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Infant Skincare: Olive versus Mineral Oil - Reviewing the Evidence

2011-10-13T08:24:00.000-07:00

Community Practitioner, Feb 2011

Pauline Carpenter & KarenRichards

Abstract

In this paper, the CommunityPractitioner Journal’s Education Supplement ‘Infant Skincare’, and theassociated research-based evidence that support the document are reviewed, inorder to establish whether olive oil should be considered detrimental to theskin and that mineral oil should be deemed as the first choice for baby skincare regimes. It was established thatthe application of solutions of oleic acid was the main focus of the evidenceused to support the articles in the supplement and not olive oil, as isimplied. Also many of the statementsmade about olive oil and mineral oil were unsubstantiated and furtherinvestigation failed to support the claims asserted. This review includes information about thechemical components of oils commonly utilised for massage and other skin careregimes, in order to indicate that olive oil cannot be dismissed and thatmineral oil should still be used with caution until clear evidence-basedresearch has been found.

_________________________________________________________

The Educational Supplement‘Infant Skincare’, which accompanied the October 2010 Community Practitionerjournal, prompted many parenting practitioners, who teach infant massage toparents, to question both the arguments posed in the supplement and theircurrent practice vis-à-vis the supply of oils and the advice they give toparents. The majority of infant massageteacher training providers and subsequently infant massage teachers, throughoutthe UK, encourage the use of vegetable oils for massage and suggest thatmineral oil should be avoided. TheInfant Skincare articles[1]^,[2],on the contrary, suggest the opposite! As these are supported by, what appears to be, a good deal ofresearch-based evidence, confusion and uncertainty as to the advice to giveparents now exists.

Olive oil – revisiting theevidence

Having reviewed the articles inthe supplement and, in particular, the research-based evidence associated withthe effect certain oils1 (mainly olive oil and mineral oil) have onthe skin, this review hopes to clarify the situation and alleviate any concernsparenting practitioners may have. Thearticles in question1^, 2 are well referenced, but many statementswithin them are not. For example, the assertion,in the educational supplement that: ‘evidencesuggests that olive oil can be damaging to the skin barrier’ (page 511)was not referenced. This review hasundertaken an extensive search for some form of evidence to support thestatement, rather than simply dismissing this claim.

The majority of researchreferred to1 and used as supportingevidence by the supplement, concerns the application of solutions of oleicacid, which is argued to be a major constituent of olive oil. However, these studies[3]^{,[4], [5], [6]}do not give consideration to natural vegetable oils and are not concerned aboutthe on-going health or repair of the skin. Instead they concentrate on substances that are actually efficient atbreaking down the skin barrier, in order to aid skin penetration to enhancedrug absorption.

To date, only one study[7]has been found that compares the impact of topical oils on skin barrierfunction. The study included olive oiland its effect when applied to damaged skin; although this was not the mainfocus of the enquiry. The study7 directly investigated the effect ofvegetable oils on the recovery of skin barrier function of mice after acutebarrier disruption by tape-stripping had been carried out. The results showedthat a single application of sunflower oil accelerates recovery of barrierfunction, mustard oil has the most deleterious effects on barrier function andolive oil delays the skin barrier recovery. Therefore, suggesting that it is inadvisable to put olive oil on alreadydamaged skin; not that it can damage the skin barrier. It is necessary to point out thatcompromised/damaged skin is a contraindication to massage, regardless of theoil applied⁸.

It is indicated in the educational supplement that the percentage ofoleic acid content in olive oil is ‘55%to 83%’ (page 51).Drawing on the results of the above mentioned study7, the sunflower oil evaluated had 29.6% oleicacid content, with 58.3% linoleic acid and an undetectable level of erucicacid. (The usual range for a sunfloweroil is - Linoleic Acid 48% -74 %; Oleic Acid 14% – 40%)9. Oneof the mustard oils tested7 was found tohave an undetectable level of oleic acid, with 34.1% of linoleic acid contentand 41.5% erucic acid. There was noreference made regarding levels of linoleic acid or erucic acid, in the oliveoil used in the tests.

This begs the question, couldit be the erucic acid content found in the mustard oil that is the damagingfactor within the oil? Particularly as the level of oleic acid present in themustard oil was undetectable, yet the mustard oil still proved to be damagingto the stratum corneum. Furthermore,sunflower oil has the potential of having a comparatively high level of oleicacid9, whilst containing potentiallyhigh linoleic acid and low erucic acid7. Evidence of the usual levels of linoleic anderucic acid within olive oil were not quoted in the supplement. However, during the search for relevantinformation for this review, it was found that the usual percentage range oflinoleic acid in olive oil is 3.5% - 21%10;but levels of erucic acid could not be established.

