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Raising a Reader
Where does your state rank for child well-being?
Building the Bike While Riding It:
The Gift of a Reflective Question
Breastfeeding Recommendations & Maternal Health Literacy

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Beginnings Guides Blog

Raising a Reader


My work with Parents as Teachers (PAT) in recent years has
shown me that with encouragement and guidance parents,
even those with low skills, enjoy reading to their children,
and so jump starting their emerging literacy.  PAT parent
educators promote reading to infants and toddlers to help 
them become school ready.  Here’s a  checklist from the
Beginnings Parent’s Guide for child aged 16-18 months.
Use it in a reflective conversation with a parent  about
supporting child development.  When a parent checks most
of the boxes, she is giving her toddler a great gift, a taste
for learning. Praise her for being a good teacher.

It’s never too early or too late to start reading to a child
and encouraging them to “read” for fun. This is my
granddaughter Samantha at about 8 months . She spent
her first year in my office as a “Research Assistant”. Her
favorite book was the supplies catalog.  

Are you Raising a  Reader?
[ ]  I read to my child in a special cozy place that he likes.

[ ]  I show him pictures and ask questions that make him           
     think, like Where is the cat? Where is our cat?

[ ]  I change my voice to show feelings. I make animal noises and 
     use a different voice for each actor in the story.

[ ]  Baby enjoys the books we read. I let him choose. He likes to
     read the same one over and over.

[ ]  I watch how my child responds to the story and follow his lead. 
     He sets the pace and turns the pages.

[ ]  I tie ideas in the story to things he knows and sees.            
     “There is a red ball just like yours.”

Are parents in your state reading to their little ones?
You can see what proportion of parents in your state read to their
children daily in Zero To Three’s Baby Facts. In my state, Washington,
its 61%.

Where does your state rank for child well-being?


Where does your state rank for child well-being? 

What percent of children on Medicaid in your state have
a medical home?  What percent of mothers get early prenatal
care? What are the big challenges for maternal child health?

Find out all this and more at State Baby Facts from the 
Zero To Three Policy Center.

I checked out Texas

I’m preparing to implement a health literacy promotion
program in Texas. So I clicked the Lone Start State on
the State Baby Facts map. I got a four-page report with
five pages of references. Here are some of the highlights
I found useful:

  • Texas ranks 35th among the states for child well-being,
 just behind Missouri.

  • 53% of infants and toddlers live in low-income families;
compared to 46% nationwide (in the world’s wealthiest country!) 

  • About 20% of these families pay over half of their income in rent.

  • 59% of Texan babies’ mothers got early prenatal care.
 (The Healthy People 2020 objective is 90%)

  • 56% of births in Texas are financed by Medicaid.

  • 56% of children on Medicaid have a medical home.

  • 13.3% of Texan babies are born preterm. 8.4% are low-birth-weight.

  • Families in home visitation programs: 3,285 in 2009

If you are advocating for families, this is a great place to start.
Another reason I’m proud to be a ZTT Graduate Fellow.



Building the Bike While Riding It:

Action research identifies best practices for promoting
maternal health literacy
 
Following is a brief summary of findings from our program
of action research* with home visitation programs that have
been trained to use Beginnings Guides and the Life Skills
Progression to support reflective practice and promote
 
Home Visiting (MECHV) is an effective channel to promote
maternal health literacy,
Overall mothers (N=2572 including 23 men and a few grandparents)
who participated in enhanced home visitation for 12-18 months
achieved significant improvement in their use of information and
services for health.
 
Promoting Maternal Health Literacy reduces disparities
Additional findings suggest the intervention reduced disparities
related to literacy and age:

•   Lower skilled readers made greater gains than their more
     skilled counterparts.

•   Teen mothers started at a major disadvantage but made
     impressive gains in the first six months of service to nearly
     catch up with their more experienced counterparts.
 
