscu
ss, t
hen
mar
k w
ith
cros
ses
on t
he o
utlin
e an
y ar
eas
of t
he b
ody
whi
ch h
ave
been
chal
leng
es, f
rust
rati
ons
and
exci
tem
ent
sinc
e ha
ving
you
r ba
by.
The
nur
se c
ould
wan
der
aro
und
the
room
to p
rom
pt p
arti
cipa
nts,
or
stay
aw
ay f
rom
the
grou
ps.
Whe
n th
e gr
oups
hav
e fin
ishe
d th
e ac
tivi
ty a
sk p
arti
cipa
nts
to w
and
er a
roun
d th
e ro
oman
d lo
ok a
t eac
h ot
hers
dra
win
gs. A
sk th
e gr
oup
to lo
ok f
or a
ny s
imila
riti
es b
etw
een
the
pict
ures
(en
cour
age
talk
ing
amon
gst t
hem
).
Ask
the
larg
e gr
oup:
Wha
t qu
esti
ons
or c
omm
ents
do
you
have
abo
ut t
he a
reas
mar
ked
on t
he o
utlin
es?
6.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
516.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
Thi
s as
sum
es n
urse
has
don
eso
me
hom
ewor
k on
:•
Bre
asts
— s
ore,
siz
e•
Pelv
ic fl
oor
exer
cise
s•
Abd
omin
al e
xerc
ises
•V
eins
•D
ry s
kin
•H
aem
orrh
oid
s•
Hai
r an
d te
eth.
Han
d o
ut lo
cal r
esou
rce
list.
Ens
ure
you
don
’t hu
rry
the
proc
ess.
You
cou
ld in
vite
apa
rtic
ipan
t to
read
the
scri
pt if
any
is in
tere
sted
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
1.00
1.40
1.40
2.00
Rai
ndro
ps M
assa
ge
Clo
se
Nur
se u
ses
the
com
men
ts a
nd q
uest
ions
to p
rovi
de
info
rmat
ion
to p
arti
cipa
nts
abou
tho
w to
dea
l wit
h or
alle
viat
e he
alth
con
cern
s an
d e
ncou
rage
s pa
rtic
ipan
ts to
sha
re th
eir
stra
tegi
es.
Wha
t ha
ve y
ou fo
und
help
ful s
o fa
r?If
the
pelv
ic fl
oor
is m
enti
oned
(or
not
men
tion
ed)
expl
ain
the
need
for
pel
vic
floo
rex
erci
ses
and
do
an a
ctiv
ity.
Ask
par
tici
pant
s to
rec
all a
ny d
iscu
ssio
n re
: pel
vic
floo
r at
ante
nat
al c
lass
es o
r ho
spit
al. A
sk w
hat t
hey
rem
embe
red
abo
ut th
e ex
erci
ses.
Ask
part
icip
ants
to p
ract
ise
an e
xerc
ise.
Pro
vid
e th
em w
ith
a pr
acti
cal e
xam
ple.
Who
can
you
get
hel
p fr
om w
ith
any
of t
hese
con
cern
s?L
ist t
hese
idea
s on
to b
utch
er’s
pap
er.
Nur
se p
rovi
des
loca
l are
a re
sour
ce li
stin
g to
par
tici
pant
s an
d p
arti
cipa
nts
are
enco
urag
ed to
dis
cuss
and
ad
d o
ther
s.
We
are
all g
oing
to
mak
e so
me
com
mit
men
ts a
bout
whe
n an
d ho
w o
ften
we
will
do
our
pelv
icflo
or e
xerc
ises
. Whe
n is
the
bes
t ti
me
of t
he d
ay a
nd h
ow w
e w
ill r
emem
ber
to d
o th
em?
On
butc
her’
s pa
per
brai
nsto
rm id
eas
of w
hen
and
how
oft
en.
Cho
ose
your
pre
ferr
ed o
ptio
n.
We
will
see
how
you
hav
e al
l gon
e w
ith
your
exe
rcis
es n
ext
wee
k.N
ow is
a c
hanc
e to
try
som
ethi
ng d
iffer
ent.
It’s
wha
t w
e ca
ll th
e R
aind
rops
Mas
sage
, and
we
need
to
pair
up.
One
tou
ches
the
hea
d an
d sh
ould
er o
f the
oth
er. Y
ou m
ight
like
to
expe
rien
ce a
rain
drop
mas
sage
of t
hose
are
as.
Rea
d s
crip
t (bo
th p
ages
).
Enc
oura
ge p
arti
cipa
nts
to ta
lk a
bout
whe
ther
or
not t
hey
enjo
yed
it a
nd w
hen
next
they
mig
ht d
o it
.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
52
Raindrops Massage TextAllow approximately 2—3 minutes per massage
Explain to the group:This massage extends from the top of the head, across the shoulders to the top of the back. Some peopledo not like being touched in the head area and may prefer to try the same experience on their hands andarms. Still others would prefer not to be touched at all and will prefer to listen to the music. While weare encouraging you all to try this at least once, it is not compulsory.
It is useful to talk a little about tension across the shoulders as people feed their babies, andthat this helps reduce this tension.
Now let’s organise ourselves. Please pair with another participant. You will both have an opportunityto receive the massage, decide who would like to go first.
• Ask the masseur to stand behind the receiver of the massage (who is preferably sitting ona chair).
• The nurse will demonstrate the massage (on a participant) while the others follow.• As the name of this massage suggests, the masseur uses all the fingers to tap the
participant, replicating the feeling of rain falling onto them.• Start the massage at the top of the head. After giving the crown lots of ‘rain drops’, move
down the sides of the head (still rain dropping) to the top of the shoulders and across theupper back.
The ‘rain drops’ start gently and few in number on the top of the head and crescendo to adown pour on the shoulders and back. Finish the massage by gently ‘rain dropping’ back upfrom shoulders to the top of the head.
6.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH6.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
536.4 LOOKING AFTER YOURSELF: EXPLORING MOTHER’S HEALTH
Script for Raindrops MassageStart the soothing music.
Place your hands gently onto participant’s head.
Read the script slowly.
Commence the massage.
Clouds gather on the horizon – it looks as if it may rain!I can feel a gentle shower.A few drops are softly falling.It feels like a sunshower.
The raindrops are increasing.There is a steady falling of light rain.Feel the light rain.It is raining in a steady stream.It is warm, balmy, gentle rain.
The drops are getting heavier,Rain is falling quickly.Drumming on the tin roof.
Down comes the rain.It is a downpour!It is a downpour!The rain is pounding the dry earth.
Slowly the rain is beginning to subside.It’s no longer a downpour, but steady, continuous rain.
The drops are becoming lighter and lighter,Lighter and lighter.It is a light shower.A few more drops.
The rain has stopped.
Leave your hands resting gently on the head of your partner for a few seconds.
Lift your hands away.
Spend a few minutes talking about the massage with your partner
Swap positions!
Repeat the massage.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
55
6.5 Baby’s Ages and Stages: What to Expect
6.5.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To identify the variety of expectations and comments which new parents deal with, especially
related to developmental abilities.• To inform new parents about the range of ages at which children reach developmental stages
and what can be expected at each stage.• To assist participants to develop (and practise, if enough time) appropriate (assertive)
responses to expectations of others.• To explore the types of activities which stimulate and limit baby’s development at the
developmental stages of the first year in particular.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will know about stages of babies’ development and the breadth of ages at which
they are reached.• Participants will be alert to the types of comments about their baby’s development which
they find difficult to manage and will have had an opportunity to prepare appropriateresponses which maintain their own confidence in their parenting.
• Participants will be alert to the types of stimulation which enhances development at variousages.
• Participants will be aware of the limitations and problems of a range of equipment inparticular.
Pre-Session Planning• Organise name tags for babies and parents.• Ask participants on previous week to bring Child Health Record to this session.• Collect four or five Your Child’s Health and Development—Birth to Six Years Poster from the
Department of Human Services. It may be useful to laminate them.• Prepare two sheets of paper, with headings Activities and Alerts ready for input by
participants.• Collect ‘SafeKIDSnow’ safety sheets for each participant.
Resources for Nurses’ InformationPrior to Session• Department of Human Services poster, Your Child’s Health and Development—Birth to 6 Years *• ‘SafeKIDSnow’ safety sheets.• Positive Parenting Program, Parent Tip Sheet: ‘Promoting Development in the First Year.’
6.5 BABY’S AGES AND STAGES: WHAT TO EXPECT
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
56 6.5 BABY’S AGES AND STAGES: WHAT TO EXPECT
Handouts to Group Participants• Department of Human Services Ages and Stages poster• ‘SafeKIDSnow’ safety sheets.• Positive Parenting Program, Parent Tip Sheet: ‘Promoting Development in the First Year.’
* It is suggested that the nurse facilitator will need to highlight to participants that although stagesof development follow the sequences on the chart, the ages at when these stages occur are likely tobe different for each child.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
576.5 BABY’S AGES AND STAGES: WHAT TO EXPECT
6.5.
2 B
aby’s
Age
s an
d St
ages
: Wha
t to
Expe
ctW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s
Whe
n fa
cilit
atin
g th
ebr
ains
torm
ing
part
of
the
sess
ion
ensu
re y
ou a
llow
eno
ugh
tim
efo
r th
e pa
rtic
ipan
ts to
thin
kab
out t
he q
uest
ions
and
res
pond
.
It m
ay ta
ke ti
me
for
the
part
icip
ants
to w
arm
up,
and
will
req
uire
enc
oura
gem
ent.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
Wel
com
e an
din
trod
ucti
on to
sess
ion
At t
he p
revi
ous
sess
ion
ask
part
icip
ants
to b
ring
thei
r C
hild
Hea
lth
Rec
ord
— th
e‘Y
ello
w B
ook’
to th
is s
essi
on.
As
an ic
e br
eake
r fo
r th
e gr
oup
ask
part
icip
ants
to:
Try
to r
ecal
l you
r ea
rlie
st m
emor
y yo
u ar
e ha
ppy
to t
alk
abou
t.A
llow
par
tici
pant
s to
sit
and
refl
ect f
or a
few
mom
ents
.
Ask
par
tici
pant
s to
sha
re th
eir
earl
iest
mem
ory,
incl
udin
g ho
w o
ld th
ey w
ere.
Nur
se m
ay c
hoos
e to
com
men
t tha
t:
We
are
rare
ly a
ble
to r
ecal
l how
we
deve
lope
d in
to t
hese
sta
ges,
and
yet
by
the
age
of t
wo
year
sm
ost
child
ren
can
com
mun
icat
e, a
re m
obile
, hav
e fa
vour
ite
acti
viti
es a
nd p
eopl
e in
the
ir li
ves.
All
thos
e th
ings
hap
pen
by t
he a
ge o
f tw
o, b
ut t
hey
occu
r at
diff
eren
t sp
eeds
for
child
ren.
Are
al c
halle
nge
for
us a
s pa
rent
s in
our
com
peti
tive
soc
iety
is c
opin
g w
ith
our
own
and
othe
rpe
ople
’s e
xpec
tati
ons
and
cons
eque
nt fe
ars
abou
t ou
r ch
ild’s
dev
elop
men
t. Yo
u ar
e en
cour
aged
to c
onti
nue
visi
ting
you
r M
ater
nal a
nd C
hild
Hea
lth
Nur
se u
ntil
your
chi
ld is
six
yea
rs o
f age
so y
ou c
an d
iscu
ss a
ny in
divi
dual
con
cern
s an
d ca
n be
rea
ssur
ed a
bout
you
r ch
ild’s
deve
lopm
ent.
Wha
t ar
e th
e m
ost
com
mon
com
men
ts y
ou h
ave
hear
d m
ade
by fr
iend
s or
fam
ily a
bout
a b
aby’
sde
velo
pmen
t, ag
es, s
tage
s an
d ex
pect
atio
ns.
For
exam
ple,
‘Sho
uldn
’t yo
u be
giv
ing
him
rea
l foo
d by
now
?’or
‘Isn
’t sh
e ad
vanc
ed c
ompa
red
to h
er c
ousi
n!’
On
a bo
ard
or
butc
her’
s pa
per
wri
te u
p al
l the
com
men
ts p
arti
cipa
nts
can
reca
ll. (
Cou
ldbe
rec
ord
ed b
y ei
ther
nur
se o
r pa
rtic
ipan
ts. P
rovi
de
extr
a bu
tche
r’s
pape
r ar
ound
the
room
or
on th
e fl
oor
for
reco
rdin
g by
the
part
icip
ants
)
Let’s
leav
e th
ose
com
men
ts fo
r th
e m
omen
t, w
e w
ill c
ome
back
to
them
soo
n.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
58 6.5 BABY’S AGES AND STAGES: WHAT TO EXPECT
Dis
trib
ute
to p
arti
cipa
nts
the
Hum
an S
ervi
ces
Your
Chi
ld’s
Hea
lth
and
Dev
elop
men
t —
Bir
th t
o 6
Year
spo
ster
, pre
fera
bly
one
post
er b
etw
een
four
par
tici
pant
s.
Ask
par
tici
pant
s in
sm
all g
roup
s to
look
at t
he p
oste
r an
d d
iscu
ss it
bet
wee
nth
emse
lves
.
You
may
be
able
to
iden
tify
the
sta
ges
your
ow
n ba
by h
as r
each
ed a
nd n
otic
e ho
w a
like
and
yet
how
diff
eren
t ea
ch b
aby
is e
ven
as e
arly
as
this
.A
sk th
e w
hole
gro
up:
Doe
s an
yone
hav
e an
y co
mm
ents
or
ques
tion
s th
ey w
ould
like
to
mak
e ab
out
the
info
rmat
ion
on t
he p
oste
r?O
r, if
par
tici
pant
s ar
e re
tice
nt w
ithi
n th
e la
rge
grou
p, a
sk th
e sm
all g
roup
s to
dis
cuss
thei
r qu
esti
ons
and
to n
ote
thei
r co
mm
ents
and
que
stio
ns a
nd n
omin
ate
one
part
icip
ant
to ta
lk o
n be
half
of
the
smal
l gro
up.
The
nur
se th
en a
sks
for
a qu
esti
on o
r co
mm
ent f
rom
eac
h gr
oup
unti
l all
are
read
out
. If
tim
e is
lim
ited
, ask
eac
h gr
oup
to c
hoos
e on
e qu
esti
on o
r co
mm
ent t
o fe
ed b
ack.
As
each
que
stio
n is
pos
ed, t
he n
urse
may
res
pond
wit
h an
ans
wer
and
invi
te o
ther
s to
com
men
t as
wel
l.
Ref
er b
ack
to th
e ea
rlie
r co
mm
ents
rec
ord
ed o
n th
e bo
ard
or
butc
her’
s pa
per
(firs
tac
tivi
ty).
Ask
par
tici
pant
s to
sta
y in
the
smal
l gro
ups.
Nom
inat
e on
e or
two
of th
e co
mm
ents
fro
m in
itia
l but
cher
’s p
aper
not
es to
eac
h gr
oup
to d
evel
op a
res
pons
e to
the
com
men
ts.
Hav
ing
look
ed a
t th
e po
ster
and
dis
cuss
ed it
s co
nten
t, w
hat
resp
onse
s w
ould
be
best
mad
e to
thes
e co
mm
ents
we
wro
te u
p on
the
boa
rd o
r bu
tche
r’s
pape
r ea
rlie
r?A
sk f
or p
arti
cipa
nts
to f
eed
bac
k th
e su
gges
ted
res
pons
es o
r id
eas
to d
eal w
ith
com
men
ts m
ade.
Wha
t w
ould
you
say
to
thos
e co
mm
ents
?
For
this
sec
tion
of
the
sess
ion:
Nur
se m
ay h
ave
3—5
Age
s an
dSt
ages
pos
ters
(m
aybe
get
them
lam
inat
ed).
or Show
slid
es, h
and
outs
.or G
ive
a te
n m
inut
e pr
esen
tati
onab
out a
ges
and
sta
ges.
or Invi
te p
aren
ts o
f ba
bies
of
vari
ous
ages
and
sta
ges
to a
tten
dth
is s
ecti
on o
f th
e se
ssio
n an
dta
lk a
bout
thei
r ba
bies
’ age
and
stag
e.
NO
TE
It is
impo
rtan
t to
choo
se:
•A
vari
ety
of b
aby
ages
•Pa
rent
s w
ho e
njoy
sha
ring
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.45
Dea
ling
wit
hE
xpec
tati
ons
and
Myt
hs
1.15
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
596.5 BABY’S AGES AND STAGES: WHAT TO EXPECT
If th
e gr
oup
seem
s co
nfid
ent,
ask
for
volu
ntee
rs to
dem
onst
rate
(ro
le p
lay)
the
resp
onse
.