In direct contrast to the claimin the Educational Supplement that olive oil has potential for harm, a study11 looking at the effects of daily treatmentwith an olive oil/lanolin cream, applied to undamaged skin in preterm infants,showed that treatment with this cream lowered the risk of dermatitis and wassuperior to Bepanthen, a commonly used emollient.

Exploring the concept of fatty acids in vegetable oils

This information can be explored more deeply, bygiving much more consideration to the chemistry behind the above percentagesand what they mean in reality. Vegetableoils contain free fatty acids, as well as triglycerols, which are fatty acidsbound to a glycerol molecule. The figure often quoted as fatty acids present inany particular oil is the total percentage of triglycerols and free fattyacids. (For example, the main constituents of olive oil and sunflower oil, asquoted above, are the total levels of triglycerols and free fatty acids.) In agiven quantity of extra virgin olive oil, the free fatty acid present isusually well under 0.8%10. The majority of fatty acids found in olive oil arebound to glycerol making them chemically less active. Therefore, the measurement of total fattyacid content is not a true measure of the reactivity of an oil. A more accuratemeasure of an oil’s reactivity would be the amount of free fatty acidpresent.

In the research papers reviewed,3^,4,5,6 the substance used is not natural olive oil but a fabricated solutionof pure oleic acid (1% - 15%) dissolved in ethanol, propylene glycol or MYRITOL318. The oleic acid solutions were applied to mouse, rat or human skin, whichwas usually tape-stripped before testing commenced; a treatment that is knownto artificially compromise the epidermal barrier. The solutions used in the studies thereforecontained free fatty acid concentrations in excess of those found in naturalolive oil. It is difficult, therefore, to draw direct conclusions with regardto natural olive oil from these studies.

Mineral oils

Regarding mineral oil and thesuggestion that it is a much safer oil to use for massage and skincare, thearticles1,2 in the supplement were interesting. These ‘facts’ were actually more difficult torefute, as there seems to be extensive research that investigates unrefined orpartially refined mineral oil, but searching the internet for information onrefined (or ‘medicinal grade’1) mineraloil proved to be fruitless. There is alot of confusion relating to the term ‘mineral oil’. Published articles relating to unrefinedmineral oil, indicate that it is carcinogenic.; but this has been taken to meanthat all mineral oils are carcinogenic without taking into account the refiningprocess. It is easy to tar all mineraloil with the same brush, but that would openly invite criticism. The educational supplement1, has drawn conclusions from the researchabout oleic acid, implicating olive oil as an ‘oil to avoid’ vis-à-vis infantskincare. It is important not to havethe same knee-jerk reaction to the research relating to mineral oil, butinstead, assess the evidence supporting the arguments presented.

The supplement2 indicates that medicinal grade mineral oilshould be used for infant skincare and massage because it does not containoleic acid, is extremely inert and less likely to irritate the skin and,contrary to popular belief, it is able to penetrate the skin as well as avegetable oil and therefore does not block the pores. These statements, like others in the articlesincluded in the supplement, are unreferenced. There is no indication that there is any research to support theseclaims in the supplement and research for this review also failed to find anyconcrete evidence.

Furthermore, there is noexplanation of what ‘medicinal grade mineral oil’ is. If it is pure, unadulterated mineral oil,then the problem arises that this is not readily available over the counter. It is actually quite difficult to obtain(several unsuccessful attempts to do so were undertaken as part of the processfor this review) and it is generally only purchased in large quantities bycosmetic companies. If ‘medicinal grademineral oil’ refers to the oil that is widely available commercially, then, asit is mixed with at least a couple of additives, the question has to be, howcan this be beneficial for an infant’s skin?

Having investigated theingredients of three commercially available mineral oils, which arespecifically marketed for use with babies, the following chemicals were found:Hexyl laurate, hydrogenated styrene and cyclopentasiloxane, which are all chemicalingredients, commonly used by the cosmetic industry. One product sample included Prunus dulcis,which is the Latin name for the almond tree. Lavandula angustifolio, found in another, is the Latin name forLavender; and Bisabolol, found in one of the samples, is the main activeingredient in Chamomile essential oil; and Chamomilla recutita, found inanother, is the Latin name for Chamomile. They also all contained ‘Parfum’,which is perfume, but what perfume was used and what it contains was notspecified.

Firstly, the question, ‘Why putunnecessary chemicals on a baby’s skin?’ has to be asked. Why let them potentially ingest, or absorbingredients that are of no benefit to them? Furthermore, there is research12to indicate that essential oils are potential endocrine disruptors and thatthey should be avoided for prepubescent children. If a product is being applied regularly, overa sustained period of time, there is a greater chance of an effectoccurring. Particularly in the case ofinfant massage, parents are encouraged to massage as often as possible(preferably every day), until their infant is at least crawling, but preferablybeyond8.