Depression and Maternal Health Literacy closely linked

•   Both depressed and not-depressed mothers improved their
     management of personal and child  health and healthcare.
     Depressed mothers made greater gains than not-depressed
     mothers, again reducing disparities.
    Learn more
 
Depression does not interfere with health literacy promotion efforts

•   Depression improved slightly but significantly over the service
    period. Home visitors were successful in supporting mothers to
    overcome multiple barriers to obtain depression treatment,
    demonstrating increased understanding and utilization of health
    services -- that’s health literacy. Major improvements in health
    literacy occurred even when changes in depression were minor,
    suggesting the effect on health literacy is separate from the effect
    (full text free online).
 
Maternal Health Literacy may predict child developmental outcomes
Preliminary findings from our current study on the same database as
the above studies suggests maternal health literacy is closely related
to child development, so that efforts to promote health literacy also
promote child development.  Stay tuned.  
 
Is it feasible and effective to integrate health literacy promotion
into Medical Home Outreach?
This question is being addressed over the next two years with
Anthem/WellPoint as it pilots the intervention in 12 state Medicaid
managed care organizations.  WI is up. TX is next.
Stay tuned.
 
Integrating health literacy promotion into Parents As Teachers 
curriculum is feasible and effective
That is the preliminary finding from the Parents As Teachers Health
Literacy Demonstration Project that winds up this summer. The
participating Parent Educators and other stakeholders will review
and interpret the results at a Reflection Conference May 11.
Stay tuned. 
 
*  Action research, sometimes called “practitioner research”,
is a reflective process in which practitioners undertake research
to improve their own practice by learning from experience.
The process identifies ineffective practices to drop; promising
practices to hone and finally  best practices to disseminate. 

See Forest, M.E. & McNiff, J. (2007). Learning and teaching in action.
Health Information and Libraries Journal, 24, 222-226.
 
 

The Gift of a Reflective Question

A reflective question is one that requires the mother to think about facts and feelings, link to her knowledge and experience, and formulate a purposeful response.  For health action planning, reflective questions help the mother clarify what she wants for herself and her child, clarify what is currently supporting or in the way of her desired outcome, and clarify the next step. Hint: a Yes or No question is not reflective.

Home Visitor Asks
  • Demonstrates it matters what a mother knows
  • Builds mother's confidence
  • Creates a teachable moment
  • Suggests a way to think about a current problem
  • Presents the mother opportunity to recognize & apply her knowledge & experience-to use her power
  • Presents the mother opportunity to notice gaps in her knowledge & to seek info
  • Teaches responsively-leaves the power with the mother by supplying info only in response to her request
  • She empowers the mother

Mother Reflects
  •  Feels respected, knowledgeable, self-confident in caring for herself & baby
  • Taps into her experience, uses her knowledge
  • Evaluates her experience, values, knowledge, feelings
  • Applies and so learns from her experience
  • Recognizes her need to know & need for info
  • Asks for info-takes charge of her learning
  • Increases knowledge
  • Develops her life skills-problem solving, resource utilization, info seeking
  • Changes behavior
  • Improves baby care, interaction, teaching
  • She is empowered

Baby Benefits
  • Has his/her needs met
  • Establishes trust in the mother
  • Achieves secure attachment
  • Enjoys improved health & well being
  • Learns appropriate behaviors
  • Reduced risk of abuse & neglect
  • Innate curiosity is supported
  • Improved school readiness

Breastfeeding Recommendations & Maternal Health Literacy


Reports have been circulating on the Internet: researchers
find that the recommendation to exclusively breastfeed babies
for six months is just too hard for modern women and is making
mothers feel bad. The study author suggests the advice is fine
for the developing world, but should be changed to “breastfeed
as long as you can and introduce solids as close to six months as
possible”.
 
There are several health literacy lessons to be learned from this
questionable reporting on questionable research.
 
The evidence is exceptionally clear and strong
First, we should note that the recommendation to feed infants
only breast milk for at least six months is not just a suggestion
from some guy in a diner. It is the evidence-based consensus from
the U.S. Centers for Disease Control, American Academy of
Pediatrics, the World Health Organization, and virtually all health
agencies on the planet. This level of consensus is rare and requires
an extremely strong evidence base.
 