We
wan
t to
spen
d th
e la
st p
art o
f th
is s
essi
on c
onsi
der
ing
acti
viti
es to
sup
port
bab
y’s
dev
elop
men
t and
thin
gs to
be
awar
e of
at t
he d
iffe
rent
age
s an
d s
tage
s.
The
nur
se r
ecor
ds
the
follo
win
g on
to p
repa
red
she
et o
f bu
tche
r’s
pape
r.
Let’s
bra
inst
orm
or
talk
abo
ut a
ny a
ppro
pria
te a
ctiv
itie
s (a
nd t
ypes
of s
tim
ulat
ion)
for
diffe
rent
ages
and
wha
t to
be
aler
t to
at
thes
e di
ffere
nt a
ges
and
stag
es.
Wha
t ac
tivi
ties
com
e to
min
d fo
r ea
ch a
ge o
r st
age?
The
nur
se c
ould
inpu
t id
eas
as th
e lis
t is
bein
g d
evel
oped
. For
exa
mpl
e, is
sues
rel
ated
toba
by w
alke
rs, j
olly
jum
pers
.
As
a fi
nish
ing
sugg
esti
on f
or h
omew
ork,
ask
par
tici
pant
s to
look
aro
und
thei
r ho
mes
and
con
sid
er th
e d
evel
opm
enta
l age
s an
d s
tage
s of
chi
ldre
n an
d th
ink
abou
t wha
t may
need
cha
ngin
g fr
om a
saf
ety
pers
pect
ive
by w
hen.
(M
ay li
nk to
saf
ety
sess
ion.
)
Ref
er p
arti
cipa
nts
to th
e ‘s
afeK
IDSn
ow’ s
afet
y sh
eets
.
Prov
ide
part
icip
ants
wit
h w
ritt
enin
form
atio
n on
age
s an
d s
tage
sto
rea
d a
t lei
sure
wit
h pa
rtne
r at
hom
e.
Not
e
It is
impo
rtan
t to
choo
se a
ges
and
sta
ges
not t
oo f
ar a
head
of
the
ages
or
stag
es o
f ba
bies
in th
egr
oup
or it
may
see
m ir
rele
vant
to p
arti
cipa
nts.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
1.30
2.00
Act
ivit
ies
for
Age
s &
Stag
es a
nd I
ssue
s to
be c
aref
ul a
bout
.
Clo
se
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
616.6 MANAGING CHILDHOOD ILLNESSES
6.6 Managing Childhood Illnesses
6.6.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To inform participants about the signs of illness in a baby and appropriate ways of
responding to the illness.• To promote the confidence and competence of first-time parents in approaching health
professionals with concerns about their child’s health.• To encourage participants to consider using each other as resources in times of need.• To introduce first-time parents to a range of community resources to support families and
sick children.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be aware of signs of illness in their babies.• Participants will know a range of strategies to appropriately manage a sick child.• Participants will express confidence in their anticipated dealings with health professionals.• Participants will be aware of a range of local community resources which they can contact for
support with a sick child.• Some parents will have expressed a willingness to be contacted by other group members if
their babies are unwell.
Pre-Session Planning• Develop a list of local community resources and contact numbers for parents (remember to
date the list as these become outdated quickly).• Organise sheets of butcher’s paper and textas and crayons.• Collect handouts for each participant – and Child Health Fact Sheets on Childhood Illnesses
from the Department of Human Services.• Visiting a Health Professional (copy of this handout at the end of this session).
Resources for Nurses’ Information Prior to Session• Department of Human Services Child Health Fact Sheets are:
• Vomiting • Asthma• Fever • Croup and Bronchiolitis• Gastroenteritis • Eczema.• Middle Ear Infections
Handouts for Group Participants• Department of Human Services Child Health Fact Sheets on Childhood Illnesses (listed above).• Visiting a Health Professional.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
62 6.6 MANAGING CHILDHOOD ILLNESSES
6.6.
2 M
anag
ing
Child
hood
Illn
esse
sW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u …
any
thin
g co
me
up a
bout
the
issu
e fo
r yo
u?P
air
up w
ith
som
eone
you
hav
en’t
spen
t m
uch
tim
e w
ith
and
spen
d a
coup
le o
f min
utes
talk
ing
abou
t th
e be
st t
hing
tha
t ha
s ha
ppen
ed t
o yo
u th
is w
eek.
Toda
y w
e ar
e ex
plor
ing
man
agin
g ch
ildho
od il
lnes
s.A
s a
larg
e gr
oup
brai
nsto
rm th
e si
gns
of a
n un
wel
l or
sick
bab
y.
You
have
all
prob
ably
see
n a
sick
bab
y. W
hat
are
the
sign
s of
an
unw
ell o
r si
ck b
aby?
Dis
cuss
wit
h th
e gr
oup
and
wri
te th
e re
spon
ses
onto
a p
iece
of
butc
her’
s pa
per
or a
boar
d (
leav
e up
on
the
wal
l).
Thi
nk b
ack
to a
tim
e w
hen
you
had
the
flu. H
ow d
id y
oufe
el?
Dis
cuss
and
wri
te th
e re
spon
ses
onto
ano
ther
she
et o
f pa
per
(pla
ce b
esid
e th
e fir
stsh
eet)
.
Look
at
the
list
you
have
gen
erat
ed a
bout
the
flu.
If y
ouha
d an
y of
the
se s
ympt
oms
(wri
tten
on b
utch
er’s
pap
er)
wha
t di
d yo
u do
or
wan
t to
do
abou
t th
em?
Lis
t the
idea
s on
to th
e sa
me
shee
t of
butc
her’
s pa
per
and
dis
cuss
them
.
Exa
mpl
e pr
ompt
s fo
r th
e nu
rse:
Did
you
wan
t to
lie
dow
n?D
id y
ou li
ke e
atin
g an
d dr
inki
ng?
Did
you
wan
t pe
ople
aro
und?
Did
you
feel
like
sle
epin
g?W
ould
you
car
e fo
r ba
by in
the
sam
e w
ay?
Lis
t the
se id
eas
on th
e fir
st p
iece
of
butc
her’
s pa
per
used
for
the
baby
(fir
st e
xerc
ise)
plac
e th
em n
ext t
o th
e sy
mpt
oms.
Dis
cuss
the
idea
s as
they
are
wri
tten
up.
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Whe
n fa
cilit
atin
g th
ebr
ains
torm
ing
part
of
the
sess
ion
ensu
re y
ou a
llow
eno
ugh
tim
efo
r th
e pa
rtic
ipan
ts to
thin
kab
out t
he q
uest
ions
and
res
pond
.
It m
ay ta
ke ti
me
for
the
part
icip
ants
to w
arm
up,
and
they
will
req
uire
enc
oura
gem
ent.
Any
res
pons
es a
re o
kay.
Rem
embe
r: it
is a
bra
inst
orm
.
Arr
ange
the
butc
her’
s pa
per
sid
eby
sid
e.
Mak
e su
re th
e fo
llow
ing
isin
clud
ed in
the
dis
cuss
ion:
•D
ehyd
rati
on (
sign
s, e
tc.)
•Fl
uid
inta
ke•
Tem
pera
ture
con
trol
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
0.10
Intr
oduc
tion
Chi
ldho
od il
lnes
s
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
636.6 MANAGING CHILDHOOD ILLNESSES
Oft
en p
aren
ts a
re u
nsur
e or
lack
con
fiden
ce w
hen
they
vis
it a
hea
lth
prof
essi
onal
wit
h a
sick
chi
ld. T
his
sect
ion
is to
ass
ist p
arti
cipa
nts
lear
n st
rate
gies
or
ques
tion
s w
hich
may
be h
elpf
ul w
hen
they
vis
it a
hea
lth
prof
essi
onal
.
If y
ou h
ave
take
n yo
ur c
hild
to
a he
alth
pro
fess
iona
l wha
t ty
pe o
f que
stio
ns w
ould
you
ask
them
and
wha
t so
rts
of t
hing
s w
ould
you
nee
d to
tel
l the
hea
lth
prof
essi
onal
?R
efer
to th
e ha
ndou
t: V
isit
ing
the
Hea
lth
Prof
essi
onal
to a
ssis
t wit
h th
e d
iscu
ssio
n.
Ask
par
tici
pant
s to
look
thro
ugh
the
hand
out a
nd n
ote
part
icul
ar p
oint
s.
Wha
t ty
pes
of r
espo
nses
or
reac
tion
s m
ight
you
exp
ect
from
the
hea
lth
prof
essi
onal
?W
rite
res
pons
es o
nto
butc
her’
s pa
per.
Are
the
re p
arti
cula
r on
es w
hich
are
diffi
cult
or
frus
trat
ing?
Mar
k pa
rtic
ular
one
s on
the
butc
her’
s pa
per
and
dis
cuss
why
.
Wha
t is
the
bes
t w
ay t
o de
al w
ith
or r
espo
nd in
the
se s
itua
tion
s?D
iscu
ss a
nd w
rite
res
pons
es o
nto
butc
her’
s pa
per.
Now
invi
te p
arti
cipa
nts
to p
air
off
one
ask
to b
e th
e he
alth
pro
fess
iona
l and
the
othe
rth
e pa
rent
and
pra
ctic
e th
e re
spon
ses.
Hav
e 2–
3 m
inut
es p
ract
ice
and
then
dis
cuss
lear
ning
’s w
ith
the
who
le g
roup
.
Not
e qu
esti
ons
for
dis
cuss
ion.
One
of
pare
nts’
gre
ates
t fea
rs is
kno
win
g w
hat t
o d
o w
hen
a ch
ild is
sic
k in
the
mid
dle
of th
e ni
ght.
The
fol
low
ing
ques
tion
s ar
e fo
r d
iscu
ssio
n as
a la
rge
grou
p It
isn’
t im
pera
tive
to r
ecor
did
eas,
but
it m
ay h
elp
the
part
icip
ants
to r
emai
n fo
cuse
d.
If y
our
illne
ss g
ot w
orse
wha
t w
ould
you
do?
How
wou
ld y
ou k
now
the
illn
ess
was
get
ting
wor
se o
r if
it w
as t
ime
to d
o so
met
hing
els
e?So
giv
en t
his
resp
onse
wha
t w
ould
you
do
if yo
ur b
aby’
s ill
ness
was
get
ting
wor
se?
Han
dou
t: V
isit
ing
the
Hea
lth
Prof
essi
onal
.
Thi
s se
ctio
n w
ould
be
grea
t as
aro
le p
lay,
if th
ere
was
tim
e an
d it
was
app
ropr
iate
wit
h th
e gr
oup.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.40
Whe
n an
illn
ess
doe
sn’t
impr
ove
At t
he H
ealt
hPr
ofes
sion
al’s
roo
ms
Wha
t to
do
in th
em
idd
le o
f th
e ni
ght
1.00
1.20
6.6 MANAGING CHILDHOOD ILLNESSES
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
64 6.6 MANAGING CHILDHOOD ILLNESSES
Wha
t wou
ld y
ou d
o in
the
mid
dle
of
the
nigh
t if
the
baby
:
Had
a fe
ver?
Was
vom
itin
g?H
ad d
iarr
hoea
?H
ad a
noi
sy lo
ud c
ough
?W
as fi
ttin
g?L
ist t
he id
eas
onto
but
cher
’s p
aper
and
con
trib
ute
to th
e id
eas.
Who
wou
ld o
r co
uld
you
call
for
supp
ort
or h
elp
whe
n yo
ur b
aby
is s
ick?
Ask
gro
up to
bra
inst
orm
idea
s.
Nur
se m
ay b
e ab
le to
sug
gest
the
stat
emen
t:
Som
e gr
oups
hav
e de
cide
d it
wou
ld b
e ok
ay t
o co
ntac
t ea
ch o
ther
at
tim
es li
ke t
his.
May
be s
ome
of y
ou w
ould
feel
oka
y ab
out
cont
acti
ng o
ne o
f the
oth
ers
from
thi
s gr
oup.
Nur
se fi
nish
es b
y ta
lkin
g ab
out t
he r
esou
rces
ava
ilabl
e in
the
com
mun
ity
to s
uppo
rtfa
mili
es a
nd s
ick
child
ren
that
is, M
ater
nal a
nd C
hild
Hea
lth
Lin
e, C
omm
unit
y H
ealt
hC
entr
e, G
ener
al P
ract
itio
ners
, etc
.
Han
dou
ts: C
hild
Hea
lth
Fact
Shee
ts f
rom
Hum
an S
ervi
ces
onC
hild
hood
Illn
esse
s
Nur
se c
ontr
ibut
es id
eas
to e
ach
illne
ss o
r sy
mpt
om.
Lea
ve th
is a
n op
en in
vita
tion
for
dis
cuss
ion
over
thei
r cu
p of
tea
or c
offe
e.
The
nur
se s
houl
d d
evel
op a
hand
out w
hich
list
s lo
cal
reso
urce
s av
aila
ble
to f
amili
esan
d g
ive
to p
arti
cipa
nts.
Or
dir
ect p
arti
cipa
nts
to w
here
they
can
obta
in th
is in
form
atio
n.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
1.20
Wha
t to
do
in th
eM
idd
le o
f th
e N
ight
!
Clo
se
2.00
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
65
Visiting a Health ProfessionalVisiting a health professionals can sometimes be a daunting experience. This leaflet providessome tips to help you make the most out of the visit.
By choosing someone you feel confident about you also have the right to:• Have health professionals fill in relevant information in your baby’s Child Health Record.• Ask for explanations of words or statements you do not understand.• Obtain informative answers about your baby’s and/or your condition.• Obtain informative answers about proposed treatments, both positive and negative.• Ask for information about you or your family, either written or spoken, to be kept
confidential except for when:a) You have given your consentorb) You are referred to another worker.
• Feel that the health professional listens to you, and takes your ideas into account.• Be treated with respect.• Be treated as a person, not just a ‘condition’ or ‘case’.• Feel physically and emotionally safe with the health professional.• Know what the costs will be.
Information to take with you when you visit a health professional:How many times have you visited a health professional, meaning to ask about something,then totally forgotten to ask your question? These suggestions may help you to remember.
• Be clear about why you are attending the health professional. Write it down if necessary.• Make a note of:
– When the problem started.– The symptoms you have noticed, how long they have been present, and when they first
occurred.– What things make the problem worse, or better.– Any other situations or issues that might be associated with the symptoms.– Things you have already tried to solve the problem.
Developed by Carol Jackson, RMIT Faculty of Nursing, 1997
6.6 MANAGING CHILDHOOD ILLNESSES
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
67
6.7 What to do in an Emergency (1): Resuscitation
6.7 WHAT TO DO IN AN EMERGENCY (1): RESUSCITATION
6.7.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To equip participants with the basic knowledge and skill to apply in an emergency when the
child has stopped breathing or is choking.• To actively discourage parents from shaking their babies at all times and especially when the
baby has stopped breathing.• To encourage participants to join a CPR course if they are interested. (If the group seems very
interested, this may provide an opportunity to suggest that they organise a course to be runfor their group at a future time that suits participants.)
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will know about CPR and be able to apply it at the appropriate speed for a baby
in an emergency situation.• Participants will be alert to a range of safety issues and particularly the behaviours which
may lead to choking.• Some groups and individual participants may be stimulated to follow-up with a CPR
qualification course.
Pre-Session Planning• Organise name tags for babies and parents.• Collect resuscitation doll and spare faces.• Prepare anatomy diagrams.• Prepare notes on CPR, EAR and DRABC.• List local CPR courses (date list) and contact numbers.
Resources for Nurses’ Information Prior to SessionNOTE: Only nurses who have completed a CPR qualification and are currently accredited willconduct this session.
Courses for parents available from:• St John Ambulance Australia, phone 131 394.• Royal Children’s Hospital Safety Centre (03) 9345 5085.• Australian Red Cross (03) 9685 9990 or 1300 367 428.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
68 6.7 WHAT TO DO IN AN EMERGENCY (1): RESUSCITATION
Other related information:
• Pamphlet Information for Health Professionals – Never, Never, Never Shake a Baby, Department ofHuman Services.
Handouts to Group Participants• Nurses may wish supply parents with a list of contacts for local CPR courses.• CPR Chart Metropolitan Ambulance Service, Melbourne, phone 9840 3620.• Pamphlet Never, Never, Never Shake a Baby, Department of Human Services.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
696.7 WHAT TO DO IN AN EMERGENCY (1): RESUSCITATION
6.7.
2 W
hat T
o D
o In
An
Emer
genc
y (1
): Re
susc
itatio
nW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u ..
anyt
hing
com
e up
abo
ut t
he is
sue
for
you?
To u
nd
erta
ke
this
ses
sion
th
en
urs
e m
ust
be
qu
alifi
ed t
o te
ach
CP
R.
