Prenatal Breastfeeding Education: Its Effect on Breastfeeding Among WIC Participants The effects of an infant-feeding classroom activity on the breast-feeding knowledge and intentions of adolescents. Effectiveness of an Intervention to Improve Breastfeeding Knowledge and Attitudes Among Fifth-grade Children in Brazil Attitudes to breastfeeding among adolescents. Attitudes towards infant feeding among adults in a low socioeconomic community: what social support is there for breastfeeding? The Effect of Breastfeeding Education on Adolescent Beliefs and Attitudes: A Randomized School Intervention in the Canadian Ojibwa Community of Sagkeeng Promoting positive attitudes to breastfeeding: the development and evaluation of a theory-based intervention with school children involving a cluster randomised controlled trial.
The effect of prenatal breastfeeding education on breastfeeding incidence and duration was determined among 31 prenatal WIC participants . The subjects , assigned to a control group  ( n= 17 ) or experimental group  ( n= 14 ) , received prenatal nutrition education through the WIC program . The experimental group received at least one breastfeeding education class . There was no significant difference in breastfeeding incidence between the groups , however , there was a significant difference in breastfeeding incidence by parity ( p<0.05 ) . There was a significantly higher percentage of women still breastfeeding at 3 and 4 months postpartum in the experimental versus the control group ( p<0.05 ) . The control group breastfed for 29.5 + 43.6 days , while the experimental group breastfed for 76 days + 104.3 ( p=.05 ) . Multiparous women who had bottle-fed previous children breastfed for a shorter duration ( 18 + 22 days ) than primiparous women ( 60 87 days ) ( p<.07 ) This study examined the impact of an infant-feeding classroom activity on the breast-feeding knowledge and intentions of adolescents living in Nova Scotia , Canada . One hundred twenty-one students attending two high schools were administered one pretest and two posttest question naires . Students were arbitrarily assigned to a control or intervention group . The intervention group partook in a 60-minute classroom activity on infant feeding . Findings indicated that students in the intervention group demonstrated significantly greater breast-feeding knowledge at Posttest 1 and at 10 weeks postintervention . Students in the intervention group reported a significantly greater intention toward breast-feeding their own future children ; an increase was sustained at 10 weeks . These findings suggest that adolescents ' knowledge of and intention toward breast-feeding may be positively influenced during their teen years . School nurses are well positioned to support and encourage the inclusion of breast-feeding content in school curricula to enhance adolescents ' knowledge and intentions toward breast-feeding This cluster-r and omized trial evaluated the effectiveness and residual effect of an educational intervention to improve breastfeeding knowledge and attitudes  among fifth grade children of both sexes in Brazil . Schools were considered clusters and analysis of variance was used to compare an  intervention group ( n = 298 ) and a  control group ( n = 253 ) regarding knowledge , perceptions , and beliefs about breastfeeding before and after the intervention , measured through a st and ardized 25-item , multiple-choice question naire . The scores in the intervention group improved significantly , with the effect lasting at least 3 months . The intervention had greater impact on girls and on students between 9 and 11 years of age when compared with boys and students between 12 and 17 years old and also between students from public schools . Results suggest that pro-breastfeeding interventions in schools improve breastfeeding knowledge and attitudes . J Hum Lact . 25(3):325 - 332 BACKGROUND Breastfeeding is a major public health concern and a decision to breastfeed has important health benefits for both the infant and mother . Breastfeeding rates are low in many Western countries , and evidence is accumulating to suggest that breastfeeding should be promoted in schools . The present study aim ed to employ the theory of planned behaviour ( TPB ) to predict and explain young people 's motivations to breastfeed with a view to design ing an intervention to positively promote breastfeeding among adolescents . METHODS Senior schools in Northern Irel and were sorted by a number of key stratification variables , and then r and omly sample d. In anticipation of a nonresponse , a first and second reserve list was drawn using matched replacements . Selected schools were contacted by letter , followed by a telephone call . Thirty-six schools agreed to take part in the research , and a cross-sectional survey was conducted with 2021 Year 10 pupils . RESULTS Having been breastfed as