Is the recommendation unhelpful for mothers?
The evidence exists for a long list of health benefits to mother
and child that last a lifetime and save billions in healthcare costs.
The study’s author says the recommendation is “idealistic” and
“unhelpful” as an individual goal and calls for balance between
these “theoretical” longterm benefits and immediate family well
being.Fair enough. But that can be done at the individual level
without undoing worldwide policy making and without concluding
that women are incapable of (or just too busy) for this womanly skill.
 
The perfect food is free
The big problem for breastfeeding is this: it’s free. This study
feeds a broadly-held perception that breastfeeding is for poor
people in backward countries that cannot afford or reliably use
formula.
 
With this twisted thinking we are willing to disregard all the
science behind the global breastfeeding recommendation in
favor of the belief that in 30 years scientists have made a better
formula than what Mother Nature developed over millennia.
 
Health Literacy Lessons
According to the World Health Organization, Maternal Health
Literacy means the cognitive and social skills which determine
the motivation and ability of mothers to gain access to, understand,
and use information in ways that promote and maintain their
health and that of their children. 
 
Part of health literacy for mothers, health promoters and
clinicians alike, is reading critically, asking where is this information
coming from and how reliable is it?  What does it mean to me in
my situation? How can Iuse it for health?
 
Read it for yourself.  The study is published in BMJ Open- that’s
British Medical Journal Open, an open access journal.
 
BMJ ought to be a reliable source. But here’s the detail that matters
(it’s in the abstract): 541 pregnant women in Scotland were invited
to participate in monthly interviews; 72 volunteered to participate.
Of these, 36 were interviewed along with some of their partners and
relatives.
 
This is not a representative sample. People who volunteer to
participate in surveys typically feel very strongly one way or the
other. We need to ask, how are these 36 women different from
the 505 who declined?  Further,  the sample is too small to draw
any conclusions beyond the individuals involved.
 
Telling them what to do does not work
Breastfeeding advocates, health educators, parent educators,
home visitors, clinicians can learn an important lesson re: promoting
maternal health literacy from this article. When education
is perceived as “unrealistic, overly technical and rule based”, it is
not going to motivate anyone to take action for health.  But you
already knew that...The problem here is not the breastfeeding
policy; it’ s the delivery of information.

Stay tuned for a model reflective conversation to promote
breastfeeding.
 
To balance the oft quoted Scottish mothers who were not well served by
their lactation consultants and who struggled with breastfeeding, see our
Facebook Poll for comments from our volunteer sample of mothers who
work in women’s health. We asked: Do you think recommending
breastfeeding for a minimum of 6 months is unrealistic or unattainable? 
No one said Yes.
 
 

2nd and 3rd Hand Smoke Harms Child Health throughout Life

Betty, a parent educator presented a challenging case in
reflective supervision. She reported that the 19-year old
mother and her seven month-old daughter live with her
mother. And Grandma smokes like a chimney. Mom smokes,
too. She’s begun making efforts to smoke outside. But
Grandma says to Mom, “I smoked all through my pregnancy
and your childhood; you didn’t die, and neither will this
child”. She bristles at any request to stop smoking or take
steps to protect the baby.

I have a lot of respect for grandmothers and their wisdom
(I am one!). But this time, this grandmother is just plain
wrong. Her smoking probably will not kill the child this
year, and hasn’t killed the mother yet,  but it might kill
them both before their time.

Second-hand smoke is as harmful as first hand smoke,
and more so for an infant with small size and still-developing
lungs. Exposure to second hand smoke has been linked to
increased risk of SIDS, ear infections, and respiratory disease in
children.  Annually, 150,000 to 300,000 cases of bronchitis
or pneumonia in children under 18 months of age are attributed
to second hand smoke.  And new research reported by the journal
Respirology this week shows that a child’s reduced lung function
from exposure to second-hand smoke nearly doubles  the risk of
lung disease in adulthood.