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
ht h
ave
som
ethi
ng to
say
but
may
be
a lit
tle
relu
ctan
t.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
Intr
oduc
tion
s &
Rev
iew
Bas
ic A
nato
my
0.15
The
top
ic t
oday
is h
ow t
o re
susc
itat
e a
baby
.H
ave
any
of y
ou d
one
a re
susc
itat
ion
cour
se o
r ha
d to
app
ly it
to
an a
dult
or
child
?D
iscu
ssio
n of
par
tici
pant
s ex
peri
ence
s w
ith
resu
scit
atio
n.
Nur
se e
xpla
ins
basi
c an
atom
y —
whe
re h
eart
is lo
cate
d, h
ow to
list
en f
or h
eart
bea
tan
d f
eel t
he b
aby’
s pu
lse
and
loca
tion
of
the
ster
num
.
Dem
onst
rate
on
the
babi
es in
the
grou
p an
d e
ncou
rage
par
tici
pant
s to
pra
ctis
e.
The
nur
se m
oves
aro
und
the
room
ass
isti
ng p
arti
cipa
nts.
Dis
play
ana
tom
y d
iagr
ams
for
refe
rral
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
70 6.7 WHAT TO DO IN AN EMERGENCY (1): RESUSCITATION
Dis
cuss
ion
abou
t a b
aby’
s he
art r
ate:
som
ewhe
re b
etw
een
120
and
160
bea
ts p
er m
inut
e—
app
roxi
mat
ely
dou
ble
an a
dul
t’s.
•W
hen
CPR
is d
one
on a
bab
y, th
at r
ate
is c
opie
d.
•B
reat
hing
rat
e of
bab
y is
twic
e as
fas
t as
adul
ts.
•E
ncou
rage
par
tici
pant
s to
list
en to
bab
y’s
brea
thin
g.•
The
rat
e at
whi
ch a
bab
y’s
hear
t bea
ts a
nd th
eir
brea
thin
g ra
te m
ust b
e co
nsid
ered
whe
n ap
plyi
ng C
PR.
Nur
se c
ould
ref
er to
any
hea
rtm
onit
orin
g w
hich
par
tici
pant
sm
ay h
ave
seen
in h
ospi
tal o
r on
tele
visi
on.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.40
Hea
rt R
ate
of I
nfan
ts
Intr
oduc
e T
hem
es:
EA
R, C
PR a
ndD
RA
BC
.
0.40
Use
exa
mpl
es w
hich
par
tici
pant
s ca
n re
late
to a
nd u
se th
eir
resp
onse
s to
sho
w th
emth
at th
ey w
ere
prac
tisi
ng e
lem
ents
of
DR
AB
C.
Hav
e yo
u ev
er o
vers
lept
and
tho
ught
: the
bab
y ha
sn’t
wok
en!
And
you
rac
ed t
o th
e co
t. W
hat
did
you
do?
Dem
onst
rate
how
to li
ft a
bab
y th
at is
not
bre
athi
ng f
rom
a c
ot, h
ow to
car
ry a
bab
y to
a ha
rd s
urfa
ce, c
lear
the
airw
ay, fi
nd th
e la
ndm
arks
and
do
CPR
whi
le r
ingi
ng f
or h
elp.
Rei
nfor
ce n
ot to
sha
ke th
e ba
by a
nd ta
ke th
e op
port
unit
y to
exp
lain
to th
e gr
oup
the
dan
gers
of
shak
ing
in a
ll si
tuat
ions
.
Enc
oura
ge q
uest
ions
and
dis
cuss
ion.
Prov
ide
note
s on
CPR
, EA
R a
ndD
RA
BC
1.00
1.50
2.00
Wha
t ty
pes
of t
hing
s do
you
thi
nk c
ould
cau
se a
bab
y to
cho
ke?
(For
exa
mpl
e, f
ood
, sm
all o
bjec
ts, t
oy p
iece
s.)
Rei
nfor
ce im
port
ance
of
safe
ty f
or e
xam
ple,
chi
ldre
n no
t wal
king
aro
und
whi
le e
atin
g,fo
od th
at is
uns
afe
for
babi
es.
Has
any
one
seen
a b
aby
or c
hild
cho
ke?
Wha
t di
d th
e ad
ults
do?
Dem
onst
rate
on
the
dol
l how
to d
islo
dge
foo
d. E
xpla
in w
hat i
s be
ing
don
e.
Invi
te e
ach
part
icip
ant t
o pr
acti
ce E
AR
and
CPR
on
the
dol
l and
rei
nfor
ce m
ain
poin
tsw
ith
each
par
tici
pant
.
Prio
r to
clo
sing
ask
par
tici
pant
s to
turn
to p
erso
n ne
xt to
them
and
talk
abo
ut m
ost
usef
ul a
spec
ts o
f th
e se
ssio
n.
Exp
lain
that
this
ses
sion
giv
es a
n ov
ervi
ew o
f C
PR a
nd if
par
tici
pant
s w
ant t
o at
tend
aco
urse
nur
se c
ould
pro
vid
e d
etai
ls o
f lo
cal c
ours
es o
r w
here
they
can
find
out
abo
utth
em. I
f gr
oup
seem
s in
tere
sted
, it w
ould
be
a go
od id
ea f
or n
urse
to s
ugge
st o
ren
cour
age
part
icip
ants
to o
rgan
ise
a fo
llow
-up
CPR
cou
rse
as a
gro
up.
Cho
king
Aha
ndou
t of
CPR
cou
rses
avai
labl
e in
the
loca
l are
a.
Clo
se
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
71
6.8 What to do in an Emergency (2): First Aid
6.8.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To develop awareness of possible emergency situations for babies and young children.• To assist participants to develop personal strategies for staying calm in an emergency.• To inform parents about first aid strategies which are most effective in immediately
responding to a range of childhood emergencies.• To introduce participants to and promote exploration of an excellent resource which they can
read and discuss at their leisure.• To prepare participants’ responses for situations of which they are fearful.• To encourage participants to develop a list of people they could call for support in an
emergency situation (as in protective behaviours program — this list will be a personal onedeveloped from a brainstorm of roles or relationships).
• To provide participants with a list of local emergency contacts which they can post near theirphone.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to their own possible reactions in an emergency situation and have
developed some possible strategies for maintaining calm.• Participants will be aware of most common emergency situations for babies and young
children, and know of immediate actions to take.• Participants will know the range of content of the Royal Children’s Hospital safety and first
aid document.• Some participants will ensure they have a current first aid kit available at home and in the
car.• All participants will have a copy of local emergency numbers to stick by their home phone.
Pre-Session PlanningNurses must hold a current first aid certificate prior to facilitating this session.• Organise name tags for babies and parents.• Have several RCH first aid and safety booklet for participants to review in small groups.• Seek out current listing of local first aid trainers — participants may choose to continue first
aid as a group.• Collect a number of local emergency service stickers for posting near phone.
6.8 WHAT TO DO IN AN EMERGENCY (2): FIRST AID
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
72 6.8 WHAT TO DO IN AN EMERGENCY (2): FIRST AID
Resources for Nurses’ Information Prior to Session• Brown, J. and Walker, T., 1996, Royal Children’s Hospital, Safety and First Aid Book, Lothian
Books, Melbourne. Available from Royal Children’s Hospital, Child Health InformationCentre, phone (03) 9345 6429.
• St John Ambulance, 1997, Staying Alive: First Aid, St John Ambulance, Canberra. Availablefrom St John Ambulance, phone 131 394.
• St John Ambulance, 1996, Australian First Aid: Volumes One and Two, St John Ambulance,Canberra. Available from St John Ambulance, phone 131 394.
Handouts to Group ParticipantsParents may wish to purchase: Brown, J. and Walker, T., 1996, Royal Children’s Hospital, Safety andFirst Aid Book, Lothian Books, Melbourne. Available from Royal Children’s Hospital, ChildHealth Information Centre, phone (03) 9345 6429.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
736.8 WHAT TO DO IN AN EMERGENCY (2): FIRST AID
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u …
any
thin
g co
me
up a
bout
the
issu
e fo
r yo
u?
To u
nd
erta
ke
this
ses
sion
th
en
urs
e m
ust
hol
d a
cu
rren
t fi
rst
aid
cer
tifi
cate
.
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
ht h
ave
som
ethi
ng to
say
but
may
be
a lit
tle
relu
ctan
t.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
0.00
Intr
oduc
tion
s &
Rev
iew
Acc
iden
tsW
hat
do y
ou t
hink
are
the
maj
or c
ause
s of
chi
ldho
od a
ccid
ents
wit
hin
the
first
tw
elve
mon
ths
of a
chi
ld’s
life
?W
rite
idea
s on
to b
utch
er’s
pap
er. N
urse
con
trib
utes
idea
s.
Wha
t is
like
ly t
o be
you
r re
acti
on t
o an
y of
the
se a
ccid
ents
if it
was
you
r ch
ild?
Lis
t res
pons
es o
nto
butc
her’
s pa
per.
Nur
se e
xpla
ins
that
it is
cri
tica
l to
keep
cal
m.
Gro
up b
rain
stor
ms
som
e of
the
way
s to
kee
p ca
lm, a
sses
s si
tuat
ion
and
not
pan
ic c
hild
furt
her.
Nur
se a
sks
part
icip
ants
to tu
rn to
the
pers
on n
ext t
o th
em a
nd d
iscu
ss th
e st
rate
gies
whi
ch w
ill b
e of
mos
t per
sona
l use
.
How
to r
espo
nd to
eac
h ac
cid
ent o
r si
tuat
ion
(ref
er to
acc
iden
ts li
sted
on
the
first
pie
ceof
but
cher
’s p
aper
).
The
nur
se h
and
s ou
t cop
ies
of th
e R
oyal
Chi
ldre
n’s
Hos
pita
l Saf
ety
and
Fir
st A
id B
ook
(Roy
al C
hild
ren’
s H
ospi
tal M
elbo
urne
) to
eac
h pa
rtic
ipan
t. T
hey
lead
the
part
icip
ants
thro
ugh
the
book
let u
sing
the
acci
den
ts li
sted
on
the
butc
her’
s pa
per
as th
e gu
ide
and
dis
cuss
es h
ow e
ach
situ
atio
n sh
ould
be
resp
ond
ed to
.
Nur
se in
vite
s pa
rtic
ipan
ts to
turn
to e
ach
rele
vant
sec
tion
in th
e bo
okle
t as
the
issu
esar
e be
ing
dis
cuss
ed a
nd e
ncou
rage
s sh
arin
g of
idea
s an
d s
tori
es b
y pa
rtic
ipan
ts.
0.15
0.30
Wha
t to
do
Maj
or a
ccid
ents
or
reas
ons
for
requ
irin
g fir
st a
id in
clud
e:•
Pois
onin
g•
Bur
ns•
Dro
wni
ng•
Falls
•B
ites
(in
sect
s or
ani
mal
s)•
Cho
king
•A
llerg
ic r
eact
ions
•Fi
ttin
g•
Ele
ctri
c sh
ocks
.
NO
TE
The
aim
is n
ot to
go
thro
ugh
the
book
let i
n a
‘nea
t’ or
der
but
toge
t par
tici
pant
s fa
mili
ar w
ith
the
book
let a
nd th
e in
form
atio
nw
ithi
n it
.
Follo
w th
e or
der
of
acci
den
ts o
ris
sues
on
the
butc
her’
s pa
per.
6.8.
2 W
hat T
o D
o In
An
Emer
genc
y (2
): Fi
rst A
idW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
74 6.8 WHAT TO DO IN AN EMERGENCY (2): FIRST AID
Num
ber
part
icip
ants
into
gro
ups
of 3
—4
(if
grou
p is
larg
e en
ough
). In
vite
the
smal
lgr
oups
to ta
lk a
mon
gst t
hem
selv
es f
or a
few
min
utes
abo
ut:
Wha
t w
ould
be
your
mos
t fr
ight
enin
g em
erge
ncy
first
aid
sit
uati
on fo
r yo
ur b
aby?
Ask
the
grou
p to
cho
ose
one
of th
e si
tuat
ions
they
dis
cuss
ed a
s a
smal
l gro
up a
ndd
evel
op a
pla
n of
act
ion
of w
hat t
hey
wou
ld d
o. S
mal
l gro
ups
are
to w
rite
thei
r pl
anon
to b
utch
er’s
pap
er.
Invi
te th
e sm
all g
roup
s to
fee
dba
ck to
the
larg
er g
roup
thei
r em
erge
ncy
situ
atio
n an
dpl
an o
f ac
tion
.
Enc
oura
ge d
iscu
ssio
n, f
or e
xam
ple:
Are
the
re a
ny o
ther
ste
ps y
ou w
ould
add
to
the
plan
?
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Wha
t wou
ld I
do?
Em
erge
ncy
cont
acts
1.15
Bra
inst
orm
as
the
larg
e gr
oup:
Who
wou
ld y
ou c
onta
ct fo
r im
med
iate
sup
port
in a
n em
erge
ncy:
dur
ing
busi
ness
hou
rs a
ndaf
ter
hour
s?L
ist o
nto
butc
her’
s pa
per.
1.45
Nur
se p
rovi
des
:
•In
form
atio
n re
: firs
t aid
cou
rses
•L
ist o
r ph
one
stic
ker
ofem
erge
ncy
tele
phon
e nu
mbe
rs.
Nur
se fi
nish
es th
e se
ssio
n by
enc
oura
ging
par
tici
pant
s to
att
end
a fi
rst a
id c
ours
e an
dpr
ovid
es a
list
of
cour
se d
ates
ven
ues
and
cos
ts.
Nur
se p
rovi
des
a h
and
out o
r te
leph
one
stic
ker
of e
mer
genc
y te
leph
one
num
bers
and
stre
sses
impo
rtan
ce o
f ac
cess
to e
mer
genc
y ph
one
num
bers
in th
e ho
me,
car
and
aw
ayfr
om th
e ho
me.
2.00
Clo
se
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
75
6.9 Keeping Your Child Safe: Preventing Accidents
6.9 KEEPING YOUR CHILD SAFE: PREVENTING ACCIDENTS
6.9.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To provide participants with an opportunity to consider the safety for young children inside
and outside their own homes (in a non-threatening manner).• To promote participants’ awareness of the general safety issues for young children in specific
areas inside and outside homes.• To encourage parents to investigate and review some safety literature.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to specific safety concerns for young children in their own homes.• Participants will know of a range of safety items they can use in their own environments.• Participants will be alert to a range of community resources which they could access to assist
them with safety concerns.
Pre-Session Planning• Obtain a safety handout for each participant to take home.• Investigate and collect a range of safety equipment which parents can purchase or obtain in
some way.• Prepare a list of costs and places where it is possible to purchase various safety items.• Collect two sheets of butcher’s paper for each participant and at least one texta or crayon
each (at least two colours).
Resources for Nurses’ Information Prior to Session• Kidsafe Home Safety Audit, (includes Child Safety Resource Manual). Available from Kidsafe
Victoria, phone (03) 9345 5085.• Home Safety Shop price list and order form, Safety Centre Royal Children’s Hospital, phone
(03) 9345 5085.• Safety Centre Royal Children’s Hospital, 1996, Safety Information Booklet.• Child Safety First video available from Royal Children’s Hospital Safety Centre (03) 9345 5085
or Kidsafe (03) 9427 1008.• Poster Growing Safely available from Royal Children’s Hospital Child Safety Centre,
phone (03) 9345 5085.• Department of Human Services Child Health Fact Sheet: Care of Your Child in Hot Weather
• Positive Parenting Program Parent Tip Sheet: Home Safety.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
76 6.9 KEEPING YOUR CHILD SAFE: PREVENTING ACCIDENTS
• There are many more very good pamphlets available on choking, burns and scalds, smokealarms, pool safety, etc.
• Local Council’s Community Resources Directory.
Handouts for Group Participants• ‘safeKidsnow’ pamphlet: Birth–9 months.• Farmsafe ‘safeKidsnow’ Birth–5 years.• For more information on VicRoads Restraint Fitting Stations Get It Right Phone (03) 9790 2190• Poisons Information Centre, Royal Children’s Hospital phone 131 126.• Keeping Your Baby Safe: A Guide to Nursery Furniture, available from the Consumer and
Business Affairs Victoria, 2nd Floor, 452 Flinders Street, Melbourne, 3000 phone (03) 96276000.
• Making Your Baby’s Cot Safe. Available from Consumer and Business Affairs, phone (03) 96276000.
• Department of Human Services Child Health Fact Sheet: Care of Your Child in Hot Weather.• Positive Parenting Program Parent Tip Sheet: Home Safety.• Royal Children’s Hospital Safety Centre pamphlet Dogs ’n Kids, phone (03) 9345 5085.
Parents may wish to attend child safety awareness workshops held regularly at the RoyalChildren’s Hospital Safety Centre, phone (03) 9345 5085.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
776.9 KEEPING YOUR CHILD SAFE: PREVENTING ACCIDENTS
6.9.
