Education and Health Child

The analysis of bonding: objectives, location of performance in a course for parents, tools and implementation

The analysis of the bonding is basically the analysis of mother-child relationship, objective analysis is to verify the existence and quality of parents’ relationship with the child before birth.

One must always assume that there is a mother psychobiological which affects real mother-child before conception, then the link in the triad is primarily (though not only) at an emotional level, unconscious.
Given this, it is important to remember the work of Dr. Jeno Raffae which contains a number of studies that accredit the importance of transfer of the first contact since birth in the prenatal period. Children do not want, for example, undergo more problems than those desired (infant deaths, brain disorders, mental retardation, problems with socialization, underweight or preterm birth, etc.).

The mother in utero is the representative of the mother and contact with your baby brings up all maternal feelings, fantasies and traces of her own prenatal memory. Is there a space “filled with intrauterine permeable negative and positive events” (J. Raffae), this space must be rated by both parents who must never neglect their existence. It is very important to assess unconscious processes because the mother, of course, relates to the unconscious child, especially because until the development of intrauterine space for the link.
Raffae distinguishes three levels in the mother-child bond:

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Internalization of the bond interchange
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Pre-and perinatal experiences of the mother (physical, somatic, psychological)
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Representative uterine same mother (mother psychobiological) becomes effective

The inner voice and the power of love mean a very strong relationship … the radiance of love is an energy that makes children active dynamic and vibrant (J. Raffae).

In a group of parents must come to the analysis of bonding after adequate preparation of the group on “major issues concerning the child’s education, communication and relationship with him, the use of active listening and dialogue and prenatal early years of the child “(G. Ferrari).

After several meetings in which participants present themselves and their families are “group”, expressing their expectations and allowing the operator to orient and form a view about the couples that could present some difficulties, prenatal tutors and / or its partners (depending on the specific powers) have the child per month (physicality, intelligence, skills, needs) and avoid providing information which may generate anxiety of having caused damage to the child. Parents will have a training date to be simple but basic information on psychology and pedagogy in relation to education of the child, the relationship, communication, active listening and emotional, the role of the father.
Now the group is ready approach to the analysis of bonding (“preliminary work to promote awareness, openness and the emergence of emotional affectivity G. Ferrari).
The means of bonding are: active listening, emotional, communication psittacosis, the use of visualization and mental imagery.
The Prenatal Tutors work with individual couples and group communication tools by providing everyone with the child and pointing out that “the parent is competent partners, not passive recipients of education, while the operator is a catalyst for resources from the parent: resources rather than from the difficulty is more productive to let people grow and have tools to solve the problems “(P. Milani, 1993). The operator must comply with behavior that violincello:

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Recognition of the need
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Trust and understanding for the difficulties
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Confirmations
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Empathy

Behaviors that the new parents adopt towards his child prenatally, the operator is in fact obliged to have the same attitude that would ‘teach’ to couples attending the course (eg, offers parents the empathic contact with his child, that urges them to put in the shoes of the unborn and in its interaction with them can be empathic, or to put in their shoes) and require that there is ‘identity between form and content of intervention’ as the practitioner must allow modeling, identification with proper parental figure (P. Milani, 1993)
Children born with the experience of bonding … born with full consciousness … explore the world and think a lot … they know where they come from and where to go (J. Raffae)

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