Mom smoking outside does begin to reduce harm to the baby by
reducing the second hand smoke in the air that Baby breathes.
Betty, the  home visitor rightly praises this effort and continues
to encourage Mom to take the next step. Mom is in a bind because
she needs a safe place to live. And, for now, living with her
mother is her best option. She has set a goal to get a job so she
can get her own place. She is taking courses for a college degree.
It’s a long path to her goal.  Meanwhile, Betty reports, she takes
the baby to the doctor  “all the time” for recurring colds and ear
infections.

Third-hand smoke is as harmful as first hand smoke, too.
What makes Grandma’s house hazardous to Baby’s health, in
addition to smoke in the air from her current cigarette, is the
accumulation of smoke in the furniture, curtains, carpet, bedding,
dust; in her hair and clothes, and in her car. This is third-hand
smoke. It toxins remain toxic. Baby has her face in it all the time.
Information on third-hand smoke will be added to the upcoming
4th Edition of the Beginnings Parents Guide.

Rating Moms and Grandma’s Health Literacy
Betty has made certain that both Mom and Grandma have plenty
of information about smoking and resources to support quitting.
Both understand the information. Grandma rejects it outright.
She warrants a low score of 1 (dysfunctional) on the  “Use of
Information” item in the Life Skills Progression Maternal Health
Literacy Scale. She has low health literacy, not because she can’t
read, but because she does not use information and resources for
health.  

Mom’s health literacy is increasing. With Betty’s support she has
come to recognize the risk to her child, if not to herself. She has
established a medical home for the child and seeks care appropriately.
She has begun to take action to change her living situation in order
to improve her health and that of her child. In this case, the barrier
to health literacy promotion is not the mother’s reading skill, it is
the grandmother’s beliefs.  

Promoting Health Literacy
Betty planned to keep bringing information on smoking to each visit
with this family, as she has for a year now, and continue to do
whatever she can to “get them to stop smoking”. When we reviewed
the mother’s  goals and motivations - she aims to complete her
schooling so she can get a job so she can move to a more healthful
environment - a different approach emerged that is likely to be
more effective and less frustrating for all parties.

Betty has been trying to fix the family and rescue Baby by
getting Mom and Grandma to stop smoking.  If she could shift
from pushing for her own goal to supporting what Mom wants
for herself and the baby, she could build on Mom’s motivation
to graduate and get a job, celebrate smoking outside and going
to school as steps in the right direction, and support Mom’s
step-by-step progress toward independent living and a smoke-free
environment for her and Baby.

Epilogue
At the end of the case presentation, we learned the baby
had just been taken to the local ER with seizures and
airlifted to the regional medical center. We cannot say that
second- and third-hand smoke caused the seizures, but the
evidence is clear that smoke in an infant’s environment
weakens lung function and increases other health risks.
Mom is right. Time to move.

References
Winickoff JP, Friebely J, Tanski SE, et al. (2009). Beliefs
about the health effects of “third hand smoke and 
home smoking bans. Pediatrics 123: e740e79.

Chan S.& Lam TH. (2003). Preventing exposure to second-hand smoke.
Seminars in Oncology Nursing 19 (4): 284-290

MedlinePlus Secondhand Smoke in Childhood Linked to Lung
Disease Years Later
(available until 6/17/2012)



Socking a Child is Not Discipline; It is an ACE

I was on the street corner waiting for the light to change as they approached. 
She was fashionably dressed, a one-year-old on her hip and shopping bags on
her arm. The five-year-old boy walked along beside her. He struggled with a
backpack that seemed too big for him. She stopped; turned to him and shouted
“Get that backpack on before I sock the shit out of you!”

The boy jumped in surprise and alarm. So did I. She seemed so angry so
suddenly.

The boy had been quiet and well-behaved, keeping pace with his mother.
The problem seemed obvious. He was wearing a puffy parka a size too large;
it bunched up at the shoulders when he tried to pull up the straps. 
I was speechless.


My instinct was to protest. And I was afraid she would sock the shit out of me,
too. The light changed and I went on.  

I have been disappointed in my non-response and worried about the child since.
If she socked me, I could have socked her back. The boy could not. If the police
came, he may have gained some protection.