2 Ke
epin
g yo
ur C
hild
Saf
e: P
reve
ntin
g A
ccid
ents
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Invi
te p
eopl
e to
thin
k ab
out a
hig
hlig
ht o
f th
e la
st w
eek.
Thi
nk b
ack
over
the
last
wee
k an
d re
call
one
mom
ent
or h
ighl
ight
whi
ch y
ou a
re h
appy
to
disc
uss
wit
h th
e gr
oup.
Invi
te e
ach
pers
on to
des
crib
e th
eir
high
light
— p
eopl
e d
o no
t hav
e to
go
in tu
rn. O
ther
sm
ay w
ish
to c
omm
ent o
r as
k qu
esti
ons
Who
’d li
ke t
o go
firs
t —
wha
t w
as y
our
high
light
?
Con
tinu
e to
use
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Wel
com
e ag
ain
and
regr
oupi
ng
Lin
king
wit
h th
e L
ast
Sess
ion
0.00
Ask
if p
eopl
e ha
ve h
ad a
ny f
urth
er th
ough
ts a
bout
last
wee
k’s
sess
ion
or a
nyco
mm
ents
they
wou
ld li
ke to
mak
e on
refl
ecti
on.
Any
com
men
ts o
r id
eas
that
hav
e oc
curr
ed t
o yo
u si
nce
we
last
met
abo
ut w
hat
we
disc
usse
din
the
last
gro
up?
0.15
Rea
d th
roug
h th
e ‘v
isio
n’ v
ery
slow
ly a
nd a
dd
loca
l flav
our,
for
exam
ple,
if p
arti
cipa
nts
live
infl
ats
or c
arav
ans
or h
ouse
s us
eap
prop
riat
e m
odel
s.
It is
sug
gest
ed th
at p
arti
cipa
nts
will
be
talk
ing
abou
t the
ird
raw
ings
in g
roup
s of
two,
thre
eor
fou
r, po
ssib
ly w
ith
som
e la
rge
grou
p in
tera
ctio
ns.
It d
oesn
’t m
atte
r w
hat t
hed
raw
ings
look
like
, it’s
mor
eim
port
ant t
hat p
arti
cipa
nts
enjo
yth
emse
lves
and
talk
to e
ach
othe
r.
It m
ay b
e po
ssib
le to
pic
k up
on
one
of th
e po
ints
som
eone
has
mad
e in
the
last
dis
cuss
ion.
Invi
te p
eopl
e to
take
one
or
two
piec
es o
f bu
tche
r’s
pape
r ea
ch a
nd s
ome
cray
ons.
Lay
the
pape
rs o
n th
e fl
oor
amon
g th
e ba
bies
.
We
are
goin
g to
ske
tch
your
hom
e an
d th
ink
abou
t sa
fety
con
cern
s –
we
will
not
e ar
eas
whe
reac
cide
nts
may
hap
pen.
Ask
peo
ple
to g
et c
omfo
rtab
le (
on th
e fl
oor)
, clo
se th
eir
eyes
if th
ey a
re h
appy
to d
o so
.
Imag
ine
you
are
in y
our
own
hom
e –
wal
k fr
om s
pace
to
spac
e an
d lo
ok a
roun
d. L
ook
care
fully
at e
ach
area
– c
ooki
ng a
rea,
whe
re y
ou s
leep
, etc
.G
o ou
t th
e fr
ont
and
look
tow
ard
the
fron
t of
you
r ho
me
– w
alk
arou
nd t
he s
ide
and
tow
ards
the
back
.N
ow o
pen
your
eye
s an
d w
ith
the
cray
ons
and
pape
r sk
etch
a fl
oor
plan
of y
our
hom
e.In
vite
par
tici
pant
s to
talk
to th
e ne
xt p
erso
n ab
out t
heir
imag
inin
g so
far
whi
le d
oing
ask
etch
of
thei
r fl
oor
plan
and
any
out
sid
e fe
atur
es. E
ncou
rage
them
to ta
lk a
bout
thei
rsk
etch
es w
hile
they
are
dra
win
g th
e fl
oor
plan
.
0.25
Lea
din
g in
to P
eopl
e’s
Hom
es
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
78 6.9 KEEPING YOUR CHILD SAFE: PREVENTING ACCIDENTS
Now
ask
par
tici
pant
s to
:
Imag
ine
you
are
in t
he k
itch
en o
r co
okin
g ar
ea o
f the
ir h
ome
— lo
ok a
roun
d th
e ar
ea. W
hat
isth
ere?
Ask
peo
ple
to s
ketc
h in
thei
r co
okin
g ar
eas
and
talk
abo
ut th
em.
Are
ther
e an
y as
pect
s of
you
r co
okin
g ar
ea w
hich
may
be
a sa
fety
issu
e?
Prom
pts:
Whe
re c
an fi
nger
s ge
t ja
mm
ed?
Are
the
re li
kely
to
be p
oiso
nous
flui
ds a
nyw
here
?A
nyw
here
whe
re b
urns
can
hap
pen?
Wha
t ab
out
suffo
cati
on o
r st
rang
ulat
ion
in c
ot o
r w
ith
a cu
rtai
n co
rd?
Mar
k w
ith
a re
d cr
oss
any
area
s of
con
cern
(sa
fety
) in
you
r co
okin
g ar
ea.
Sugg
est p
arti
cipa
nts
look
at t
he b
ookl
ets
and
pic
ture
s yo
u ha
ve o
n sa
fety
in th
e ki
tche
nor
coo
king
are
a, to
thin
k ab
out f
or th
eir
own
hous
ehol
d. P
ass
arou
nd th
e pi
eces
of
equi
pmen
t in
the
sam
ple
bag.
Ask
par
tici
pant
s to
talk
wit
h th
e pe
rson
nex
t to
them
abo
ut w
hat t
hey
mig
ht d
o w
ith
thei
r ar
eas
whi
ch a
re m
arke
d w
ith
a cr
oss.
Ref
er to
you
r sa
mpl
e ba
g of
reso
urce
s.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Safe
ty in
the
Coo
king
Are
as
Safe
ty in
Oth
erH
ouse
hold
Are
as
0.45
1.15
Invi
te p
arti
cipa
nts
to:
Imag
ine
and
draw
the
mai
n liv
ing
area
of t
he h
ome.
Look
aro
und
and
disc
uss
wha
t is
the
re?
Wha
t m
ay h
ave
a sa
fety
con
cern
or
impa
ct fo
r ba
bies
,to
ddle
rs, o
lder
chi
ldre
n.M
ark
area
s of
con
cern
wit
h a
red
cros
s.Su
gges
t par
tici
pant
s lo
ok a
t the
boo
klet
s an
d p
ictu
res
you
have
on
safe
ty in
the
livin
gar
ea, t
o th
ink
abou
t for
thei
r ow
n ho
useh
old
. Pas
s ar
ound
the
piec
es o
f eq
uipm
ent i
nth
e sa
mpl
e ba
g.
Rep
eat t
he p
roce
ss o
f d
raw
ing
atte
ntio
n to
the
conc
erns
and
ask
par
tici
pant
s to
talk
wit
h th
e pe
rson
nex
t to
them
abo
ut w
hat t
hey
mig
ht d
o w
ith
thei
r ar
eas
whi
ch a
rem
arke
d w
ith
a cr
oss.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
796.9 KEEPING YOUR CHILD SAFE: PREVENTING ACCIDENTS
Invi
te th
e gr
oup
to th
ink
abou
t the
sle
epin
g an
d w
ashi
ng a
reas
, and
gen
erat
e a
list o
fsa
fety
issu
es o
r ru
les
for
slee
ping
and
was
hing
are
as. W
rite
list
ont
o a
boar
d o
r bu
tche
r’s
pape
r co
ntin
uing
wit
h th
e gr
oup
dis
cuss
ion.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Slee
ping
and
Was
hing
Are
as (
if n
otal
read
y d
iscu
ssed
)
Out
sid
e th
e H
ome
—Ya
rds
and
Far
mA
reas
1.35
Rep
eat t
he la
st e
xerc
ise
— w
rite
idea
s on
to a
boa
rd o
r bu
tche
r’s
pape
r.1.
45
Ask
par
tici
pant
s to
sug
gest
way
s pe
ople
can
fol
low
-up
if th
ey h
ave
any
safe
ty c
once
rns
abou
t asp
ects
of
thei
r ho
me
area
s.
Who
do
you
go t
o?In
vite
peo
ple
to ta
ke h
ome
book
lets
or
reso
urce
s yo
u ha
ve d
istr
ibut
ed d
urin
g th
ese
ssio
n.
1.55
Oth
er A
reas
2.00
If p
eopl
e ha
ve n
otha
d a
cup
of
tea
dur
ing
the
sess
ion,
now
may
be
the
tim
e.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
816.10 A SETTLED BABY: WHAT DOES IT MEAN?
6.10 A Settled Baby: What Does it Mean?
6.10.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To consider and address the realistic and unrealistic expectations people (including new
parents) have of babies sleeping behaviours.• To inform participants of sleep patterns and common cues babies display when ready for
sleep.• To inform parents about appropriate parental responses to the sleep cues, especially to
encourage a settled baby.• To provide an opportunity for parents to develop a range of considered responses to (critical)
comments about sleep and babies.• To alert parents to a range of safety issues around baby’s sleeping.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be informed about what happens during sleep and the range of sleep
patterns of babies.• Participants will be alert to baby’s sleep cues and aware of appropriate parental response to
these cues.• Participants will be alert to the value of sleep associations for babies.• Participants will have considered a range of strategies to assist parental fatigue.• Participants will be confident in responding (assertively) to people’s (sometimes critical)
comments, concerns and advice about their baby and sleep.
Pre-Session Planning• Purchase some South Australian blue books: Settling Your Baby: A Survival Guide for Parents
Birth to 12 Months and Child and Youth Health, phone (08) 8303 1500.• Organise name tags for babies and parents.• Collect sheets of butcher’s paper and textas.• Prepare handouts for participants to use during session and take home:
• Sleep patterns• Sleep cues and associations• Safety, beds and sleeping.
• If using video, collect player and video.
Resources for Nurses’ Information Prior to Session• Settling Your Baby: A Survival Guide for Parents Birth to 12 Months and Child and Youth Health.• Positive Parenting Program, Parent Tip Sheet, Crying.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
82
Handouts to Group Participants• Settling Your Baby: A Survival Guide for Parents Birth to 12 Months and Child and Youth Health,
phone (08) 8303 1500.• Positive Parenting Program, Parent Tip Sheet, Crying.
6.10 A SETTLED BABY: WHAT DOES IT MEAN?
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
836.10 A SETTLED BABY: WHAT DOES IT MEAN?
6.10
.2 A
Set
tled
Bab
y: W
hat D
oes
It M
ean?
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
uw
ould
like
to
disc
uss
wit
h th
e re
st o
f the
gro
up?
Wha
t ab
out
you
… a
nyth
ing
com
e up
abo
ut t
he is
sue
for
you?
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Wel
com
e0.
00
The
top
ic fo
r th
is s
essi
on is
set
tled
bab
ies.
Let’s
dre
am fo
r a
mom
ent…
Wha
t w
ould
mak
e th
e pe
rfec
t se
ttle
d ba
by a
t si
x w
eeks
? W
ould
you
have
any
cha
nges
in y
our
perf
ectl
y se
ttle
d tw
elve
-wee
k -o
ld b
aby?
Nur
se n
otes
the
com
men
ts o
n th
e bo
ard
.
We
have
dre
amt
for
a fe
w m
omen
ts, n
ow le
t’s lo
ok a
t re
alit
y.A
re t
here
any
diff
eren
ces
betw
een
the
desc
ript
ions
you
hav
e gi
ven
and
wha
t is
act
ually
happ
enin
g?N
umbe
r pe
ople
off
so
they
are
in g
roup
s of
thre
e an
d a
sk th
em to
sit
aro
und
a s
heet
of
pape
r w
ith
the
24 h
ours
mar
ked
on
it.
Ask
the
grou
ps to
thin
k ba
ck o
ver
the
last
24
hour
s an
d ta
lk a
bout
the
beha
viou
r of
each
of
thei
r ba
bies
ove
r th
at ti
me.
Eac
h ca
n be
mar
ked
ont
o th
e sh
eet w
ith
a d
iffe
rent
colo
ured
text
a.
Ask
par
tici
pant
s th
en to
thin
k ba
ck to
whe
n th
e ba
by w
as o
ne w
eek
old
. Mar
k th
ed
iffe
renc
es a
nd d
iscu
ss th
e si
mila
riti
es a
nd v
arie
ty o
f pa
tter
ns.
0.15
Wha
t is
a Se
ttle
dB
aby?
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or th
ose
who
may
hav
eso
met
hing
to s
ay, b
ut a
re a
litt
lere
luct
ant.
Thi
s pr
ovid
es o
ppor
tuni
ty to
look
at v
arie
ty o
f pa
tter
nsbe
twee
n ba
bies
and
als
o ch
ange
over
tim
e w
ith
one
baby
.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
84 6.10 A SETTLED BABY: WHAT DOES IT MEAN?
Whi
le p
arti
cipa
nts
are
still
sea
ted
wit
h th
eir
smal
l gro
up, a
sk th
em to
not
e th
eir
own
slee
p (a
nd ti
red
ness
) pa
tter
ns a
t the
se s
ame
tim
es a
nd to
dis
cuss
and
not
e th
e so
rts
ofst
rate
gies
they
use
d to
man
age.
Ask
for
fee
dba
ck a
nd n
ote
on b
oard
the
stra
tegi
es w
hich
hav
e he
lped
par
ents
cop
e w
ith
fati
gue
so f
ar.
Nur
se p
rovi
des
han
dou
t (on
sle
ep)
to p
arti
cipa
nts
and
dis
cuss
es th
e ph
ases
of
slee
p(R
EM
, etc
.) an
d p
atte
rns
of b
abie
s —
sle
ep o
r aw
ake
and
how
this
var
ies
over
tim
e (a
sd
emon
stra
ted
alr
ead
y on
but
cher
’s p
aper
).
Part
icip
ants
may
wis
h to
mak
e no
tes
on th
eir
hand
out.
Wha
t so
rts
of t
hing
s ha
ve y
ou b
ecom
e aw
are
of w
hile
wat
chin
g yo
ur b
abie
s sl
eep?
How
do
thes
e m
atch
wit
h th
e so
rts
of p
atte
rns
I ha
ve ju
st d
escr
ibed
?Ju
st a
s th
ere
are
slee
p pa
tter
ns t
here
are
als
o so
me
fair
ly c
omm
on c
ues
for
read
ines
s fo
r sl
eep.
Wha
t ha
ve y
ou n
otic
ed?
Nur
se n
otes
idea
s on
boa
rd. N
urse
then
invi
tes
part
icip
ants
to lo
ok a
t all
the
babi
es in
the
room
.
Are
any
sho
win
g us
any
cue
s th
at t
hey
are
read
y fo
r sl
eep?
If a
vaila
ble,
this
is a
goo
d ti
me
to s
how
asp
ects
of
the
vid
eo o
n sl
eep
cues
. If
not
avai
labl
e, n
urse
alo
ne c
an p
rovi
de
som
e m
ore
info
rmat
ion.
Han
d o
ut c
opie
s of
Set
tlin
g Yo
ur B
aby
(Sou
th A
ustr
alia
) an
d a
sk a
ll to
turn
to th
ese
ctio
n on
sle
ep c
ues.
Dis
cuss
the
cues
not
ed th
ere
and
invi
te p
arti
cipa
nts
to lo
ok a
t the
babi
es a
gain
. Any
cue
s? C
hang
es f
rom
bef
ore?
So w
hen
we
noti
ce t
he s
leep
cue
s w
hat
does
a p
erso
n do
to
enco
urag
e a
sett
led
baby
?N
ote
idea
s fr
om g
roup
to th
e bo
ard
and
nur
se a
dd
s he
r ow
n if
ther
e ar
e an
y ot
hers
.N
urse
may
dem
onst
rate
the
appr
opri
ate
beha
viou
rs a
s th
ey w
rite
idea
s to
boa
rd.
Nur
se m
ay a
dd
som
e id
eas
here
on
slee
p as
soci
atio
n an
d s
elf-
soot
hing
, or
ask
part
icip
ants
to n
ote
that
asp
ect i
n th
e bo
ok.
Invi
te g
roup
to n
ote
the
sort
s of
pro
blem
s an
d b
arri
ers,
for
exa
mpl
e, th
umbs
ucki
ng, t
hey
have
wit
h th
ese
idea
s —
not
e th
ese
on th
e bo
ard
and
invi
te p
arti
cipa
nts
to b
rain
stor
m(e
ithe
r in
sm
all g
roup
s or
larg
e gr
oup)
way
s th
ey c
ould
ad
dre
ss th
ese
barr
iers
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Pare
nts’
Cop
ing
Skill
s
Wha
t is
Slee
p —
Wha
t is
Act
ually
Hap
peni
ng?
