This study extends the research conducted among primiparas (women pregnant for the first time) by examining their expectations of childbirth in light of current scientific understandings of consciousness.  Small qualitative studies generally indicate that pregnant women feel that their experiences of giving birth differ from their conscious expectations (Gibbins & Thomson, 2001).  Larger quantitative research reveals that pregnant women tend to get what they expect (Green, Coupland, & Kitszinger, 1998).  The purpose of this study was to determine if both conscious and unconscious expectations influenced pregnancy and childbirth.  This qualitative research consisted of in-depth before-and-after-birth interviews with seven primiparas.  Their explicit expectations were compared and contrasted with implicit expectations portrayed through their drawings of an ideal birth (a projective technique) together with impressions from their discourse, body language, tone of voice, and nonverbal cues.  Phenomenology and feminist theory informed both data collection and interpretation.  The participants in this study each experienced outcomes that differed from their conscious expectations.  Indications of their unconscious expectations were evident in their dialogues and drawings.  It could be deduced that these women actually experienced what they unconsciously expected.  This finding seems to reconcile the apparent disparity between the results of larger quantitative and smaller qualitative studies.  The implications for expanding the awareness of consciousness into the realms of pregnancy and childbirth are profound, potentially enhancing the lives of both mothers and babies while improving the quality of education and services designed to reach this vital and vulnerable population.

This study examined the effect of neurofeedback on flow, anxiety, and performance in a highly ranked golfer. It was hypothesized that as a result of the golfer receiving 20 neuorofeedback sessions, the golfer would experience increased flow, decreased state and trait anxiety, and improved performance. Measures included the Dispositional Flow State Scale-2 (DFS-2), the Flow State Scale-2 (FSS-2), the State-Trait Anxiety Inventory (STAI), the IVA Continuous Performance Test, and the golfer’s 18-hole average scores. In this study, the DFS-2 and the FSS-2 only showed an increase in the flow dimension of “loss of self-consciousness”. The STAI showed a decrease in state anxiety as the participant’s STAI state anxiety score for his first round of golf competition was 38 while his STAI state anxiety score from his last round of competitive golf was 28. His trait anxiety score for his first round of golf competition was 38 while his STAI trait anxiety score from his last round of competitive golf was 43. The IVA results showed an increase in attention with a marked decrease in response control. The golfer’s post-treatment 18-hole golf round average was 6.7 strokes lower than his pre-treatment golf round average. Although this study provided some evidence to suggest that neurofeedback affects flow, anxiety, and athletic performance, the data were not consistent.

The investigation of prenatal and perinatal memories in preverbal children has been overlooked in psychological research. In this study, I explored the degree to which trained observers could accurately identify preverbal children’s prenatal and perinatal experiences based on the children’s behavior in a therapeutic setting. Accuracy was assessed by the degree of correspondence between the observers’ interpretations and the pregnancy and birth history as described by the child’s parents and/or his or her therapist(s). This investigation was a first effort to subject to an empirical test prenatal and perinatal psychology’s foundational claims that (a) preverbal children (and others) have memories of their prenatal and perinatal experiences, (b) preverbal children reenact significant memories through play and other behavior, and (c) trained observers can accurately identify the prenatal and perinatal memories of preverbal children.
Five short video clips were presented for observation to five therapists trained in the field of prenatal and birth therapy and unfamiliar with the children’s history. The observers were then interviewed about their observations and completed a “multiple-choice” questionnaire listing 10 prenatal or perinatal experiences for which they were to select one for each clip.
The interviews revealed a high degree of congruence among the observers’ interpretations of the children’s behavior and between those of the observers and the therapists. Further, the observers chose the expected answer to the questionnaire 18 out of 25 times. Using binomial probabilities with an alpha level of .05, there were significantly more correct answers than expected by chance, p < .001 (one-tailed). The high degree of correspondence (72%) between observers’ interpretations and the children’s prenatal or perinatal histories suggests that these behaviors have a direct relationship to particular prenatal or perinatal experiences. From this, we might make the inferential leap that preverbal children appear to be capable of accessing and reenacting memories from their prenatal or perinatal lives. If true, this has implications for our understanding of the importance of prenatal and perinatal life to the subsequent physical, emotional and mental development and wellbeing of the child.