Contemplating the scene, I thought maybe I could have interceded without blaming
or embarrassing her by saying something like, “Gee, your hands are full, can I help
him with the backpack?”

What would you do?

This boy was having an ACE (Adverse Childhood Experience)
Thinking about the mother, I suspect ACEs in her background make violence her
automatic reaction and prevent her from feeling compassion and raising a
compassionate child. It is likely she speaks to her child the way her parents
spoke to her and/or perhaps as someone currently speaks to her.

In any case, neither threatening the boy nor actually socking him will teach him
to carry his backpack properly, or to obey his mother. It will teach him to fear
his mother and do whatever keeps him from getting hit.  It will teach him that
socking the shit out of someone is how you solve problems, and that it is OK
if you are the biggest and strongest. It will convince him that he is bad and
unworthy of respect.

Using Beginnings Parents Guide to talk about discipline vs. hitting
If I were her home visitor or parent educator or outreach specialist, I would
plan a reflective conversation with this mother. I might start with page 186
of the Beginnings Parents Guide, titled “What do you want to teach?” 

Beginnings Parents Guide Update: Discipline by Time Out

The dad was carrying his two-year-old son to the park. The boy fussed
and squirmed as Dad talked in his ear. Suddenly, Dad plunked the boy
down on the sidewalk and took three steps away from him. “OK, that’s
a three-minute time out!” he said louder than he intended. The fussing
escalated to a cry. Dad sighed heavily, hands on hips, and glowered at
the boy and the passersby.

First, kudos to this dad. He recognized that he and the boy both needed
a break. He did not let his frustration get the better of him. He did not
hit or threaten. But he could have used time-out more effectively.

Discipline is Teaching Self Control, Not Punishing “Bad”  Behavior
Like his dad, when a toddler is upset, he has trouble thinking.The
point of time out is not to punish him, but to help him regain his
calm and self-control; and  to create an an opportunity for Dad to
regain his calm and self-control, too.

Wrong Place for Time Out
A noisy, busy sidewalk with adults and pets bustling between them
and traffic whizzing by is not a soothing environment. If Dad could
have made it another half block they would have been in the park
where they could sit on a bench or on the beach to be quiet together,
give words to feelings, and regroup. Sitting together would show the
boy that his dad did not reject him, only his behavior. It would also
show that everyone (even Dad) gets upset and needs a break sometimes
to regain composure. Naming the boy’s feelings would prepare him to
use words instead of fussing.

Unreasonable Expectations
The two-year-old is too young for time out. At his stage of cognitive
development, it is unlikely that time-out makes any sense to him.
So now in addition to whatever made him cranky, he feels frightened,
rejected and confused to find himself dumped alone on the sidewalk
with his angry dad backing away from him. A two-year old understands
that No! means Stop. But he has no idea what to do instead. He does
not understand that what he wants and feels is not the same as what
his dad wants and feels. He has no clue what three minutes means.
He has an innate fear of being abandoned, a survival mechanism
designed to keep him safely close to his parents; so seeing Dad walk
away is not going to calm him.

Time out is a good form of discipline starting around age three. And
then three minutes is about right, one minute per year of age.

Not the Desired Result
Dad wanted to teach self control, but ended up teaching fear. He
wanted his son to be good, but showed him he is bad. He wanted
to feel good about himself and his son, but both were feeling pretty
bad when I saw them.

For More on Effective Time Out, see Beginnings Parents Guide, Book 8, 
pages 183 to187. For discipline for a toddler aged 24-30 months,
see Book 7, pages 162-164.  This information requires no revisions
for the upcoming 4th Edition.  

Next: While this dad did not use time out as well as he could have,
he is way ahead of a mother I encountered a little later.
More on that next time.