0.40
0.55
Slee
p C
ues
Prov
idin
g a
sim
ple
hand
out a
tti
me
of d
iscu
ssio
n al
low
s pe
ople
to m
ake
note
s on
it a
nd b
ecom
e‘th
eir
own’
.
Purc
hase
mul
tipl
e co
pies
of
the
blue
Sou
th A
ustr
alia
n bo
ok‘S
ettl
ing
your
Bab
y: A
Surv
ival
Gui
de fo
r P
aren
ts B
irth
to
12m
onth
s, f
or u
se a
t thi
s ti
me.
It is
pos
sibl
e th
at s
ome
will
hav
ea
num
ber
of r
eser
vati
ons,
so
abr
ains
torm
of
poss
ible
str
ateg
ies
for
over
com
ing
the
barr
iers
islik
ely
to b
e m
ost e
ffec
tive
. If
peop
le s
tart
giv
ing
each
oth
erad
vice
, it m
ay b
e qu
ite
unsa
tisf
ying
for
mos
t of
the
grou
p.
1.10
Usi
ng S
leep
Cue
s
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
856.10 A SETTLED BABY: WHAT DOES IT MEAN?
Ask
par
tici
pant
s th
e ty
pes
of th
ings
peo
ple
have
alr
ead
y sa
id to
them
abo
ut a
spec
ts o
fsl
eep.
For
exa
mpl
e, is
the
baby
a g
ood
bab
y? (
Mea
ning
, doe
s th
e ba
by s
leep
22
hour
s a
day
?)
Not
e so
me
of th
ese
idea
s d
own.
Inv
ite
part
icip
ants
to c
hoos
e on
e of
thos
e w
ritt
en d
own
that
they
wou
ld li
ke to
wor
k on
.
Ask
thos
e w
ho c
hose
one
par
ticu
lar
com
men
t to
sit t
oget
her,
and
oth
ers
wit
h a
seco
ndco
mm
ent t
o d
o lik
ewis
e. S
ay y
ou a
re h
opin
g to
get
a n
umbe
r of
com
men
ts w
orke
d o
n.
Invi
te th
e sm
all g
roup
s to
pla
n so
me
poss
ible
(as
sert
ive)
res
pons
es to
the
com
men
t the
yha
ve c
hose
n es
peci
ally
usi
ng th
e in
form
atio
n of
the
sess
ion.
Aft
er fi
ve m
inut
es, i
nvit
e fe
edba
ck a
nd if
tim
e, y
ou m
ight
ask
a p
air
from
the
grou
p to
dem
onst
rate
the
com
men
t and
res
pons
e. T
his
may
be
quit
e fu
n if
gro
up is
com
fort
able
wit
h ea
ch o
ther
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Cop
ing
wit
h O
ther
s’E
xpec
tati
ons
abou
tSl
eep.
1.30
Prov
ide
a ha
ndou
t re
the
sort
s of
thin
gs to
be
care
ful a
bout
aro
und
bed
s, s
leep
and
safe
ty. A
sk th
e gr
oup
to ta
ke a
few
min
utes
to d
iscu
ss a
nd r
espo
nd to
any
que
stio
ns —
but n
ote
thes
e is
sues
can
be
pick
ed u
p in
the
safe
ty s
essi
on.
Clo
se
1.50
2.00
Som
e no
tes
on s
afet
yan
d s
leep
Tea
and
cof
fee
Thi
s pa
per
can
just
be
hand
edou
t wit
hout
gro
up d
iscu
ssio
n if
ther
e is
too
muc
h en
ergy
for
the
prev
ious
task
as
peop
le fi
nish
the
sess
ion.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
87
6.11 Food: Your Baby and the Family
6.11 FOOD: YOUR BABY AND THE FAMILY
6.11.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To inform participants about appropriate foods for their babies at different development
stages.• To anticipate a range of other peoples’ expectations about food and feeding for babies and
develop and practice appropriate (assertive) responses.• To develop a collection of fast family food ideas which are tested by group members.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be able to make appropriate food choices for developmental stages.• Participants will feel confident about responding to critical comments and pressures from
others about food and feeding babies.• Participants will be alert to the importance of, and ways of providing, opportunities for food
and socialisation for babies and young children.• Participants will have a collection of fast family food ideas.
Pre-Session Planning• Organise name tags for babies and parents.• At previous session, ask participants to bring recipes, books and suggestions about ‘fast
family food ideas’.• Collect first food examples for taste and exploration in the group.• Collect a variety of feeding items and utensils.• Prepare information for ten minute presentation on the whens, whys and whats of first foods.• Prepare sheet of paper for each participant with Taste, Texture, Colour, Smell, so they can
write the ideas from the group and take home.• Prepare a sheet of butcher’s paper with the same headings for group use.
Resources for Nurses’ Information Prior to Session• The Food Pyramid Available from Dental Hospital Health Promotions Unit on Loan phone
9341 0413.• Dietary Guidelines for Infants available from Gerber.• Eating Readiness Signs for Introducing First Foods available from Gerber.• Filling the Gap: A Nutrition Needs Assessment Children Aged 0–8 Years in Melbourne’s Western
Metropolitan Region. Available from the Department of Human Services. 1997 publication.• Child Nutrition Fact Sheets, Department of Human Services.• Posters Healthy Snacks Healthy Teeth in 12 languages is available from the Royal Dental
Hospital Health Promotions Unit phone 9341 0413.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
88 6.11 FOOD: YOUR BABY AND THE FAMILY
Handouts to Group Participants• Eating Readiness Signs for Introducing First Foods.• Dietary Guidelines for Infants.• Child Nutrition Facts Sheets, Department of Human Services.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
6.11
.2 F
ood:
You
r Bab
y an
d th
e Fa
mily
Wor
ksho
p Se
ssio
nN
urse
ask
s pa
rtic
ipan
ts th
e pr
evio
us w
eek
to b
ring
rec
ipes
, boo
ks a
nd s
ugge
stio
ns a
bout
‘fas
t fam
ily f
ood
idea
s’ to
sha
rew
ith
each
oth
er a
t the
nex
t ses
sion
.
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
896.11 FOOD: YOUR BABY AND THE FAMILY
Do
any
of y
ou h
ave
com
men
ts o
r qu
erie
s fr
om la
st w
eek?
May
be s
omet
hing
has
hap
pene
d or
you
hav
e be
com
e aw
are
of s
omet
hing
sin
ce w
e la
st m
et.
Toda
y w
e ar
e go
ing
to e
xplo
re a
favo
urit
e to
pic
of m
any
peop
le: F
OO
D,
Wha
t is
you
r fa
vour
ite
food
?B
rain
stor
m id
eas
and
wri
te u
p on
to b
utch
er’s
pap
er.
Has
you
r in
tere
st in
food
cha
nged
sin
ce h
avin
g yo
ur b
aby?
How
has
it c
hang
ed?
For
exam
ple:
You
don’
t ha
ve t
ime
to e
at?
Eat
diff
eren
t fo
od?
Wri
te th
ese
idea
s on
to b
utch
er’s
pap
er o
r bo
ard
and
use
as
basi
s fo
r d
iscu
ssio
n ab
out
fam
ily f
ood
, inc
lud
ing
food
and
nut
riti
onal
req
uire
men
ts o
f br
east
feed
ing
wom
en.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Wel
com
e0.
00
Nur
se d
oes
pres
enta
tion
abo
ut I
ntro
duc
ing
Firs
t Foo
ds
– W
hen,
Why
, Wha
t. (B
e ca
refu
lth
is is
not
a r
epet
itio
n of
ind
ivid
ual c
onsu
ltat
ion.
)
Enc
oura
ge g
roup
dis
cuss
ion
and
que
stio
ns.
Nur
se h
as a
dis
play
of
poss
ible
firs
t foo
ds,
pro
vid
ing
oppo
rtun
itie
s fo
r pa
rtic
ipan
ts to
play
wit
h fo
od.
Enc
oura
ge d
iscu
ssio
n on
: tex
ture
, con
sist
ency
, tas
te (
use
of s
alt o
r su
gar)
and
col
our
offir
st f
ood
s.
Wha
t ot
her
idea
s do
you
hav
e ab
out
first
food
s fo
r yo
ur b
abie
s?
0.25
Intr
oduc
ing
Food
s
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
htha
ve s
omet
hing
to s
ay b
ut w
hom
ay b
e a
littl
e re
luct
ant.
Incl
ude:
•Im
port
ance
of
iron
and
milk
•Se
quen
ce o
f fo
od o
ffer
ings
•In
itia
l dif
ficul
ties
•E
quip
men
t nee
ded
•W
here
to f
eed
and
tim
e of
day
•H
ome
vers
us b
ough
t•
Idea
s to
sav
e ti
me
•In
tole
ranc
e an
d a
llerg
ies
•W
ater
and
juic
e.
Dis
play
a r
ange
of
feed
ing
item
s:bo
wls
, spo
ons,
cup
s, e
tc.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
90 6.11 FOOD: YOUR BABY AND THE FAMILY
Nur
se h
as p
repa
red
a s
ingl
e sh
eet o
f bu
tche
r’s
pape
r w
ith
the
follo
win
g he
adin
gs:
•Ta
ste
•Te
xtur
e•
Col
our
•Sm
ell
•In
trod
uce
one
at a
tim
e.N
urse
bri
efly
expl
ains
the
impo
rtan
ce o
f ea
ch o
f th
ese
area
s in
rel
atio
n to
cho
osin
g th
efo
od b
abie
s ea
t.
The
re a
re d
evel
opm
enta
l sta
ges
whi
ch p
aren
ts o
ften
ass
ocia
te w
ith
feed
ing
babi
es t
hey
incl
ude:
chew
ing
and
finge
r fe
edin
g.Fo
r th
e st
ages
che
win
g an
d fi
nger
fee
din
g as
k th
e gr
oup
to b
rain
stor
m s
ome
food
idea
s fo
r ba
bies
und
er th
e he
adin
gs: T
aste
, Tex
ture
, Col
our,
Smel
l and
Int
rod
uce
One
at a
Tim
e.T
he n
urse
wri
tes
the
part
icip
ants
idea
s on
to th
e sh
eet o
f bu
tche
r’s
pape
r un
der
eac
h of
the
head
ings
. The
nur
se c
ontr
ibut
es id
eas
to th
e d
iscu
ssio
n.
As
a la
rge
grou
p d
iscu
ss:
Wha
t way
s ca
n w
e pr
ovid
e so
cial
isat
ion
for
our
child
ren
arou
nd f
ood
and
bab
ies?
Wha
t abo
ut th
e id
ea o
f fam
ily fo
od th
at b
abie
s ca
n en
joy
also
?
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Food
and
Dev
elop
men
tal
Stag
es
Food
and
Soci
alis
atio
n
1.20
1.45
2.00
0.50
Wha
t so
rts
of fo
od o
r fo
od m
ixtu
res
are
not
appr
opri
ate
to g
ive
a ba
by d
urin
g th
e fir
st 1
2m
onth
s?B
rain
stor
m o
nto
butc
her’
s pa
per
or b
oard
and
dis
cuss
.
1.10
Dos
and
Don
’ts
Dea
ling
wit
h E
xter
nal
Pres
sure
s
Shar
ing
Fam
ily F
ood
Idea
s
Clo
se
Num
ber
the
part
icip
ants
off
into
gro
ups
of 3
– 4
(if
the
grou
p is
larg
e en
ough
). A
sk th
egr
oups
to th
ink
abou
t and
not
e id
eas:
Wha
t ar
e so
me
pres
sure
s yo
u ha
ve h
eard
abo
ut o
r an
tici
pate
from
fam
ily o
r fr
iend
s ab
out
food
?T
hink
abo
ut h
ow y
ou w
ould
res
pond
to
thes
e pr
essu
res,
wri
te d
own
som
e su
gges
ted
resp
onse
s.
Pair
s m
ay b
e w
illin
g to
dem
onst
rate
thei
r pr
essu
re a
nd r
espo
nse
scen
ario
s. (
Thi
s co
uld
be a
fun
act
ivit
y le
adin
g to
lots
of
laug
hter
and
sto
ry s
hari
ng.)
Or,
ask
grou
ps to
cho
ose
one
of th
eir
pres
sure
s an
d s
ugge
sted
res
pons
e to
sha
re w
ith
the
larg
er g
roup
.
Now
it is
tim
e to
sha
re s
ome
fast
fam
ily fo
od id
eas.
Las
t w
eek
we
talk
ed a
bout
bri
ngin
g so
me
reci
pes,
boo
ks, s
ugge
stio
ns a
bout
‘fas
t fa
mily
food
idea
s’to
sha
re w
ith
each
oth
er.
Nur
se a
sks
the
grou
p ho
w th
ey w
ould
like
to c
olla
te id
eas
and
sha
re r
ecip
es. e
tc.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
91
6.12 Teething and Looking After Baby’s Teeth for Life
6.12 TEETHING AND LOOKING AFTER BABY’S TEETH FOR LIFE
6.12.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To identify the signs of teething in babies.• To clarify the stages of tooth eruption and appropriate care at these times.• To promote the importance of care of primary teeth.• To promote ongoing and appropriate care of teeth in babies and children.• To support participants to develop a range of personal strategies to assist them to cope with
difficulties of teething.• To enable participants to explore a range of effective strategies to use with their child at times
of teething.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will know about stages of tooth development and appropriate care as they
develop and erupt.• Participants will be alert to some of the common activities which are likely to affect and
damage tooth development.• Participants will have considered a range of strategies to assist them to personally manage
times of teething.• Participants will be aware of the reasons for care of primary teeth and the relationship with
developing healthy secondary teeth.
Pre-Session Planning• Organise name tags for babies and parents.• The previous session, ask participants to listen for teething stories over the intervening week.• Collect copies of teething and developmental stages from the dental association.• Collect sheets of butcher’s paper and textas.• Label two sheets with Mother’s Personal Strategies and Strategies for use with Baby.
Resources for Nurses’ Information Prior to Session• Department of Human Services Child Health Fact Sheet: Care of Your Child’s Teeth.• Department of Human Services, Dental Health Fact Sheet Tooth Development; Tooth Loss
available from Royal Dental Hospital Health Promotions and Resource Unit.• Royal Dental Hospital Health Promotions Unit list of resources available to borrow phone
(03) 9341 0413 these resources can also be borrowed through Regional Dental Health Servicesoffices.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
92 6.12 TEETHING AND LOOKING AFTER BABY’S TEETH FOR LIFE
• Posters Healthy Snacks, Healthy Teeth in 12 languages is available from the Royal DentalHospital Health Promotions Unit phone (03) 9341 0413.
• Nursing Caries Photos available for loan from Dental Health Promotion Unit, Resource Centre,Royal Dental Hospital, 711 Elizabeth Street Melbourne, 3000, phone (03) 9341 0413. (Alsoavailable in Vietnamese and Arabic).
• Dental Health for Children 0–6 years: Information for Maternal and Child Health Nurses,Department of Human Services.
Handouts to Group Participants• Department of Human Services Child Health Fact Sheet: Care of Your Child’s Teeth.• Zero to Six – Teething Preventing Tooth Decay (Colgate brochure) available from the Royal
Dental Hospital Health Promotions Unit phone 9341 0413 or free from Colgate on 1800 802307. Colgate have a series of brochures on oral care, including Pregnancy and Oral Health.
• Cheesy Grins: A Guide to Healthy Teeth through Good Nutrition available from The AustralianDairy Foods Corporation (03) 9694 3777, or free call 1800 655 441.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
936.12 TEETHING AND LOOKING AFTER BABY’S TEETH FOR LIFE
6.12
.2 T
eeth
ing
and
Look
ing
Afte
r Bab
y’s T
eeth
For
Life
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Nur
se c
an u
se b
rain
stor
min
gac
tivi
ties
as
an o
ppor
tuni
ty to
prov
ide
inpu
t whe
n:•
The
gro
up h
as r
un o
ut o
f id
eas
•T
he g
roup
has
left
item
s ou
t.
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u …
any
thin
g co
me
up a
bout
the
issu
e fo
r yo
u?
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
ht h
ave
som
ethi
ng to
say
but
be a
litt
le r
eluc
tant
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Intr
oduc
tion
s an
dR
evie
w0.
00
Teet
h
Teet
hing
0.15
0.30
The
top
ic t
oday
is lo
okin
g af
ter
teet
h fo
r lif
e.W
e he
ar lo
ts o
f com
men
ts a
nd s
tori
es a
bout
bab
y’s
teet
h. W
hat
are
your
favo
urit
e ba
by t
eeth
stor
ies?
Wri
te o
nto
butc
her’
s pa
per
any
them
es w
hich
may
com
e th
roug
h an
d d
iscu
ss.
