M A Monto1. 1. Department of Social and Behavioral Sciences, University of Portland, OR 97203, USA.
Abstract
BACKGROUND: Although many studies have evaluated the outcomes of childbirth education, few have seriously considered the content of the classes or considered any curriculum other than Lamaze. This study contrasts the perspectives of Lamaze and Bradley childbirth classes toward the medical model of birth. METHODS: Four full series of Lamaze and four full series of Bradley classes were observed, and 31 women enrolled in the classes were interviewed. RESULTS: Bradley classes were more likely than Lamaze classes to criticize aspects of the conventional hospital birth experience, such as routine electronic fetal monitoring and episiotomy, and to accept the validity of alternatives, such as home birth. Bradley classes were also more explicit in encouraging women to question or resist the judgment of their physician. Women enrolled in Lamaze classes experienced more medical intervention during childbirth than women enrolled in Bradley classes, and the latter seemed to attract women opposed to medical intervention. CONCLUSION: Although not generalizable, these results provide greater insight into the contrasting perspectives to which birthing women are exposed in childbirth education classes and the process through which these perspectives are communicated.
BACKGROUND: Although many studies have evaluated the outcomes of childbirth education, few have seriously considered the content of the classes or considered any curriculum other than Lamaze. This study contrasts the perspectives of Lamaze and Bradley childbirth classes toward the medical model of birth. METHODS: Four full series of Lamaze and four full series of Bradley classes were observed, and 31 women enrolled in the classes were interviewed. RESULTS: Bradley classes were more likely than Lamaze classes to criticize aspects of the conventional hospital birth experience, such as routine electronic fetal monitoring and episiotomy, and to accept the validity of alternatives, such as home birth. Bradley classes were also more explicit in encouraging women to question or resist the judgment of their physician. Women enrolled in Lamaze classes experienced more medical intervention during childbirth than women enrolled in Bradley classes, and the latter seemed to attract women opposed to medical intervention. CONCLUSION: Although not generalizable, these results provide greater insight into the contrasting perspectives to which birthing women are exposed in childbirth education classes and the process through which these perspectives are communicated.