Diemer G A
University of Wisconsin-Madison, School of Nursing 53792, USA.
Res Nurs Health. 1997 Aug;20(4):281-93. doi: 10.1002/(sici)1098-240x(199708)20:4<281::aid-nur2>3.0.co;2-c.
The purpose of this quasi-experimental study was to compare the effects of father-focused discussion perinatal classes with traditional childbirth classes on expectant fathers' stress/psychological symptom status, coping strategies, social support, and spousal relations (both supportive behavior toward their partners and couple-conflict behavior). Relative to fathers in traditional childbirth classes, those in father-focused discussion classes significantly increased their use of reasoning during conflicts and their housework activity. Both groups of fathers reported a significant increase in social network support and an increase in baby/pregnancy-related activity. Neither group substantially increased their overall coping responses, although men in the father-focused group significantly changed their coping efforts by seeking more social support, particularly getting information and emotional support from their partner's physician. Implications for perinatal education practice are discussed, and suggestions for future research are offered.
这项准实验研究的目的是比较以父亲为重点的围产期课程与传统分娩课程对准父亲的压力/心理症状状况、应对策略、社会支持和配偶关系（对伴侣的支持行为和夫妻冲突行为）的影响。与参加传统分娩课程的父亲相比，参加以父亲为重点的讨论课程的父亲在冲突期间显著增加了推理的运用以及家务活动。两组父亲都报告社交网络支持显著增加，与婴儿/怀孕相关的活动也有所增加。两组父亲的整体应对反应均未大幅增加，尽管以父亲为重点的小组中的男性通过寻求更多社会支持，特别是从伴侣的医生那里获取信息和情感支持，显著改变了他们的应对方式。文中讨论了对围产期教育实践的启示，并提出了未来研究的建议。