Alo
t of
the
tee
th s
tori
es a
re a
bout
tee
thin
g an
d ba
by’s
moo
ds a
re o
ften
bla
med
on
teet
hing
.W
hat
are
the
sign
s of
tee
thin
g? H
ow w
ill y
ou k
now
whe
n yo
ur b
aby
is t
eeth
ing?
Bra
inst
orm
idea
s on
to b
utch
er’s
pap
er.
Nur
se c
ontr
ibut
es to
dis
cuss
ion
and
ad
ds
idea
s ab
out s
igns
, sym
ptom
s an
d s
tage
s of
teet
hing
.
Nur
se g
ives
par
tici
pant
s a
copy
of
avai
labl
e ha
ndou
ts.
Enc
oura
ge p
arti
cipa
nts
to r
ead
han
dou
ts a
nd lo
ok f
or s
imila
riti
es o
r lin
ks to
the
idea
son
the
butc
her’
s pa
per.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
94 6.12 TEETHING AND LOOKING AFTER BABY’S TEETH FOR LIFE
Wha
t do
you
ant
icip
ate
as s
ome
of t
he c
halle
nges
or
diffi
cult
ies
of t
eeth
ing
for
you
pers
onal
ly?
Wri
te p
arti
cipa
nts’
idea
s on
to a
she
et o
f bu
tche
r’s
pape
r an
d d
iscu
ss.
How
do
you
thin
k yo
u w
ill h
andl
e th
ese
chal
leng
es o
r di
fficu
ltie
s?W
rite
par
tici
pant
s’ id
eas
onto
two
shee
ts o
f bu
tche
r’s
pape
r la
belle
d M
othe
r’s
Pers
onal
Str
ateg
ies
and
Str
ateg
ies
for
use
wit
h B
aby
and
dis
cuss
.
Nur
se in
puts
idea
s ab
out w
hat t
o be
car
eful
abo
ut o
r al
ert t
o.
Wha
t ha
ve y
ou h
eard
is im
port
ant
for
us t
o co
nsid
er a
bout
tee
th d
urin
g th
e fir
st y
ear
of y
our
baby
’s li
fe?
Part
icip
ants
bra
inst
orm
idea
s on
to b
utch
er’s
pap
er.
How
do
we
care
for
our
baby
’s t
eeth
in t
he fi
rst
two
year
s?B
rain
stor
m o
nto
butc
her’
s pa
per.
Nur
se c
ontr
ibut
es to
dis
cuss
ion
and
ad
ds
idea
s.
Opp
ortu
nity
to n
ote
stre
ss a
ndfr
ustr
atio
n w
ith
irri
tabl
e ba
by.
Opp
ortu
nity
to a
dd
ress
ove
ruse
of p
anad
ol, a
nd th
e fa
ct th
at‘te
ethi
ng d
oesn
’t la
st f
orev
er’.
Ens
ure
incl
usio
n of
dis
cuss
ion
abou
t inf
ant f
eed
ing
cari
es,
impo
rtan
ce o
f pr
imar
y te
eth,
impa
ct a
nd im
port
ance
of
fluo
rid
e (p
arti
cula
rly
in r
ural
area
s), t
ooth
past
e —
do’
s an
dd
on’ts
.
Use
of
dum
mie
s an
d s
ucki
ngth
umbs
, sw
eets
, den
tal c
heck
s,et
c.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Man
agin
g Te
ethi
ng0.
45
The
Im
port
ance
of
and
Car
ing
for
Teet
h1.
00
1.30
2.00
Bra
inst
orm
‘hea
lthy
’ opt
ions
for
cal
min
g ch
ildre
n w
hen
they
are
teet
hing
.
Clo
seTi
me
for
coff
ee o
r te
a.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
95
6.13 Returning to Paid Work
6.13 RETURNING TO PAID WORK
6.13.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To develop awareness of the issues for all parties about a first-time parent (mother) returning
to the paid workforce.• To develop and consider a range of options for addressing the concerns of returning to work.• To introduce the full range of local child care options and consider the pros and cons of each.
Anticipated Outcomes of the Session• Some participants have identified shared interests.• Participants will be alert to the concerns of a range of people with an interest in a first-time
mother returning to work.• Participants will be aware of a range of options for dealing with the concerns about a first-
time parent returning to work.• Participants will be aware of of the full range of local child care options and of the pros and
cons of each.• Some members of the group may visit a child care centre or occasional care centre together
independent of the nurse’s organisation.
Pre-Session Planning• Investigate local child care options including ages for enrolment and costs if possible.• Prepare (and date) handout re: local child care options.• Read the mapping process described in accompanying handout material.• Collect approximately 12 sheets of butcher’s paper and textas (at least two colours).
Resources for Nurses’ Information Prior to Session• Cornelius, H. and Faire, S., 1989, Everyone Can Win: How To Resolve Conflicts, Chapter 8:
Mapping the Conflict, pp. 117–129.• Mapping the Conflict one-page diagram (The Conflict Resolution Network).• Victoria Legal Aid and the Department of Human Services, 1997, Fifth Ed., Legal Aspects of Child
Care: A Guide for Workers in Child Care Centres, Preschools and Parents, Victoria Legal Aid,Melbourne.
• Rolfe, S., Harley, A. and Richards, L., 1995, Using Child Care: How Will I Feel? Department ofEarly Childhood Studies, The University of Melbourne.
• The following series of books published by the Australian Institute of Family Studies:Ochiltree, G., 1991, An Ear to Listen and a Shoulder to Cry On, Paper No. 1.Ochiltree, G. and Greenblat, E., 1991, Sick Children: How Working Mothers Cope, Paper No. 2.Jackson, J., 1991, Taking the Children to Work: Work-Related Child Care in South EasternMelbourne, Paper No. 3.Greenblat, E. and Ochiltree, G., 1991, Use and Choice of Child Care, Paper No. 4.Ochiltree, G., 1994, Effects of Child Care on Young Children: Forty Years of Research. Paper No. 5.
Handouts to group participants• Prepare (and date) handout re: local child care options.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
96 6.13 RETURNING TO PAID WORK
6.13
.2 R
etur
ning
To
Paid
Wor
kW
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
gyo
u ar
e ha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u …
any
thin
g co
me
up a
bout
the
issu
e fo
r yo
u?
Prov
ide
nam
e ta
gs f
orpa
rtic
ipan
ts a
nd b
abie
s.
Allo
w ti
me
for
part
icip
ants
tore
spon
d to
intr
oduc
tion
act
ivit
y.Yo
u m
ay w
ant t
o gi
ve a
few
prom
pts.
Wat
ch f
or p
arti
cipa
nts
who
mig
ht h
ave
som
ethi
ng to
say
but
may
be
a lit
tle
relu
ctan
t.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Intr
oduc
tion
s an
dR
evie
w0.
00
Issu
es in
Ret
urni
ng to
the
Paid
Wor
kfor
ce0.
15T
he t
opic
tod
ay is
ret
urni
ng t
o th
e pa
id w
orkf
orce
. Som
e of
you
may
be
cons
ider
ing
it a
nd fo
rot
hers
the
re m
ay n
ot b
e an
opt
ion,
but
oth
ers
may
just
be
inte
rest
ed in
thi
nkin
g th
roug
h so
me
of t
he c
halle
nges
as
a us
eful
exe
rcis
e.I
wou
ld li
ke t
o ta
ckle
thi
s to
pic
thro
ugh
a m
appi
ng e
xerc
ise
first
pri
or t
o lo
okin
g at
som
e of
the
task
s fo
r a
new
(m
othe
r) p
aren
t re
turn
ing
to w
ork.
The
pro
cess
of m
appi
ng is
tak
en fr
om t
he C
onfli
ct R
esol
utio
n ar
ea, w
here
it im
port
ant
toun
ders
tand
the
issu
e fr
om e
ach
poin
t of
vie
w in
ord
er t
o ne
goti
ate
an e
ffect
ive
reso
luti
on o
rou
tcom
e.T
he fi
rst
step
in m
appi
ng is
to
clar
ify a
ll th
ose
peop
le w
ho h
ave
an in
tere
st in
the
par
ticu
lar
issu
e. W
ho a
re t
he p
eopl
e w
ho h
ave
an in
tere
st in
a n
ew p
aren
t re
turn
ing
to w
ork?
For
exam
ple,
you
rsel
f, yo
ur b
aby.
Ask
gro
up to
bra
inst
orm
all
thos
e w
ith
an in
tere
st in
the
issu
e of
a n
ew p
aren
t ret
urni
ngto
wor
k.
Wri
te a
ll pe
ople
not
ed o
n th
e bo
ard
or
butc
her’
s pa
per
unti
l the
idea
s d
ry u
p.
Ask
par
tici
pant
s to
wri
te o
ne r
ole
(or
pers
on w
ith
an in
tere
st in
the
issu
e) o
nto
ase
para
te s
heet
of
butc
her’
s pa
per
and
bel
ow th
at to
mak
e tw
o co
lum
ns —
one
hea
ded
Nee
ds
or W
ants
, and
the
othe
r, Fe
ars
or C
once
rns.
Who
le g
roup
is n
ow a
sked
to c
onsi
der
one
rol
e. P
arti
cipa
nts
are
aske
d to
thin
k of
them
selv
es a
s th
at p
erso
n. F
or e
xam
ple,
if th
e fa
ther
is c
hose
n fir
st, a
sk p
arti
cipa
nts
toal
l thi
nk o
f th
emse
lves
as
a ne
w f
athe
r fo
r a
littl
e w
hile
.
Map
ping
or
Cla
rify
ing
the
Issu
es0.
25Yo
u w
ill n
eed
as
man
y sh
eets
of
butc
her’
s pa
per
as th
ere
are
role
sor
peo
ple
on th
e br
ains
torm
edlis
t.
Dep
endi
ng o
n nu
mbe
rs in
the
grou
p, it
may
be
poss
ible
for
each
part
icip
ant t
o ha
ve o
ne s
heet
head
ed w
ith a
role
in fr
ont.
If n
ot,
may
be o
ne s
heet
bet
wee
n tw
o or
two
shee
ts e
ach.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
976.13 RETURNING TO PAID WORK
Nur
se’s
rol
e d
urin
g th
is w
ork
isto
enc
oura
ge p
arti
cipa
nts
to s
tay
in r
ole
and
thin
k ab
out t
he n
eed
sor
wan
ts f
rom
the
pers
pect
ive
ofth
e ro
le th
ey a
re c
urre
ntly
play
ing.
Part
icip
ants
oft
en r
aise
issu
esfr
om th
eir
own
pers
pect
ive,
so
enco
urag
e th
e pe
rson
res
pons
ible
for
the
new
mot
her’
s ro
le to
kee
pno
ting
thos
e is
sues
rai
sed
fro
mth
at p
ersp
ecti
ve o
nto
the
new
mot
her’
s sh
eet.
Oka
y, y
ou n
ew fa
ther
s, le
t’s t
hink
abo
ut y
our
need
s or
wan
ts a
nd y
our
fear
s or
con
cern
s ab
out
a ne
w m
othe
r re
turn
ing
to t
he (
paid
) w
orkf
orce
. We
are
noti
ng w
hat
the
new
fath
er’s
nee
dsan
d w
ants
are
, not
wha
t th
ey s
houl
d be
nee
ding
. Ago
od w
ay t
o th
ink
this
is t
o sa
y, I
am
a n
ewfa
ther
and
I w
ant…
or
I am
wor
ried
abo
ut o
r fe
arfu
l of…
Ask
par
tici
pant
wit
h th
e ne
w f
athe
r ro
le to
be
noti
ng th
ese
dow
n in
the
wor
ds
that
peop
le a
re u
sing
und
er th
e ap
prop
riat
e he
adin
g.
Whe
n on
e ro
le b
egin
s to
dry
up
mov
e on
to th
e ne
xt r
ole
unti
l all
are
com
plet
ed. S
ome
will
be
very
qui
ck a
nd o
ther
s m
ay p
rom
pt q
uite
a d
eal o
f d
iscu
ssio
n.
Rev
iew
ing
Eve
ryon
e’s
Con
cern
sor
Iss
ues
Des
igni
ng O
ptio
ns
0.50
1.00
1.20
Spre
ad s
heet
s on
floo
r or
affi
x to
wal
ls a
nd in
vite
the
part
icip
ants
to w
alk
arou
nd a
ndex
plor
e w
hat i
s in
com
mon
and
whe
re s
ome
peop
les’
con
cern
s ap
pear
dia
met
rica
llyop
pose
d. A
ster
isk
thes
e tw
o lo
ts a
nd th
en in
vite
par
tici
pant
s to
cho
ose
one
they
wou
ldlik
e to
con
sid
er f
urth
er.
At t
his
poin
t it m
ay b
e us
eful
to b
reak
the
larg
er g
roup
into
two
or th
ree
smal
l gro
ups,
each
one
wit
h a
dif
fere
nt is
sue.
Usi
ng n
ew b
utch
er’s
pap
er, a
sk p
arti
cipa
nts
to ta
lkth
roug
h th
e is
sue,
con
sid
er a
nd n
ote
dow
n op
tion
s fo
r ad
dre
ssin
g th
e is
sue.
Ask
a s
poke
sper
son
from
the
smal
l gro
ups
to f
eed
bac
k th
eir
topi
c to
the
larg
e gr
oup
and
des
crib
e th
e op
tion
s th
ey h
ad c
ome
up w
ith.
1.45
2.00
If th
is to
pic
has
not a
lrea
dy
been
cov
ered
thro
ugh
the
opti
ons.
Nur
se h
as a
pre
pare
d li
stof
chi
ld c
are
opti
ons
on a
larg
e sh
eet o
f bu
tche
r’s
pape
r or
ove
rhea
d, a
s w
ell a
s a
smal
lha
ndou
t for
eac
h pa
rtic
ipan
t.
As
a la
rge
grou
p, a
sk p
arti
cipa
nts
to ta
lk th
roug
h th
e pr
os a
nd c
ons
and
thin
gs to
bew
are
of f
or e
ach
opti
on. N
urse
may
wis
h to
ad
d p
oint
s of
thei
r ow
n he
re, e
spec
ially
ifth
ey a
re a
war
e of
cos
ts o
f so
me
opti
ons
or c
an e
xpan
d p
arti
cipa
nts’
aw
aren
ess
of lo
cal
opti
ons.
Clo
se w
ith
an in
vita
tion
to th
e gr
oup
to d
iscu
ss th
eir
thou
ghts
abo
ut th
eir
own
part
icul
ar c
hild
car
e pl
ans,
whe
ther
or
not t
hey
plan
to r
etur
n to
wor
k in
the
near
futu
re, n
ow th
at th
ey h
ave
dis
cuss
ed s
ome
opti
ons
wit
h th
e gr
oup.
Map
ping
or
Cla
rify
ing
the
Issu
es(c
ont)
Chi
ld C
are
Opt
ions
Clo
se
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
99
6.14 Play: More than Fun and Games
6.14.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To promote the importance and value of play with children.• To explore ideas for engaging children and parents in play, particularly related to the age and
stage of development of the child.• To show a range of inexpensive appropriate toys and make one for each baby.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Each participant will have made a toy for immediate use.• Participants will be aware of the value of play and their role in encouraging their children.
Pre-Session Planning• Collect materials for toy making session.• Obtain Department of Human Services posters Your Child’s Health and Development – Birth to
Six Years (possibly have them laminated).• Read through articles provided on the value of play.• Obtain Positive Parenting Program, Parent Tip Sheets ‘Promoting Development in the First Year’.
Resources for Nurses’ Information Prior to Session• Crockford, P., Games for Growing Babies, Ages and Stages, Fawkner, Victoria. Available from
Royal Children’s Hospital Clinical Health Information Centre.• Burtt, K. and Kalkstein, K., 1981, Smart Toys for Babies from Birth to Two, Harper and Row, New
York.• Esdaile, S. and Sanderson, A., 1987, Toys to Make, Viking, Ringwood, Victoria.
Handouts for Group Participants• Your Child’s Health and Development — Birth to Six Years.• Positive Parenting Program, Parent Tip Sheet: ‘Promoting Development in the First Year’.
6.14 PLAY: MORE THAN FUN AND GAMES
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
100 6.14 PLAY: MORE THAN FUN AND GAMES
6.14
.2 P
lay:
Mor
e Th
an F
un A
nd G
ames
Wor
ksho
p Se
ssio
n
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Ask
par
tici
pant
s to
com
plet
e th
e fo
llow
ing
stat
emen
t (w
ork
as th
e w
hole
gro
up):
The
pla
y ac
tivi
ty I
like
doi
ng b
est
wit
h m
y ba
by a
t th
e m
omen
t is
…
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Intr
oduc
tion
0.00
Nur
se m
akes
inpu
t or
give
s pr
esen
tati
on a
nd d
iscu
ssio
n ab
out t
he im
port
ance
of
play
.0.
