Abstract:
This thesis explores the experiences of mothers feeding newborns in the first weeks of life, and the professionals who guide them in this task. The first two months following birth is a significant period for mothers and infants, and the task of feeding is of central importance during this time. Infant feeding has been identified as a process occurring in conjunction with infant cues, with successful feeding interactions characterised by mothers and infants adjusting behaviour in accordance with responses from one another (Bigelow et al., 2014). Little is known about mothers’ use of infant cues during feeding of term infants; however, it is known that mothers vary in their perception and dependence on infant cues (Hodges , Hughes, Hopkinson & Fisher, 2008). This mixed methods study employed quantitative analysis of feeding interactions in eight mother-infant dyads, and qualitative analysis of ten feeding expert interviews. The quantitative results show participating dyads demonstrated individual variation in number and types of cues observed. The qualitative results included findings that mothers vary in their responses to infant cues according to their anxiety levels, expectations of infant feeding, and knowledge of cue-based feeding. Feeding experts provided valuable assistance to mothers learning to respond to infant cues, in addition to teaching physical techniques, problem solving, and providing encouragement. However, certain limitations on participants’ opportunities to teach cues created a balancing act for feeding experts. Findings relating to the loss of breastfeeding suggest there may be a role for increased access to expertise for mothers.