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The Mother‐Infant Dyad Study: A grounded theory inquiry into the day‐to‐day experiences between first‐time mothers and their infants that influence feeding practices.
Author(s) -
Helvey Jennifer Jean,
Bower Katherine M,
Kavanagh Katherine F
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.264.1
Subject(s) - grounded theory , dyad , axial coding , population , schedule , phone , coding (social sciences) , constructivist grounded theory , qualitative research , psychology , developmental psychology , medicine , sociology , theoretical sampling , environmental health , computer science , social science , linguistics , philosophy , operating system
The purpose of this grounded theory study was to explore the experiences that influence infant feeding practices between first‐time mothers and their infants in a low‐income population in the Southeastern United States. Mothers were recruited, via printed flyers and social media websites, and screened for eligibility. Eligibility criteria included first‐time mothers of infants ≤ 12 months of age living in urban areas. In‐depth phone interviews were audio‐recorded, transcribed, and entered into QDA Miner text‐analysis program to facilitate coding. Using grounded theory strategies and emergent coding techniques, transcripts were coded by two independent researchers and coding agreement compared on a predetermined schedule. Interviews were conducted until reaching saturation (n=12). Major, emergent themes include: 1) actions motivated by being perceived as a “good mom” in one's circle, 2) adoption of a feeding schedule until controlled cues are exhibited by the infant (2–4 months of age), and 3) strategies driven by maternal projection that may influence feeding practices. These results will be discussed in detail and offer valuable insight for future programs targeting this population. Funds: University of Tennessee, Knoxville, Professional Development Fund. Grant Funding Source : University Professional Development Fund