15T
he I
mpo
rtan
ce o
fPl
ay
Prov
ide
part
icip
ants
and
bab
ies
wit
h na
me
tags
Ask
par
tici
pant
s to
bri
ng to
this
sess
ion
thei
r ch
ild’s
fav
ouri
te to
y.
It is
impo
rtan
t tha
t par
tici
pant
sar
e m
ixed
into
dif
fere
nt g
roup
sea
ch w
eek.
Dis
play
the
Hum
an S
ervi
ces
Your
Chi
ld’s
Hea
lth
and
Dev
elop
men
t —
Bir
th t
o Si
x Ye
ars
post
er f
or a
ll pa
rtic
ipan
ts to
see
. If
poss
ible
hav
e a
few
of
thes
e po
ster
s av
aila
ble.
If th
e gr
oup
is la
rge
brea
k it
into
sm
alle
r gr
oups
.
Afu
n w
ay o
f d
oing
this
cou
ld b
e nu
mbe
ring
off
par
tici
pant
s us
ing
the
nam
es o
f to
ys(r
athe
r th
an n
umbe
rs)
for
exam
ple,
a r
attl
e gr
oup,
bal
l gro
up. G
o ar
ound
the
room
putt
ing
peop
le in
to th
e ra
ttle
or
ball
grou
ps.
If th
e gr
oup
is s
mal
l wor
k w
ith
them
in to
tal.
Ref
er to
the
Your
Chi
ld’s
Hea
lth
and
Dev
elop
men
t —
Bir
th t
o Si
x Ye
ars
post
er a
nd a
sk e
ach
grou
p to
sel
ect a
n ag
e an
d s
tage
that
they
will
to lo
ok a
t in
rela
tion
to p
lay.
Look
ing
at t
he d
evel
opm
enta
l sta
ges
on t
he p
oste
r w
hat
type
of p
lay
acti
viti
es a
nd t
oys
wou
ldyo
u su
gges
t fo
r yo
ur s
elec
ted
age
and
stag
e?A
sk p
arti
cipa
nts
to w
rite
and
dra
w (
dia
gram
s, e
tc.)
thei
r id
eas
onto
pro
vid
ed s
heet
s of
butc
her’
s pa
per.
The
nur
se m
oves
aro
und
the
room
and
ad
ds
idea
s to
ass
ist t
he g
roup
s.
Age
and
Pla
y0.
30
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
1016.14 PLAY: MORE THAN FUN AND GAMES
Eac
h gr
oup
pres
ents
thei
r id
eas
to th
e la
rger
gro
up. T
he n
urse
enc
oura
ges
dis
cuss
ion.
Aft
er e
ach
grou
p pr
esen
ts th
e nu
rse
asks
the
ques
tion
:
Wha
t do
you
hav
e to
do
to e
nsur
e th
at t
here
is e
noug
h pl
ay fo
r yo
ur c
hild
at
this
age
and
stag
e?E
ncou
rage
dis
cuss
ion.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Enc
oura
ging
Pla
y1.
00
The
nur
se h
as a
bag
of
good
ies
for
part
icip
ants
to m
ake
a to
y fo
r th
eir
baby
. Par
ents
mak
e a
sim
ple
toy
to ta
ke h
ome.
The
nur
se p
rovi
des
a h
and
out t
o pa
rtic
ipan
ts:
•Id
eas
for
mak
ing
your
ow
n to
ys•
Safe
ty ti
ps a
bout
toys
.
Whi
le th
e pa
rtic
ipan
ts a
re m
akin
g th
e to
ys a
nd ta
lkin
g, it
may
be
usef
ul f
or th
e nu
rse
toas
k pe
ople
to ta
lk a
bout
bot
h id
eas
and
saf
ety
tips
as
a gr
oup.
1.20
2.00
Mak
ing
Toys
,In
expe
nsiv
e To
yId
eas
and
Saf
ety
ofTo
ys
Clo
se
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
103
6.15 Being a New Parent in Australia and Other Countries
6.15 BEING A NEW PARENT IN AUSTRALIA AND OTHER COUNTRIES
6.15.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To build an understanding within the group of the range of different challenges faced by
group members.• To provide an opportunity for participants to explore some of the differences, similarities and
challenges of being a new parent in a different countries.• To develop an understanding between participants of some specific cultural expectations of
parenting.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to a wide range of the (positive and negative) stresses which are
experienced by first-time parents in Australia, particularly if it is a new country forparticipants.
• Participants will have developed a wider understanding of each other.• The group will have developed some cohesion.
Pre-Session Planning• The week prior to this session, ask participants to bring along a toy or plaything, or drawing
of one, which they had as a young child of less than five years – invite people to thinkparticularly of the types of playthings which were typical in their country or local area.
• Investigate and prepare list of local resources which parents can access.• Investigate and prepare a list of family assistance for example, Family Tax Benefit Part A,
Family Tax Benefit Part B, Child Care Benefit, Maternity Allowance and MaternityImmunisation Allowance.
• Collect approximately 12 sheets of butcher’s paper and textas (at least two colours).
Resources for Nurses’ Information Prior to Session• Local Council’s Community Resources Directory.• Pamphlets on Commonwealth Centrelink Government Programs for example, Family Tax
Benefit Part A, Family Tax Benefit Part B, Child Care Benefit, Maternity Allowance andMaternity Immunisation Allowance.
Handouts for Group Participants• Family Tax Benefit Part A, Family Tax Benefit Part B, Child Care Benefit, Maternity Allowance
and Maternity Immunisation Allowance.• Local Resources and their use.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
104 6.15 BEING A NEW PARENT IN AUSTRALIA AND OTHER COUNTRIES
6.15
.2 B
eing
a N
ew P
aren
t in
Aus
tral
ia a
nd O
ther
Cou
ntri
esW
orks
hop
Sess
ion
Prev
ious
wee
kA
sk p
arti
cipa
nts
to b
ring
a to
y or
a p
lay
thin
g th
at th
ey h
ad a
s a
child
, or
som
ethi
ng s
imila
r to
wha
t the
y ha
d a
s a
child
, or
an e
xam
ple
of a
toy
orpl
ayth
ing
youn
g ch
ildre
n pl
ay w
ith
in th
eir
coun
try
of b
irth
.
Impr
ess
upon
par
tici
pant
s th
at to
ys o
r pl
ayth
ings
cou
ld b
e an
ythi
ng: s
tick
s an
d s
tone
s, c
ocon
ut s
hells
, ted
die
s, e
tc. T
hey
need
not
be
elab
orat
e.
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Hel
lo a
gain
. Let
’s b
egin
wit
h a
brie
f rev
iew
. Las
t se
ssio
n w
e lo
oked
at
such
and
suc
h a
topi
c…W
hat
sort
s of
idea
s or
tho
ught
s ha
ve y
ou h
ad a
bout
tha
t is
sue
sinc
e th
en?
Any
thin
g yo
u ar
eha
ppy
to d
iscu
ss a
bout
tha
t w
ith
the
rest
of t
he g
roup
?W
hat
abou
t yo
u …
any
thin
g co
me
up a
bout
the
issu
e fo
r yo
u?A
s w
e di
scus
sed
at t
he e
nd o
f las
t w
eek’
s se
ssio
n, t
oday
we
are
expl
orin
g w
hat
it is
like
bei
ng a
new
par
ent
in A
ustr
alia
and
oth
er c
ount
ries
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Intr
oduc
tion
s0.
00
As
a la
rge
grou
p th
e nu
rse
asks
par
tici
pant
s to
sho
w th
e gr
oup
thei
r to
y or
pla
y th
ing.
As
each
par
tici
pant
sho
ws
thei
r to
y or
pla
y th
ing
to th
e gr
oup,
the
nurs
e as
ks e
ach
part
icip
ant t
he f
ollo
win
g qu
esti
ons
and
rec
ord
s th
e re
spon
ses
onto
but
cher
’s p
aper
.
In w
hat
coun
try
wer
e yo
u bo
rn?
Who
is li
kely
to
have
giv
en y
ou y
our
toy
or p
layt
hing
(a
rela
tive
, bou
ght
at a
sho
p, m
ade
by a
pare
nt, e
tc.)
Is t
here
any
thin
g ab
out
the
toy
or p
layt
hing
whi
ch s
how
s so
met
hing
spe
cial
abo
ut y
our
coun
try
of b
irth
or
the
peop
le t
here
?A
sk p
arti
cipa
nts
to c
omm
ent o
n an
y su
rpri
ses,
them
es, l
earn
ing
form
the
pres
enta
tion
sby
fel
low
par
tici
pant
s.
0.10
Shar
ing
Exp
erie
nces
If th
is is
the
seco
nd s
essi
on,
the
intr
oduc
tory
act
ivit
yco
uld
be
a br
ief
dis
cuss
ion
usin
g pa
irs
to d
iscu
sshi
ghlig
hts
for
part
icip
ants
sinc
e th
e la
st s
essi
on.
Thr
ough
this
pro
cess
cul
tura
lin
flue
nces
cou
ld b
e ex
plor
ed.
Enc
oura
ge p
arti
cipa
nts
to a
skan
y qu
esti
ons
of th
e sp
eake
r as
they
go
arou
nd th
e ci
rcle
.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
1056.15 BEING A NEW PARENT IN AUSTRALIA AND OTHER COUNTRIES
Hav
ing
a ba
by in
Aus
tral
iaT
he n
ext a
ctiv
ity
is p
roba
bly
best
in s
mal
l gro
ups
of f
our
part
icip
ants
.
Dep
end
ing
on s
ize
of th
e w
hole
gro
up c
hoos
e so
me
of th
e to
ys o
r pl
ayth
ings
list
ed f
orex
ampl
e, b
all,
ted
dy.
Use
the
nam
es to
num
ber
off
the
part
icip
ants
into
sm
all g
roup
s. (
Ifyo
u w
ant t
hree
gro
ups
choo
se th
ree
toys
.)
Whe
n th
e pa
rtic
ipan
ts h
ave
mov
ed in
to s
mal
l gro
ups
ask
them
to d
iscu
ss th
e fo
llow
ing
ques
tion
s an
d w
rite
thei
r id
eas
onto
but
cher
’s p
aper
und
er th
e he
adin
gs: S
imila
riti
es,
Dif
fere
nces
and
Cha
lleng
es.
Part
icip
ants
who
wer
e bo
rn in
Aus
tral
ia c
ould
be
the
scri
bes
and
con
trib
ute
to th
ed
iscu
ssio
n fo
r qu
esti
ons
one
and
two.
0.50
Com
pare
d to
you
r co
untr
y of
bir
th w
hat
thin
gs h
ave
you
noti
ced
are
sim
ilar
in w
hat
pare
nts
do w
ith
thei
r ba
bies
in A
ustr
alia
?C
ompa
red
to y
our
coun
try
of b
irth
wha
t th
ings
hav
e yo
u no
tice
d ar
e di
ffere
nt in
wha
t pa
rent
sdo
wit
h th
eir
babi
es in
Aus
tral
iaW
hat
chal
leng
es o
r pr
oble
ms
do n
ew p
aren
ts fa
ce in
any
cou
ntry
, inc
ludi
ng A
ustr
alia
?Pr
ior
to f
eed
back
the
nurs
e as
ks g
roup
s to
cho
ose
one
sim
ilari
ty a
nd o
ne d
iffe
renc
e to
feed
bac
k to
the
larg
e gr
oup.
Nur
se th
en a
sks
for
a ch
alle
nge
from
eac
h gr
oup
and
wri
tes
chal
leng
es o
nto
butc
her’
spa
per.
Nur
se a
sks
part
icip
ants
to b
rain
stor
m id
eas
for
mee
ting
the
chal
leng
es o
r pr
oble
ms
and
reco
rds
idea
s on
to th
e sa
me
shee
t of
butc
her’
s pa
per.
Dis
cuss
the
idea
s as
a la
rge
grou
p.
Wha
t of
the
se id
eas
seem
pos
sibl
e?W
hat
othe
r in
form
atio
n w
ould
you
nee
d to
use
the
se id
eas?
The
nur
se p
rovi
des
the
grou
p w
ith
inpu
t and
a h
and
out a
bout
:•
Loc
al c
omm
unit
y su
ppor
t ser
vice
s•
Cen
trel
ink
Fam
ily A
ssis
tanc
e O
ffice
ass
ista
nce.
•Fa
mily
sup
port
ser
vice
s•
Chi
ld c
are
opti
ons
avai
labl
e in
the
loca
l com
mun
ity.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Hav
ing
a ba
by in
Aus
tral
ia (
cont
)
Clo
se2.
00
We
can
anti
cipa
te th
at s
ome
ofth
e id
eas
on th
e nu
rse’
s lis
t will
add
ress
som
e of
the
issu
es r
aise
din
the
brai
nsto
rm.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
107
6.16 Communicating With Your Baby Through Music and Books
6.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS
6.16.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To encourage introduction and enjoyment of books and music by parents and their first
children from a very early age.• To introduce a wide range of books and music relevant to young children.• To introduce first-time parents to a range of community resources relating to books and
music.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will be alert to the value of introducing books and music to young children.• Participants will be aware of the types of books and music useful for young children.• Participants will be aware of a range of community resources which are useful for
introducing books and music to young children.• Members of the group may attend a story time session at the the local library independent of
the nurse’s organisation.• Some parents will have enrolled children in the local library.
Pre-Session Planning• If you decide to use a guest speaker, organise the guest speaker for the date and brief them
carefully about purpose of session and their role – maybe show speaker the session outline.• Ask participants the week prior to the session, to bring any favourite books or musical
instruments which they and their children enjoy.• Investigate local story time sessions (when and where) and collect flier for participants.• Collect books and tapes, etc. From library for display.• Collect tape recorder or CD player for music.• Organise a visit by book shop if relevant.• Collect a range of musical instruments which can be home made, for display.• Collect items for participants to make musical instruments and books
Resources for Nurses’ Information Prior to Session• Russell-Bowie, D., 1989, ‘Music is For Young Children Too!’ Karibuni Press, Campbelltown,
NSW.
Handouts for Group Participants• Music and Your Baby.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
108 6.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS
6.16
.2 C
omm
unic
atin
g W
ith Y
our B
aby
Thro
ugh
Mus
ic a
nd B
ooks
Wor
ksho
p Se
ssio
nT
he w
eek
befo
re a
sk p
arti
cipa
nts
to b
ring
to th
is s
essi
on th
eir
child
’s f
avou
rite
boo
k or
mus
ical
inst
rum
ent (
or th
eir
own)
.
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Ask
par
tici
pant
s to
com
plet
e th
e fo
llow
ing
stat
emen
t (w
ork
as th
e w
hole
gro
up):
The
mus
ic I
like
pla
ying
to
my
baby
at
the
mom
ent
is…
I lik
e si
ngin
g …
to
my
baby
and
/or
My
favo
urit
e bo
ok a
s a
child
was
…M
y fa
vour
ite
song
or
nurs
ery
rhyt
hm a
s a
child
was
…E
ncou
rage
dis
cuss
ion
abou
t why
par
tici
pant
s th
ink
it w
as th
eir
favo
urit
e.
Prov
ide
part
icip
ants
and
bab
ies
wit
h na
me
tags
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Intr
oduc
tion
The
Im
port
ance
of
Boo
ks a
nd m
usic
0.00
0.15
Nur
se d
oes
a pr
esen
tati
on a
nd e
ncou
rage
s d
iscu
ssio
n ab
out:
the
impo
rtan
ce o
f m
usic
and
boo
ks.
•In
clud
e a
dis
play
of
book
s an
d m
usic
al in
stru
men
ts. A
sk p
arti
cipa
nts
the
prev
ious
wee
k to
bri
ng b
ooks
and
mus
ical
inst
rum
ents
.
•N
urse
or
part
icip
ants
org
anis
e a
colle
ctio
n of
boo
ks a
nd ta
pes
from
the
loca
l lib
rary
for
dis
play
at t
he s
essi
on.
•M
aybe
invi
te to
y lib
rary
to a
tten
d s
essi
on a
nd d
ispl
ay m
usic
al in
stru
men
ts.
and
/or
Invi
te g
uest
s to
talk
wit
h gr
oup
abou
t the
impo
rtan
ce o
f m
usic
and
boo
ks, f
or e
xam
ple,
gues
ts in
clud
e: c
hild
ren’
s lib
rari
an, m
usic
ther
apis
t, jo
urna
list.
and
/or
Vis
it th
e lo
cal l
ibra
ry to
vie
w b
ooks
, tap
es e
tc. a
vaila
ble
and
org
anis
e ch
ildre
n’s
libra
rian
to ta
lk a
bout
the
valu
e of
boo
ks. O
ppor
tuni
ty f
or p
arti
cipa
nts
to jo
in li
brar
y.
and
/or
Invi
te a
loca
l boo
ksho
p to
do
a sh
ow a
nd te
ll an
d s
et u
p d
ispl
ay o
f ch
ildre
n’s
book
s.
