Suchergebnisse

Certainly there can be no argument against every woman being attended at birth by a skilled birth attendant. Currently, as elsewhere, the Ugandan government favours a biomedical model of care to achieve this aim, even though the logistical realities mitigate against its realisation. This article addresses the traditional midwives of the Karamojong tribe in North-eastern Uganda and their biosocial model of birth, and describes the need British midwife Sally Graham, who lived and worked with the Karamojong for many years, identified to facilitate "mutual accommodation" (Jordan 1993) between biomedical staff and these midwives, who previously were reluctant to refer women to the hospital that serves their catchment area due to maltreatment by the biomedical practitioners. This polarisation of service does not meet that society's needs. We do not argue for the provision of a unilateral, top-down educational service but rather for one that collaborates between the biosocial model of the Karamojong and the biomedical model supported by government legislation. We show that such a partnership is practical, safer and harnesses the best and most economical and effective use of resources. In this article, we demonstrate the role of the TBAs/traditional midwives and show that not only is marriage of the two systems both possible and desirable, but also is essential for meeting the needs of Karamojong women. The TBA is frequently all the skilled assistance available to these women, particularly during the rainy season when roads are impassable in rural South Karamoja. Without this skilled help, the incidence of maternal and infant mortality would undoubtedly increase. Ongoing training and supervision of the TBA in best practices will ensure better care. We offer a way forward via the Portable Partnership Paradigm (PPP) that lead author Sally Graham has created, the development and characteristics of which this article describes.

This article considers the role of parenting classes for young men in prison. Using a case study of one course delivered at a young offender institution, significant aspects of the content and delivery are identified. The ways in which this course appears to contribute to the growth of participants' understanding of their role as fathers and to their personal development are highlighted.