PRENATAL PLANNING: CHOOSING A CHILDBIRTH CLASS

Most childbirth classes cover basic information about birth and birth-related procedures. However, they vary in their philosophies, teaching methods, and formats. Some classes also cover breastfeeding and parenting a newborn. Classes offered by a hospital, birth center, or caregiver will provide information according to the policies and procedures of that facility or practice. Independent educators or childbirth education groups may promote a specific philosophy.

Class sizes and schedules also vary. When the class has no more than ten couples, it's easier to get to know one another and ask questions. A series taught over several weeks gives you time to practice the skills and develop relationships. A weekend class concentrates information into a short period, which may benefit couples who have scheduling conflicts. Private education can tailor a class to your specific needs.

To choose the childbirth class that's right for you, ask the following questions:

-     What is the instructor's or organization's philosophy of childbirth?

-     What topics does the class cover?

-     How are classes organized?

-     How much time is spent on lecture, discussion, and practice?

-     What's the class schedule and location?

-     How many participants are likely to be in the class?

-     What's the maximum number of participants?

-     What's the cost?

-     Are there scholarships?

-     Does the instructor or organization offer other kinds of childbirth or parenting classes?

-     How are special circumstances accommodated?

-     Is the instructor a certified childbirth educator? If so, by what organization?

-     What other professional qualifications does the instructor have, such as nurse, lactation consultant, or early childhood development specialist?

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ALEXANDER TECHNIQUE IN PREGNANCY AND CHILDBIRTH: CONSTRUCTIVE CONSCIOUS CONTROL

From his lengthy observations of himself, Alexander ended up with what were several pertinent facts. His habits of use were unconscious and very deeply rooted, and he could not change them using what 'felt' right to him because his sensory awareness was untrustworthy. He also knew that his habitual misuse happened in response to a stimulus to do something.

Armed with these facts, he realized that instead of being ruled by habitual reactions he had to take back control of his actions and reactions on to a conscious plane. The word 'control' to many people implies some land of restraint, but control in this sense is the freedom not to interfere with our natural reflex mechanisms for balance and movement, or in Alexander jargon 'to leave yourself alone'. This is a crucial point and one that is often misunderstood - it is through freedom that we gain control of our actions.

For Alexander, control is more akin to 'guiding' our use. The 'conscious guidance' he devised, which enabled him to replace his old unconscious habits of using himself with a new conscious way, were the thought processes of 'inhibition' and 'direction', to which we will now turn.

'How can the right thing happen if we are still doing the wrong thing? Obviously we have to stop doing the wrong thing first.' F.M. Alexander

'Give yourself time to change die habits of a lifetime.' Claire

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Womens health

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