Background: The childbirth education classes represent an important tool for promoting health and building capacities, skills and awareness in women, as established by the Maternal-Child Objective Project. Objective: The aim of this research is to propose a project that sees the Speech and Language Therapist appropriately included in the childbirth education classes in order to raise awareness and enhance parents’ skills, related to linguistic development and feeding. Materials and methods: The research question is preventive and aims to investigate the reality of the childbirth education classes in Italy and the role of Speech and Language Therapist within them. Due to the health emergency caused by COVID-19, it wasn’t possible to participate effectively in the existing childbirth education classes, so a survey was conducted through a questionnaire specifically carried out. The sample included pregnant women and women who had given birth for up to one year at the date of compilation of the questionnaire. Results: 55 questionnaires were collected. The participants in the survey were almost entirely Italians, except for one case (French nationality), they came from 12 Italian regions and were between 20 and 49 years old (average = 32 years old). The framework of their knowledge, about specific issues of Speech and Language Therapy, is rather fragmented with gaps on certain topics (origin of language, developmental trajectories that correlate gestures to the comprehension and production of words, the use of aids such as feeding bottles and pacifiers, atypical swallowing). Discussion: The participation in the childbirth education classes has been registered in line with the reports of the Italian Higher Institute of Health. Moreover, the rare involvement of the Speech and Language Therapist in these courses is confirmed. Some limitations of the survey were the small sample and the absence of validation of the questionnaire. However, appears the interest and usefulness of the project from the participants. Conclusions: The survey confirms the importance of the preventive work carried out by the childbirth education classes and the possibility of involving the Speech and Language Therapist. Future research could put the proposal submitted into practice and determine its effectiveness. Keywords: Prevention; Childbirth education classes; Language; Feeding
Introduzione: I Corsi di Accompagnamento alla Nascita (CAN) rappresentano un importante strumento di promozione alla salute nonché di potenziamento delle capacità, delle competenze e della consapevolezza nella donna, come stabilito dal Progetto Obiettivo Materno Infantile. Obiettivo: Lo scopo di questa ricerca è quella di proporre un progetto che veda il Logopedista appropriatamente inserito nei CAN al fine di sensibilizzare e valorizzare le competenze dei Genitori, inerenti allo sviluppo linguistico e al feeding. Materiali e metodi: Il quesito di ricerca posto è di tipo preventivo e si propone di indagare la realtà dei CAN in Italia e il ruolo del Logopedista all’interno di essi. Non essendo stata possibile una partecipazione effettiva ai CAN esistenti per via dell’emergenza sanitaria da COVID-19, è stata condotta un’indagine conoscitiva tramite un questionario appositamente realizzato. Il campione ha incluso donne in gravidanza e donne che avevano partorito da massimo un anno alla data della compilazione del questionario. Risultati: Sono stati raccolti 55 questionari. Le partecipanti all’indagine erano quasi nella totalità di nazionalità italiana, eccetto un caso in cui era francese, provenivano da 12 Regioni italiane ed avevano un’età compresa tra i 20 e i 49 anni (media = 32 anni). Il quadro delle loro conoscenze, rispetto alle specifiche tematiche di pertinenza logopedica, è risultato piuttosto frammentato con lacune su determinati argomenti (origine del linguaggio, traiettorie di sviluppo che correlano i gesti alla comprensione e produzione delle parole, lallazione, uso di ausili come il biberon e il succhietto, deglutizione atipica). Discussione: E’ stata registrata una partecipazione ai CAN in linea con i rapporti dell’Istituto Superiore di Sanità. Inoltre, si conferma il raro coinvolgimento del Logopedista in suddetti corsi. Alcuni limiti dell’indagine sono stati l’esiguità del campione e l’assenza di validazione del questionario. Tuttavia, emerge l’interesse e l’utilità percepita del progetto in esame da parte delle partecipanti allo studio. Conclusioni: L’indagine conoscitiva conferma l’importanza del lavoro preventivo svolto dai CAN e la possibilità di coinvolgervi anche il Logopedista. Si reputano necessarie ulteriori ricerche che permettano di mettere in pratica la proposta presentata e determinarne l’efficacia. Parole chiave: Prevenzione; Corsi di Accompagnamento alla Nascita; Linguaggio; Feeding
Il ruolo del Logopedista nei Corsi di Accompagnamento alla Nascita
TITTARELLI, SOFIA
2020/2021
Abstract
Background: The childbirth education classes represent an important tool for promoting health and building capacities, skills and awareness in women, as established by the Maternal-Child Objective Project. Objective: The aim of this research is to propose a project that sees the Speech and Language Therapist appropriately included in the childbirth education classes in order to raise awareness and enhance parents’ skills, related to linguistic development and feeding. Materials and methods: The research question is preventive and aims to investigate the reality of the childbirth education classes in Italy and the role of Speech and Language Therapist within them. Due to the health emergency caused by COVID-19, it wasn’t possible to participate effectively in the existing childbirth education classes, so a survey was conducted through a questionnaire specifically carried out. The sample included pregnant women and women who had given birth for up to one year at the date of compilation of the questionnaire. Results: 55 questionnaires were collected. The participants in the survey were almost entirely Italians, except for one case (French nationality), they came from 12 Italian regions and were between 20 and 49 years old (average = 32 years old). The framework of their knowledge, about specific issues of Speech and Language Therapy, is rather fragmented with gaps on certain topics (origin of language, developmental trajectories that correlate gestures to the comprehension and production of words, the use of aids such as feeding bottles and pacifiers, atypical swallowing). Discussion: The participation in the childbirth education classes has been registered in line with the reports of the Italian Higher Institute of Health. Moreover, the rare involvement of the Speech and Language Therapist in these courses is confirmed. Some limitations of the survey were the small sample and the absence of validation of the questionnaire. However, appears the interest and usefulness of the project from the participants. Conclusions: The survey confirms the importance of the preventive work carried out by the childbirth education classes and the possibility of involving the Speech and Language Therapist. Future research could put the proposal submitted into practice and determine its effectiveness. Keywords: Prevention; Childbirth education classes; Language; FeedingFile | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/1002