How do women with a learning disability experience the support of a Doula during their pregnancy, childbirth and after the birth of thier child?

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/26272 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/26272 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/26272 archive 4031 disk0/00/00/35/85 2013-02-04 10:30:29 2022-09-28 02:40:03 2013-02-04 10:30:29 thesis show 0 McGarry Alison Joanne Kroese Biza Stenfert 1954- Cox Rae University of Birmingham How do women with a learning disability experience the support of a Doula during their pregnancy, childbirth and after the birth of thier child? unpub BF RA RG 30sch_busi Background: With increasing numbers of people with a learning disability (LD) choosing to become parents (Booth and Booth, 1994) it is important the right support is provided to enable them to parent effectively (Macintyre and Stewart, 2011). Materials and Methods: This study used semi-structured interviews with four women with a LD who received doula support prenatally, during labour and postnatally. The women were interviewed during prenatal and postnatal support periods. The doulas were interviewed about their experience of supporting a woman with a LD towards the end of the postnatal support period. Results: Interview transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Themes were identified from each of the ten interviews, before analysis of themes for the same support phase were analysed together for mothers and doulas, allowing discussion of similarities and differences. Conclusions: The findings show that prenatally the women considered the doula to be a reliable source of information about pregnancy and birth. Each mother perceived doula support as a means of keeping her child in her care. Postnatally, mothers described a trusting relationship with their doula, which enabled them to make informed choices. Doulas described the need to adapt their work to meet the needs of parents with LD. The experience of working alongside statutory agencies was perceived as potentially challenging, and an important area for supervision. 2012-12 2012-06-06 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ubira@lists.bham.ac.uk public 127 University of Birmingham School of Psychology d_cp na 2012-12 graduation