Eat Well: Key Message with a Lifelong Health Impact

“Eat well” is a Key Message in both the Beginnings Pregnancy Guide
and the Parents Guide. Nutrition is a topic warranting consistent,
frequent discussion and planning with mothers in prenatal care and
postpartum visits, home visiting,  parent education, medical home
outreach, and well-child and well-woman visits. We are reviewing
the nutrition information in the Parents Guide to prepare the
forthcoming 4th edition. Here’s why nutrition matters even more
than we thought:

Chronic disease starts in the womb
For every 10 Americans who die each year; seven succumb to a
chronic disease. Heart disease, cancer, and stroke account for half
of all deaths.  Risks for- and protections against such diseases,
plus type 2 diabetes, obesity, hypertension and osteoporosis,
begin to accumulate before birth. Nutrition plays a major role.

Adult health problems can be set in motion during pregnancy and
early childhood through “early programming”.  That term refers
to exposures during sensitive development periods that may
permanently alter the function of organs and body systems. For
example, if during pregnancy a mother gets too few calories, or
sufficient calories but few essential nutrients, the baby’s body
adjusts development to make use of whatever is available. These
adjustments help ensure survival of the infant, but create organs
and systems that do not fit a healthier environment, placing the
child at risk, even in the presence of nutritious foods. Children
who did not thrive in the womb, and then consume excess calories
are at greatest risk for adult health problems.

Risks (low quality food, lack of exercise, excess weight) accumulate
over time. On the other hand, protections (breastfeeding, prenatal
vitamins, high quality foods in appropriate portions) also accumulate. 
Critical periods when exposure to risks and protections either promote
or compromise development and future health include pregnancy,
and birth to age 3, the timeframes addressed in the Beginnings Guides..

“Nutrition Literacy”  is not enough
Enabling mothers and families to eat well, takes more than health
education to ensure understanding what makes a healthy diet. It
takes supports that enable mothers to act on their knowledge. It
takes supports for breastfeeding initiation and continuation after
return to work. It takes transportation to stores that carry quality
food at affordable prices. It takes time to plan and prepare meals.
It takes safe places to exercise.  And it takes “food security”.

For most of us reading this, nutritious safe food is plentiful and
easy to get. That contributes to our physical and mental health
and school performance.  But many of the families we serve enjoy
no such food security; 37% of households headed by a single woman
and 43% of families living below the federal poverty line live with
low quality food or hunger.

Want to know more, do something?
This information comes from a free online course from the
University of Washington Northwest Center for Public Health
Practice. The course is addressed to practitioners and includes
tools for addressing maternal child nutrition in your community.
It is self-paced and takes about an hour and 15 minutes to complete.

Babies are co-sleeping with their parents

I conducted an informal Facebook poll to test directly the proposition that
some parents are  going to choose co-sleeping, despite the widely publicized
recommendations of experts that infants sleep alone to prevent SIDS. Some
of these parents may be unaware of the risk, or may not understand the
message. I surmised that parents engaging in parenting-related Facebook
discussions are likely to be aware of the message and to understand it. 
 
I asked: When you child was an infant (up to 8 months old), did you bring
the baby to your bed
Often Never Routinely Occasionally
 
The single question poll was posted on Facebook for the month of February.
Almost immediately, an anonymous reader added a  response option, “every night”,
which received by far the most votes. Here’s the tally.
 
37 every night
3 never
3 routinely
1 if he woke up we brought him in
1 occasionally
 
Talk about safe bed-sharing
Non-scientific as it is, the result makes it clear; we need to talk about how to
make co-sleeping as safe as possible. Simple advice that Baby must always sleep
alone in his/her own crib is not going to fly. But this is the  proper advice when
parents habitually use alcohol or drugs, or are taking prescription medications
that suppress arousal. 
 
“Baby Back to Sleep” still the most important message
Parents have enough anxiety.  It is important to emphasize the risk period for
SIDS peaks at 2-4 months. SIDs is rare before age 1 month and after age 6
months. A safe solution during the early months seems to be temporary bed-sharing,
where the baby shares the parents’ bed for feeding and cuddling and then is
returned to a crib within sight. Use of a pacifier at sleep time (not other times)
reduces risk of SIDS. So does a firm mattress, tightly fitted bedding and removal
of all things fluffy and soft.  In all cases and places, Baby sleeps face-up.
 
Here’s a summary of references and resource from our review of evidence on SIDS:















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