a child and having seen a mother breastfeeding significantly correlated with intention among both females and males . In descending order of importance , the TPB direct constructs were all significantly correlated with intention among males and females . A hierarchical multiple regression was performed with the intention to breastfeed/encourage partner to breastfeed as the dependent variable , and the TPB successfully predicted intention among males and females . CONCLUSIONS The findings obtained in the present study suggest that the TPB is a useful framework on which to base the design of an intervention to promote attitude change , and highlight the importance of key theoretical constructs in predicting intentions to breastfeed An analysis of the role of social support in influencing breastfeeding in a low socioeconomic area in South Australia was undertaken by examining infant feeding attitudes and experiences of mothers , fathers and gr and mothers as well as the general community . A r and om telephone survey of over 3,400 adults ( including a more extensive survey of 373 mothers , fathers and gr and mothers in the sample ) in this area indicated that there was little support for breastfeeding compared to bottle-feeding with similar barriers to breastfeeding found in all target groups as well as the general community . These included breastfeeding in public , the convenience of bottle-feeding , maternal discomfort of breastfeeding , the support required for breastfeeding , fathers ' involvement with feeding , and a mother 's previous experience of breastfeeding . Strategies promoting and supporting breastfeeding should address these issues and should be directed at the community in general rather than specific groups within the community Sagkeeng First Nation 's adolescent breastfeeding educational session  was evaluated using a r and omized pretest-posttest control group design . The intervention group received the session first ; the control group received the session following the posttest . A retention test to measure overall retained learning was given to all students 10 days later . Breastfeeding beliefs increased ( ± SD = 41.9 to 47.0 , P= .0047 ) from pretest to posttest for intervention subjects but not for controls . There were no changes in bottle-feeding beliefs or breastfeeding attitudes . There was an increase in breastfeeding beliefs from pretest to retention test for all students ( true treatment effect [ TTE ] = .85 st and ard deviation units [ SDU ] , P= .004 ) . Learning was gender specific , with females experiencing increases in breastfeeding beliefs ( TTE = 1.12 SDU , P= .004 ) , decreases in bottle-feeding beliefs ( TTE = –.77 SDU , P= .04 ) , and a trend to increased breastfeeding attitudes ( TTE = .41 SDU , NS ) . Males showed small , inconsistent learning effects . Learning occurred in the areas of health , convenience , cost , and decreased embarrassment The objective of this study was to design , implement and evaluate an intervention based on the theory of planned behaviour ( TPB ) to enhance young peoples ' motivations to breastfeed/support a partner to breastfeed . Six semi-structured focus groups were first conducted with 48 13 - 14-year-olds from two schools in Northern Irel and . The salient beliefs elicited were subsequently used to design a TPB-based question naire that was then administered to 2021 13 - 14-year-old pupils ( 852 males ; 1169 females ) from 36 post- primary schools to identify the most important determinants of breastfeeding . The results were used to inform the design and implementation of an intervention package that was subsequently evaluated using a cluster r and omised controlled trial involving 44 r and omly selected schools across Northern Irel and . Question naires were administered to 18 intervention and 26 control schools at baseline and again at 1 and 6 months post-intervention to evaluate its effectiveness . Multi-level modelling was employed to analyse the data . The results revealed significant effects on women 's intention to breastfeed , β = 0.208 , t(1275 ) = 2.715 , P = 0.007 ; attitudes , β = 0.223 , t(1275 ) = 4.655 , P < 0.001 ; moral attitudes , β = 0.231 , t(1275 ) = 4.211 , P < 0.001 ; subjective norm , β = 0.118 , t(1275 ) = 2.521 , P = 0.012 ; and knowledge , β = 0.109 , d.f . ( 1275 ) = 7.843 , P < 0.001 . However , for men , the results revealed significant effects on only the construct of knowledge , β = 0.104 , t(541 ) = 4.345 , P < 0.001.The research has provided evidence to support the need for breastfeeding education in schools and has shown how a theoretical framework may be used to inform the design and evaluation of a health behaviour intervention
School-based interventions aim ed at modifying the knowledge , attitudes , social norms , and intended future practice regarding breastfeeding may be an effective way of improving breastfeeding rates .