Improving maternal well-being: a matrescence education pilot study for new mothers.

Abstract

Background: The transition to motherhood, known as matrescence and comparable to adolescence, involves significant changes across multiple life domains, impacting maternal identity and increasing the risk of psychopathology. Conventional maternal mental health interventions often emphasize crisis management over proactive resilience building. Psychoeducational programs designed to empower and support positive adaptation may offer a beneficial preventative approach. This pilot study evaluates the acceptability, relevance, and effectiveness of a matrescence-informed maternal health education program developed to enhance new mothers' understanding of the complex emotional and social challenges associated with the transition to motherhood.

Methods: This study evaluated a six-week, matrescence-informed maternal health education program delivered via Zoom. Eighteen participants (n = 18) attended weekly 75-minute sessions that included lectures, experiential exercises, and group discussions. Pre- and post-intervention surveys were administered to assess mindfulness, self-compassion, perceived stress, personal growth, and psychological well-being. Quantitative data were analyzed using paired t-tests to compare pre- and post-intervention scores, and qualitative responses were analyzed using thematic analysis to capture participant perceptions of the program's relevance and impact.

Results: The pilot program demonstrated improvements in select psychological measures. While overall mindfulness scores did not change, increases were noted in the subscales of observing, non-judgment, and non-reactivity. Self-compassion scores increased, and participants reported gains in areas such as personal strength, relationships, and spiritual development. Perceived stress and psychological well-being remained unchanged, though environmental mastery showed improvement. Qualitative responses described challenges related to physical and emotional challenges as well as identity shifts. Participants assessed the program to be relevant and useful in addressing the challenges of motherhood and in enhancing their awareness of the concept of matrescence.

Conclusions: Positive participant feedback suggests that matrescence-informed education may offer benefits to new mothers' understanding of their developmental transition and should be disseminated more widely to improve their awareness and literacy. The small sample size highlights the need for larger-scale studies, including randomized controlled trials and longitudinal follow-ups, to evaluate the program's potential in mitigating the risk of poor maternal mental health outcomes. Efforts should be made to reduce barriers to matrescence education and make it affordable and accessible to all.