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Various factors support or hinder women's decision to initiate and continue breastfeeding, particularly among working women. Currently, limited literature investigates breastfeeding experiences among working women across time. The purpose of this study was to gain nuanced insight into working women's breastfeeding experiences during the first year of their infant's life. Semi-structured, in-depth interviews were conducted with working women residing in a Midwestern state (N = 25) across two time points (when infants were 3-4 months and 9-12 months). Results showed that twenty-one working women initiated and continued breastfeeding when their infants were 3-4 months old, and 14 women in the sample continued breastfeeding when their infants were 9-12 months old. Five themes emerged regarding barriers and facilitators of breastfeeding initiation and continuation. Individual-level factors included 1) Women's perceptions of breastfeeding as nurturing and pleasurable as well as frustrating and painful and 2) Maternal self-efficacy and beliefs. Setting-level themes included: 3) Active and passive workplace supports, 4) Lactation and breastfeeding supports in the community, and 5) Childcare provider supports. Findings suggest the importance of resources, programming and policy efforts that support the expansion of statewide breastfeeding programs, breastfeeding education for health professionals and childcare providers, lactation rooms, and flexible work scheduling.

Programs aiming to help parents are often challenged in analyzing open-ended survey questions from large samples. This article presents qualitative findings collected from 1,287 participants with a child 5 years of age or younger who completed the program evaluation for the Co-Parenting for Successful Kids online program, a 4-hour education course developed by the University of Nebraska Extension. Qualitative content analysis revealed that participants found the program useful for improving their co-parenting communication skills. Participants suggested areas for improvement such as additional information for helping children cope, conflict resolution strategies, handling legal issues, and understanding how divorce impacts children based on their age. Supports and information were requested from parents in high conflict situations, including families dealing with a co-parent's alcohol and drug abuse, domestic violence, and having an uninvolved or absent parent. Analyzing qualitative data from participants and quantifying these responses into themes offers a useful and informative way to improve and enhance an existing education program aiming to support separating or divorcing parents.

Introduction and Chapter 10 available open access under CC-BY-NC-ND licence.This book examines the contemporary social care realities and practices of Finland, a small nation with a history enmeshed in social relations as both coloniser and colonised. Decolonising Social Work in Finland:· Interrogates coloniality, racialisation and diversity in the context of Finnish social work and social care.· Brings together racialised and mainstream White Finnish researchers, activists and community members to challenge relations of epistemic violence on racialised populations in Finland.· Critically unpacks colonial views of care and wellbeing.It will be essential reading for international scholars and students in the fields of Social Work, Sociology, Indigenous Studies, Health Sciences, Social Sciences and Education