ADHD linked to social and economic disadvantage

A study by the University of Exeter Medical School discovered that a greater percentage of children with ADHD came from families below the poverty line than the UK population as a whole. The study found the odds of parents in social housing having a child with ADHD were roughly three times greater than for those who owned their own homes.The team also found that the odds of younger mothers having a child with ADHD were significantly higher than for other mothers. Mothers with no qualifications were more than twice as likely to have a child with ADHD than those with degrees, and lone parents were more likely to have a child with ADHD diagnosis than households with two live-in parents. 

Dr Ginny Russell, who led the study, said: "There is a genetic element to ADHD, but this study provides strong evidence that ADHD is also associated with a disadvantaged social and economic background.

"Some people believe that ADHD in children causes disadvantage to the economic situation of their family, but we found no evidence to support that theory. It's important to discover more about the causes of this disorder so that we can look towards prevention, and so that we can target treatment and support effectively."

Family poverty linked to children with attention disorder The Independent 26th November 2013

Postnatal depression more likely after unplanned pregnancy

Women who get pregnant unintentionally are four times more likely to suffer from postpartum depression, according to new research. The study, published in BJOG: An International Journal of Obstetrics and Gynaecology, found that postpartum depression was more likely in women with unintended pregnancies at both three and twelve months after birth.
The study, conducted at the University of North Carolina prenatal clinics questioned participants about pregnancy intention at 15-19 weeks gestational age. The increased risk was highest at 12 months and indicates that this group of women have a long term risk of depression.
When age, education level and poverty status were factored into the results, women with unintended pregnancy were still twice as likely to have postpartum depression at twelve months.
Louise Silverton, director for midwifery at the Royal College of Midwives, said:
"We are seriously short of midwives in England and we know that postnatal care is suffering because of this. We are hearing of midwives having to make fewer postnatal visits, if at all. This is a concern because the problems this research highlights may go undetected and the consequences of this can be serious, for the women, for families and for the health service."

Unintended pregnancies increase the risk of postpartum depression - Female First 8th May 2013

Young Bumps - Antenatal Classes for the Under 21's

Nicky Srahan

NCT’s visionary strategy aims to reach and support 20 million parents by 2020.  To this end, NCT has been in touch with all Children’s Centres and NHS hospitals about increasing partnership working.  As of last year, there were 124 contracts formed with Children’s Centres countrywide.

We agreed to pilot an antenatal course with Ely Children’s Centre last year; the success of this has led to two more courses being commissioned this year for ‘Young Bumps’ antenatal classes – for under 21 year olds. The classes are free to the participants as the contract is agreed between the Children’s Centres and NCT.  Local midwives refer all pregnant women under 19 years to Lisa Langley, Young Parent Support Worker at Ely Children’s Centre (includes Littleport and Sutton Children’s Centres); she works closely with all these young people, trying hard to encourage them to attend the classes. 

The courses have all varied in format and duration as we have adapted to the parents’ needs.  I taught five antenatal classes of eight in the first course, and local health visitors contributed to three weeks of parenting issues.  There was a regular core group of four young people who came every week; they were able to bring birth partners, friends or parents with them, and this varied widely, but the contribution of several different people was valuable and enjoyable.  Several other young people attended sporadically.  Although I had developed a course plan, the agenda was negotiable depending on people’s needs. 

We had two young mums on the second course; one came with her dad, mum or school friend each week, and the other brought her boyfriend or mum; the session when both mums were together was lovely!  Owing to quite a wide gap in due dates between these two, we shortened the course to six weeks.

I am now in the middle of my third course; we’ve changed the plan again because all the potential young women are between 15 and 18 weeks pregnant now, so a little early for a full-blown antenatal course.  For that reason, we have just had two sessions thinking about the early days of pregnancy, looking after themselves and their babies, and thinking ahead to hopes and dreams for their babies and feeding.  Evidence suggests that women have usually decided how they are going to feed their babies before they reach 20 weeks pregnant, so it was important for me to have an early discussion about breastfeeding.  Encouragingly, they are all keen to breastfeed.  After Easter, we are re-joining for a more standard six week antenatal and parenting course.

Tips that I have learnt from working with young parents:

·       Treat young people as equals and examine assumptions, in the same way as I would older parents.  Young parents often get a bad press, but becoming a parent can be a strong, stabilising and positive influence in a young parent’s life.  (Professor Simon Duncan at Bradford University is a controversial academic who writes about challenging the problems that people may have with teenage parenthood.)

·       Congratulate them!  They may not have heard too many words of congratulations.

·       Venue and timing. Afternoon sessions are easier; they are unlikely to attend in the morning.  The Children’s Centre organises local taxis to collect them and take them home.

·       Group dynamics. Although this is crucial in any class, a group relationship is important for the success of the sessions. Ice breakers are very important for strengthening a group – as long as they are right!

·       Varied teaching methods.  I have developed many more visual activities for these groups.  I am keen that these sessions are not thought of as conventional education, or school, as some people’s experiences have been poor of school. Sophie King-Hill, an NCT teacher and experienced youth worker, suggests that sometimes we may have to go back to how they got pregnant, periods etc, as school sex education can be so poor!

·       Be flexible and laid back.  Be prepared to respond to the young people’s needs and not stick to a plan!

·       Work with anyone who comes!  If a young person brings a new companion each week, welcome them and work with their knowledge and contribution.  Value everyone’s support.

Research suggests that engaging young people antenatally increases the likelihood of them continuing that engagement postnatally.  Young people are traditionally reticent about attending local mother and baby groups, but the Children’s Centre offer ‘Little Monkeys’ and PEEP for babies and toddlers; all of which are well attended by young parents. 

Although this work can be challenging, it is also very rewarding and refreshing.  There are differences between working with young people and older parents, but many of the issues, worries and concerns are the same for every age group.  The love they feel for their children is the same as mine.