Han
dou
t: T
he I
mpo
rtan
ce o
rV
alue
of
mus
ic a
nd b
ooks
.
Que
stio
ns to
con
sid
er in
dis
cuss
ion:
•W
hat s
orts
of
book
s or
mus
icd
o yo
ur b
abie
s se
em to
resp
ond
to n
ow (
ifan
y)?
•W
here
will
you
go
to a
cces
sbo
oks
or m
usic
?
Enc
oura
ge g
roup
to jo
in lo
cal
libra
ry.
6.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
1096.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS
If th
e ba
bies
are
aw
ake
the
nurs
e co
uld
invi
te p
aren
ts to
hol
d th
eir
babi
es a
nd m
ove
tod
iffe
rent
mus
ic (
tape
s)
Are
the
bab
ies
resp
ondi
ng t
o th
e m
usic
and
mov
emen
t?A
ny c
omm
ents
?
Cha
nge
the
spee
d o
f th
e m
usic
. Inv
ite
com
men
ts.
Aft
er th
ree
or f
our
mus
ical
pie
ces,
invi
te g
roup
to m
ake
a m
usic
al in
stru
men
t.
The
nur
se h
as a
bag
of
good
ies
for
part
icip
ants
to m
ake
a m
usic
al in
stru
men
t for
thei
rba
by.
Pare
nts
mak
e a
sim
ple
inst
rum
ent t
o ta
ke h
ome.
Enc
oura
ge p
arti
cipa
nts
to p
lay
wit
h th
e in
stru
men
ts. N
urse
talk
s ab
out v
alue
of
mus
icas
par
ents
mak
e in
stru
men
ts.
Sugg
est t
o th
e gr
oup
that
they
may
like
to a
tten
d a
sto
ry ti
me
sess
ion
at th
e lo
cal l
ibra
ryas
a g
roup
or
even
in p
airs
.
Whe
n w
ould
be
a go
od t
ime
for
you
all t
o go
to
a st
ory
tim
e at
the
libr
ary?
Nur
se e
ncou
rage
s gr
oup
to m
ake
tim
es w
ith
each
oth
er to
att
end
the
stor
y ti
me.
Tape
rec
ord
er a
nd m
usic
tape
sre
quir
ed.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Mus
ic a
nd m
ovem
ent
Mak
ing
Mus
ical
Inst
rum
ents
1.00
1.20
The
nur
se p
rovi
des
a h
and
out t
opa
rtic
ipan
ts: i
dea
s fo
r m
akin
gyo
ur o
wn
mus
ical
inst
rum
ents
.
Dis
play
exa
mpl
e ho
me-
mad
ein
stru
men
ts.
Nur
se r
esea
rche
s w
hen
and
whe
re lo
cal s
tory
tim
e se
ssio
nsoc
cur.
Nur
se e
ncou
rage
s gr
oup
to a
tten
d s
essi
on.
Clo
se2.
00
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
110
Music and Your BabyBased on a pamphlet developed by Viviana Lawry, 1992, Child and Family Health NursingStudent Pamphlets, RMIT Bundoora.
Attitudes to Music are ‘Caught’ not ‘Taught’Music belongs to everyone; it is part of being a human being. Your enthusiasm andenjoyment will be shared by your baby. Musical activities benefit your baby by:• Sensorimotor stimulation• Encouraging interaction• Audio-motor coordination (hearing and movement)• Concept development (loud and soft, fast and slow)• Developing body awareness• Increasing ‘world’ awareness• Being enjoyable, creative and just good fun!
Listening skills that children learn through musical activities will affect their wholedevelopment. You can help develop your baby’s in-built musical abilities just by makingmusic a part of your everyday activities. Musical activities overlap, for example, listening,singing, movement and making sounds. All help develop your child’s ear for, and enjoymentof, music.
You can help promote listening skills by:• Talking, chanting, singing or humming to your baby as you care for them.• Playing a variety of pre-recorded music, such as classical, folk or pop.• Allowing your baby to hear sounds in the environment, such as a clock ticking, a dog
barking or water running. Imitate these sounds with your baby.• Letting your baby create and experiment with different sounds, such as bells, rattles, music
boxes, saucepan lids or hitting a wooden spoon on different surfaces.
Babies Love to Listen to Singing – Especially if it is Your VoiceEven if you think you can’t sing, your baby will still enjoy your voice.
Choose simple songs with frequent repetitions. This allows your baby to enjoy both the tunesand the words. Examples include folk songs and melodies.
Movement, such as rocking, patting, clapping and bouncing in time to the music givespleasure to your baby. Moving with the rhythm of the words you say, and repeating themover and over, will help your baby feel the beat.
0–3 Months:Lullabies and rocking rhymes, such as Sleep Baby, Sleep or Rockaby Baby.
3–6 Months:Pat and clap to the rhythm of the words. Wiggle legs and tickle as appropriate. For example,Round and Round the Garden, This Little Piggy.
Further information:Parents for Music Association, PO Box 346, Camberwell 3124.Lady Gowrie Centre, Carlton. Music with infants and small children.Russell-Bowie, D. (1989). Music is for young children too! Karibuni Press Campbelltown, NSW.
6.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS6.16 COMMUNICATING WITH YOUR BABY THROUGH MUSIC AND BOOKS
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
111
6.17 Where to From Here?
6.17 WHERE TO FROM HERE?
6.17.1 Planning the SessionObjectives of the Session• To create an opportunity for first-time parents to share ideas and concerns about aspects
common to parenting.• To promote sustainable connections between parents of children of similar ages.• To determine the ways the participants will continue the group after the formal sessions are
completed.• To share an enjoyable meal.• To review the learning’s and outcomes of the group.• To clarify the ways formal groups could be improved for future participants.
Anticipated Outcomes of the Session• Some participants will have identified shared interests.• Participants will know of and be committed to the ways the group participants plan to
follow-up the group.• Participants will be aware of the developments of their babies over the intervening group
period.• Participants will know of future opportunities for support from the nurse.
Pre-Session Planning• At session prior, encourage participants to bring a plate for a bring and share meal.• Name tags for babies and parents should not be necessary by now – but group could have a
ceremonial tearing up!!!!.• Collect sheets of butcher’s paper and textas.• Prepare contact lists.• Organise evaluation sheets provided in document.
Resources for Nurses’ InformationPrior to Session• Local resource directory may be useful for follow-up ideas for group.
Handouts to Group Participants• Participants’ contact lists• Group photos if taken at prior session• Evaluation sheets.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
112 6.17 WHERE TO FROM HERE?
6.17
.2 W
here
To
From
Her
e?W
orks
hop
Sess
ion
* A
ppro
xim
ate
tim
e al
loca
tion
for
eac
h ac
tivi
ty
Nur
se in
vite
s ea
ch p
arti
cipa
nt to
pri
vate
ly th
ink
abou
t tw
o or
thre
e w
ays
thei
r ba
bies
have
cha
nged
and
dev
elop
ed s
ince
Ses
sion
1.
If p
eopl
e ha
ve b
roug
ht p
hoto
s of
thei
r ba
bies
fro
m a
bout
the
tim
e of
the
first
ses
sion
,th
ese
will
mak
e th
e d
iscu
ssio
n ea
sier
.
Ask
par
tici
pant
s to
pai
r up
wit
h so
meo
ne, l
ook
at e
ach
othe
r’s
babi
es a
nd th
e ph
otos
and
dis
cuss
one
cha
nge
each
.
Aft
er tw
o m
inut
es, n
urse
ask
s pa
irs
to s
top,
for
m n
ew p
airs
and
rep
eat,
and
aft
eran
othe
r tw
o m
inut
es to
rep
eat a
gain
.
Fina
lly, r
efor
m th
e la
rge
grou
p an
d h
ave
a ge
nera
l dis
cuss
ion
abou
t the
cha
nges
. Nur
sem
ay le
ad th
is b
y sa
ying
:
Wha
t th
e so
rts
of c
hang
es y
ou h
ave
disc
usse
d?
It is
pro
babl
y be
st f
or n
urse
tonu
mbe
r th
e gr
oups
off
rat
her
than
allo
w g
roup
s to
cho
ose
asth
is w
ill e
nsur
e ev
eryo
ne is
auto
mat
ical
ly in
clud
ed in
a s
mal
lgr
oup
for
this
fina
l ses
sion
.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Wel
com
e
Refl
ecti
on
0.00
0.15
Nur
se h
as p
inne
d u
p bu
tche
r’s
pape
r fr
om fi
rst s
essi
on o
n w
hich
are
wri
tten
the
them
espe
ople
wan
ted
to a
dd
ress
(or
han
ds
out t
he p
rogr
am o
utlin
e w
hich
was
dev
elop
ed).
Div
ide
peop
le in
to g
roup
s of
thre
e. A
sk s
mal
l gro
ups
to d
iscu
ss e
ach
one
and
not
e:
•T
he im
port
ant l
earn
ing’
s fr
om th
e se
ssio
n in
ret
rosp
ect.
•T
he a
ctio
ns p
arti
cipa
nts
have
take
n as
a r
esul
t of
the
sess
ion
for
exam
ple,
put
a b
arri
erin
pla
ce a
s a
resu
lt o
f th
e sa
fety
ses
sion
.
•A
ny c
omm
unit
y re
sour
ces
they
hav
e us
ed a
nd th
e va
lue
of e
ach.
•A
ny o
ther
que
stio
ns o
r co
ncer
ns a
bout
eac
h is
sue.
Invi
te f
eed
back
fro
m e
ach
grou
p –
add
ress
one
of
the
abov
e qu
esti
ons
at a
tim
e.
This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)
1136.17 WHERE TO FROM HERE?
Nur
se c
an h
and
out
Gro
up C
onta
ct li
st (
assu
min
g ev
eryo
ne g
ave
perm
issi
on e
arlie
r an
dit
has
n’t a
lrea
dy
been
han
ded
out
).
Rem
ind
par
tici
pant
s th
at n
umbe
rs o
f gr
oups
hav
e co
ntin
ued
thei
r gr
oups
aft
er th
efo
rmal
ses
sion
s ha
ve fi
nish
ed a
nd in
div
idua
ls h
ave
also
con
tinu
ed th
eir
conn
ecti
ons.
Invi
te p
arti
cipa
nts
to b
rain
stor
m w
ays
grou
ps c
ould
fol
low
up
the
form
al s
essi
ons
and
wha
t sor
ts o
f th
ings
wou
ld b
e go
od to
hav
e a
grou
p fo
r. Fo
r ex
ampl
e, a
gro
up b
ooki
ngis
oft
en c
heap
er f
or o
utin
gs a
t pla
ces
like
the
zoo,
or
it’s
fun
to m
eet w
ith
othe
rs w
ith
youn
g ba
bies
for
a p
icni
c in
a p
ark.
Seco
ndly
, ask
the
grou
p to
bra
inst
orm
pos
sibl
e lo
cati
ons
wit
hin
com
mun
ity
whi
ch a
reav
aila
ble.
If th
e nu
rse
has
take
n an
init
ial g
roup
pho
to a
nd p
hoto
s se
em to
inte
rest
the
grou
p, it
coul
d b
e an
idea
for
the
nurs
e to
sug
gest
a s
ix-m
onth
ly o
ccas
ion
whe
re th
e gr
oup
coul
dd
o a
grou
p ph
oto
shoo
t. N
urse
may
hav
e a
phot
o bo
ard
fol
low
ing
grou
ps in
the
Cen
tre
whi
ch w
ill p
rom
ote
this
idea
.
Usi
ng th
e br
ains
torm
ed li
st, n
urse
can
ask
:
Wha
t do
you
thi
nk c
ould
wor
k fo
r yo
u as
a g
roup
? I
anti
cipa
te t
hat
som
e of
you
may
con
nect
indi
vidu
ally
any
way
.L
et th
e pa
rtic
ipan
ts ta
ke s
ome
mom
ents
to c
onte
mpl
ate.
It m
ay ta
ke s
ome
tim
e be
fore
anyo
ne ta
kes
the
lead
.
If th
e pa
rtic
ipan
ts d
on’t
do
it th
emse
lves
at t
his
poin
t, th
e nu
rse
coul
d a
sk:
So, w
hen
and
whe
re d
o yo
u pl
an t
o m
eet
next
?W
ho w
ill b
e th
e co
ntac
t po
int
for
ever
yone
?A
fter
gro
up d
ecis
ions
hav
e be
en m
ade,
rem
ind
par
tici
pant
s ho
w th
ey c
an f
ollo
w u
p fo
rpa
rtic
ular
ind
ivid
ual i
ssue
s w
ith
the
nurs
e an
d th
e fo
rmal
tim
es w
hich
they
can
arr
ange
over
the
next
six
yea
rs f
or in
div
idua
l app
oint
men
ts.
Alt
houg
h it
may
be
unco
mfo
rtab
le f
or th
e nu
rse
to‘p
ush’
at t
his
poin
t, m
any
grou
psar
e gr
atef
ul th
at s
omeo
ne is
doi
ng th
e pu
shin
g. I
t doe
s no
tgu
aran
tee
a fo
llow
-up,
but
mak
ing
the
init
ial m
oves
are
ofte
n th
e ha
rdes
t.
*Tim
eCo
nten
tPr
oces
sSu
gges
tions
for N
urse
Fare
wel
l for
Now
0.45
1.15
Whe
n so
me
agre
emen
t has
bee
n m
ade
— e
ven
if th
ey d
eter
min
e th
ey w
ill ju
st w
ave
atea
ch o
ther
in th
e su
perm
arke
t in
futu
re y
ears
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7.1 Model of Parents’ Perception of Core Benefits of First-Time Parent Group
First-TimeParent Groups
Informality
Information
Support Relationships
Figure 1 Model of Parents' Perception of Core Benefits ofFirst-Time Parent Groups
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Dear___________________________________________________________________and ______________________________________________________
You are invited to come to our First-Time Parent Group starting on
(date): ____________________________________________________________ for 8 sessions, from ____________________________________
to ____________________________________________________________ (time). The group will be held at:
___________________________________________________________________________________________________________________________(venue).
During the first session, the group will choose the topics to be covered. Group sessions willcover a range of topics, such as:
• Getting to Know Your Baby.• Being a Parent: Changes and Challenges.• A Settled Baby: What Does it Mean?• Managing Childhood Illnesses.• Keeping Baby Safe.• Baby’s Ages and Stages.• Returning to Paid Work.• Resuscitation.• Looking After Yourself: Exploring Mother’s Health.• Food: Your Baby and the Family.• Looking After Teeth for Life.• Play: More than Fun and Games.
The groups are intended to provide the opportunity for new parents in your area to meet eachother and discuss parenting issues. They are informal and refreshments are availablethroughout.
I really look forward to you being a part of the group — please let me know if you would liketo attend.
________________________________________________________________________________________Phone_____________________________________
Maternal and Child Health Nurse
7.2 Invitation
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117
Please take a few minutes to answer these questions. Your feedback will help in the planning offuture groups. We value any relevant comments. Please tick relevant boxes.
What do You Want from this Group?friendshipsunderstanding about my parenting role and my babyinformationknowledge of community resourcescontactsmore confidence in my parentingsome parenting tipssome ‘living’ tipsother (please state).
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
2. During the group sessions, are there any topics you would like to learn more about? Pleasewrite them below:
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
Thank you for your participation. Date _______________________________________
7.3 First-Time Parent Group Pre-Group Information
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Date: from _________________________________________________________ to __________________________________________________________
Centre:
Phone:
Maternal and Child Health Nurse:
Date Topic Snack Milk Clean-up
1
2
3
4
5
6
7
8
7.4 First-Time Parent Group Session Outline and Roster
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7.5 First-Time Parent Group Evaluation
119
Please take a few minutes to answer these questions. Your feedback will help in the planning offuture groups. It will help us if you let me know if this group has been helpful for you. We valueany relevant comments. Please tick relevant boxes.
1. As a result of the group, I have gained
❒ Friendships
❒ Understanding about my parenting role and my baby
❒ Information
❒ Knowledge of community resources
❒ Contacts
❒ More confidence in my
❒ Parenting
❒ Some parenting tips
❒ Some ‘living’ tips
❒ Other (please state).
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
2. Has the group experience helped how you feel and care about yourself?
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
3. What things have happened for you as a result of the group?
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
4. How could the group be improved?
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
Thank you for your participation. Date ______________________________________
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12
34
56
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ate
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eD
ate
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ate
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ame
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ct N
oB
aby’
s N
ame
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or
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eet T
ota
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7.6 First-Time Parent Group—Attendance Record
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This document is managed by the Department of Education and Early Childhood Development, Victoria (as of 27 August 2007)