Midwives’ contribution to the development of the mothers’ bond with their newborn

Abstract Background: The mother’s bond with her newborn is important for the child’s development and their relationship. Midwives are well placed to witness first-hand the beginning of this relationship. Objectives: This study examined, based on mothers’ perceptions, the contribution of midwives to the development of the bond with their baby from pregnancy to the first postnatal months. Methods: We conducted a descriptive qualitative interpretative study in Quebec, Canada (from 2022 to 2025), with 10 primiparous mothers who were cared for by midwives in a model of continuity of care, and gave birth in a birth center, at home, or in a hospital. Semi-structured retrospective interviews were conducted between two and four months after childbirth, and were complemented by interviews with two midwives. Results: Most participants developed a bond with their baby during pregnancy. They discussed their midwifery care and what they felt were significant elements in the development of their bond with the baby. Midwives encouraged them to develop this bond through their approach and various means: letting them feel the fetus during palpation, talking to it, encouraging mothers to do the same, and reinforcing the bond throughout pregnancy. The birth and first moments after birth were also key moments for promoting contact between mother and baby. Midwives were also creative in promoting bonding in more difficult situations, such as when a transfer to the hospital for delivery was needed. Conclusions: Midwives play an important role in initiating and developing the mother–child bond during pregnancy, especially if they practice within a model of relational continuity

Challenges encountered in executing family routines: a comparison between neurotypical children and those having attention deficit hyperactivity disorder or autism spectrum disorder

Abstract Introduction Daily routines play a central role in the child's development process and the establishment of harmonious family dynamics. However, many parents of children with attention-deficit/hyperactivity disorder (ADHD) and with autism spectrum disorder (ASD), report difficulties in establishing and maintaining routines. The aim of this study was to compare neurotypical, ASD, and ADHD children's performance on daily routines. Precisely, it aims to describe the difficulties, the impacts on the child and his family, and the nature of the difficulties. Method The sample consisted of 205 children aged 6 to 12 years (M = 8.60, SD = 1.78; 31.7% girls), including 104 children with ADHD, 49 children with ASD, and 52 neurotypical children. Analyses of covariance (ANCOVAs) were performed to compare the three groups of participants, controlling for children's age and gender, parental education and family structure. Results The results show that families of children with ADHD generally perceive routines as more difficult than those of neurotypical children. Children with ADHD experience significantly more frustration than neurotypical children when performing routines. According to parents, these difficulties in carrying out daily routines adversely affect the family climate, making it more stressful and unpleasant. Discussion In conclusion, understanding the differences in the difficulties faced by these three groups of children in carrying out their daily routines will make it easier to support families in implementing interventions that are better adapted to the child's specific needs