TIFS FOCUS GROUP STUDY Introduction The goal of this study was to assess beliefs and attitudes of new mothers with regards to the early introduction of solid foods and other feeding behaviors with their infants. An understanding of the barriers mothers encountered in following infant feeding recommendations assisted in the development of nutrition education with the goal of delaying the introduction of solid food1 until the infant is between four to six months of age. Sample 23 mothers of infants, 0-12 months, participated in six focus groups 11 White and 12 African American who had limited incomes Average Age: 28 years, Age Range: 17-41 years Marital Status: 61% Single, 35% Married, and 4% Divorced/Widowed Education Level: 13% Less than a High School Diploma or GED, 17% had a High School Diploma or GED, 48% Some College, 17% Obtained a College Degree Employment Status:70% Not Employed Outside of the Home, 22% Part-time, 4% Full-time, 4% Students Ever Breastfed: 87% Yes, 13% No Focus Group Sites Five Counties throughout Michigan: Ingham County Jackson County Kent County Oakland County Wayne County Results 3 Themes emerged from the focus group sessions: Maternal Knowledge about Infant Feeding Maternal Perceptions of the Applicability of Infant Feeding Guidelines Manner and Type of Information Useful for Infant Feeding Decisions Theoretical Framework for The Infant Feeding Series Curriculum The TIFS curriculum consists of six lessons based on the focus group themes within two theoretical models, the Transtheoretical Model (Prochaska & DiClemente, 1983) and the Theory of Planned Behavior (Ajzen & Madden, 1986). The overarching Theory of Dependent Care (Orem, 2001) was used to frame the intervention. The lessons were designed so paraprofessionals may implement and teach the lessons in a home-visit setting. The Infant Feeding Series Curriculum Overall Goal: Increase the likelihood of delaying any solid food1 until an infant is four to six months of age. Lesson Objectives: 1. Increase mothers’ knowledge of infant development, feeding practices, and the consequences of the early introduction of solids. 2. Increase mothers’ self-efficacy in infant feeding decisions for their infants. TIFS Lessons: Lesson 1: How Do I Feed My Baby? Goal: Develop the mother’s ability to determine when her baby is ready to be fed solid food. Lesson 2: How Can I Help My Baby Develop into a Healthy Eater? Goal: Increase the mother’s understanding of her baby’s development as it relates to feeding. Learn ways to calm a baby other than feeding. Lesson 3: What is My Baby Telling Me About Eating? Goal: Increase the mother’s understanding of baby cues and how to use these to help her feed her baby. Lesson 4: How Does Temperament Affect How My Baby Eats? Goal: Increase the mother’s understanding of baby temperament and how this understanding can help her feed her baby. Lesson 5: How Do I Talk to Others About My Baby’s Feeding Needs? Goal: Increase the mother’s information seeking skills and managing advice from others. Lesson 6: What Is My Plan for Feeding My Baby? Goal: Help the mother develop a plan for how she would like to feed her baby. References: Azjen, I., & Madden T. J. (1986). Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474. Orem, D. E. (2001). Nursing Concepts of Practice (6th Edition). St. Louis: Mosby. Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395. Note: 1 A solid food is defined as anything other than breast milk or formula.