Tara Maria A. Blasco Jauregui, who earned her PhD in Clinical Psychology (specialty in Prenatal and Perinatal Psychology) at the SBGI in 2006, has worked at the Building and Enhancing Bonding and Attachment (BEBA) clinic since 1996. A graduate of Dr. Ray Castellino's Foundation Training, she has used his method to facilitate adult process workshops in the US and her native country, Spain. Prior to relocating to California five years ago, Tara worked as a psychologist, craniosacral therapist, English interpreter and yoga teacher in Barcelona, Spain. In 2003, she published an article, "Assisted Reproductive Technology: Psychological Effects on Offspring," in the Journal of Prenatal and Perinatal Psychology and Health. The following year she published a booklet, “How To Make a Difference for Your Baby if the Birth Was Traumatic.”

This theoretical dissertation proposes a unifying dance metaphor “pre-perinatal maternal-infant alchemical dance” from ancient and multidisciplinary sources. It uses a unifying dance metaphor to provide a new psychological term, describing the postulated first organizing co-creative relational dynamics between mother and infant. It is hypothesized that this “alchemical dance” is Nature’s blueprint for the prenatal and perinatal period, whose function is to create new life, to organize/pattern infant embodiment, to facilitate mother infant unity and sense of belonging in relationship. This is an innate unfolding developmental process. It operates through the vast complexity of multidimensional symbiotic connections and entrainment on energetic, biophysical, mental, emotional and energetic dimensions. Each mother-infant dance is unique and co-creative. It is enhanced by various properties of dance relating. This dance is continuous through the prenatal and perinatal period yet there are differences between the two phases. It is also hypothesized that optimal growth and development for first foundations can be furthered by high level maternal physical and psychological health, conscious maternal awareness, supportive mutual psychobiological attunement, which can be furthered by the development of new educational programming.
            The development of this construct is interdisciplinary and bridges current scientific thought with ancient philosophies. It draws from multidisciplinary ideas from quantum physics, dynamic systems and chaos theory; from modern psychoanalytic theory and from developmental psychological theory on contributions of mother-infant dyadic relating; from pre-perinatal psychology, infant programming, new biology; and affective neuroscience, and from the knowledge of the divine feminine, dance, alchemy and sacred geometry.
            The use of metaphor is the primary methodology for this dissertation which advances the construction of theory. Use of metaphor creates an appreciation for the dynamic wholeness of all systems and also generates new descriptive concepts. Theoretical use of metaphor is based on the writings of Kuhn, Pribram, Lakoff and Johnson, Hillman and Ricoeur. The proposed theoretical construct is expressed by a unifying metaphor, which expresses the contributions of alchemical dance to first developmental infant processes and to optimal relating.
            Implications place new value on educational preparation for maternal role starting before pre-conception. The art and science of mothering is furthered with principles from pre and perinatal psychology and somatic psychology in the development of new programming.

Becky Hicks, who earned her PhD in Prenatal and Perinatal Psychology from SBGI in 2006, is The Mothering Coach and  Parent Educator at Villa Majella Maternity Home in Santa Barbara. Becky has been a registered dance-movement therapist for thirty years in private practice. She has taught dance therapy courses at Washington University in St. Louis where she was also the Director/ Founder of the Expressive Arts Psychotherapy Institute, Baby Bright Infant Programs, and Mensana Institute. Clinically, Becky has worked with all population groups but is now dedicated to prevention. She wants all babies and their families to receive the very best possible start in life.

Evidence informing a new model of human development is coming out of the field of prenatal and perinatal psychology. Prenatal and perinatal psychology is a multidisciplinary field that looks at how our earliest experiences, from conception through the first few years after birth, influence and shape our lives. Findings from this field are informing new ways of thinking about and being with babies. The purpose of this qualitative study was to observe, listen, identify, comprehend and portray how two women who have completed coursework in a prenatal and perinatal psychology Ph.D. program experienced and integrated the information and personal process of going through the program and how that has influenced, informed and been informed by their parenting experiences. These women were interviewed and observed in their homes, with their families by the researcher for three to four days. The interviews and research notes were analyzed to find emergent themes. Portraits of each participant were created. This information will be used to create new models of care and education for women and their families.

Carrie Contey recently received her Ph.D. in Prenatal and Perinatal Psychology from Santa Barbara Graduate Institute.
As a nationally recognized early parenting coach, consultant, speaker and educator, founder of Early Parenting www.earlyparenting.com she trains professionals and provides parents with the support, information and tools needed to create conscious, connected and balanced lives in all stages of early parenting, from before conception through childhood. Dr. Contey serves on the board of directors of the Association for Prenatal and Perinatal Psychology and Health (APPPAH) and currently lives, works and plays in Austin, TX.