Having reviewed the EducationalSupplement, ‘Infant Skincare’, and the associated research papers, it isdifficult to draw a clear conclusion that olive oil per se is harmful to theskin and that mineral oil is beneficial. With specific reference to infant massage, sunflower, grapeseed andfractionated coconut oils are considered the most suitable8, but olive oil is recognised as a safealternative, particularly when mixed with a lighter oil, such as sunflower8. This would have the further effect ofreducing the already low levels of free fatty acids present in olive oil. In addition, as the contraindications tomassage include infectious skin conditions, open, weeping wounds and rashes(i.e. if the skin is damaged in any way), such application should not occur andthe safeguarding of the infants’ (skin) health would be assured.

[1]Introduction by Fergie, G. (2010) InfantSkincare: Common Myths about Baby Skincare. Community Practitioner - EducationalSupplement. 2: 4-5

[2]Introduction by Fergie, G. (2010) InfantSkincare: Implications for Practice. Community Practitioner - EducationalSupplement. 2: 10

[3]Mélot, M., Pudney, P.D.A., Williamson, AM. &Caspers, P.J. (2009) Studying theeffectiveness of penetration enhancers to deliver retinol through the stratumcorneum by in vivo confocal Raman spectroscopy. Journal of Controlled Release. 138: 32-39

[4]Naik, A., Pechtold, L., Potts, R.O. & Guy, R.H.(1995) Mechanism of oleic acid-inducedskin penetration enhancement in vivo in humans. Journal of Controlled Release. 37: 299-306

[5]Jiang, S.J. & Zhou, X.J. (2003) Examination of the Mechanism of OleicAcid-Induced Percutaneous Penetration Enhancement: an Ultrastructural Study.Biol. Pharm. Bull. 26(1): 66-68

[6]Larrucea, E., Arellano, A., Santoyo, S. & Ygartua,P. (2001) Combined effect of oleic acidand propylene glycol on the percutaneous penetration of tenoxicam and itsretention in the skin. European Journal of Pharmaceutics and Biopharmaceutics.52: 113-119

[7]Darmstadt, G.L., Mao-Qiang, M., Chi, E., Saha, S.K., Ziboh, V.A., Black, R.E.,Santosham, M. & Elias, P.M. (2002) Impactof topical Oils on the Skin Barrier: Possible Implications for Neonatal Healthin Developing Countries. ActaPaediatr. 91: 546-554

8 Carpenter, P. & Epple, A. (2009) InfantMassage: The Definitive Guide to Teaching Parents. Ditto International Ltd.

9www.sunflowerguide.com

10 www.oliveoilsource.com

11Kiechl-Kohlendorferet al. (2008) The effect of daily treatment with an oliveoil/lanolin emollient on skin integrity in preterm infants: a randomizedcontrolled trial. Pediatr Dermatol. 25(2): 174-8

12 Henley, D.V. & Karach (2007) PrepubertalGynecomastia Linked to Lavender and Tea Tree Oils. The New England Journalof Medicine. 356: 479-485

Chemical structures:

For clear information about the chemical structures ofoleic acid see:

· http://www.scientificpsychic.com/fitness/fattyacids1.html

· http://www.oliveoilsource.com/page/chemical-characteristics

Henley’s Essential Oil Research Analysing The Arguments Against The Research Findings

2011-10-13T07:59:00.000-07:00

Connections, Autumn 2007

The Henley and Karach research that indicates that lavender and tea tree oils cause an imbalance in oestrogen and androgen pathway signalling, has certainly awoken the world of aromatherapy. A loud and
immediate ‘call to arms’ resulted in a huge number of retorts and criticisms being levelled at the study.
I decided to trawl the internet after receiving one or two emails about my article on the matter, printed in the
last Connections newsletter. Wow! I was amazed at the amount of criticism of the study that I found and
had to at once consider that I might have been hasty in my decision to take this study on face value. However, I worked my way through several of the articles and blogs that I found and soon felt assured that my decision to err on the side of caution with regard to essential oils should, and will, remain firm.

The majority of the criticism was directed at the case studies of the three boys who developed gynaecomastia. These opposing arguments I found were generally based around one of the following:The other components of these products that contained the oil/s were not considered – how do they know that it was particularly the essential oil that caused the gynaecomastia? 􀂾 How could they possibly know it was the essential oil/s – the boys could have ingested or absorbed soy or parabens, or one of the many other products that have proved to be endocrine disruptors? How can three cases be representative of the
wider population? As the case studies were all from the same area, shouldn’t consideration be given to
environmental factors?

Yes, soy and parabens etc are endocrine disruptors and potentially could have been ingested or absorbed by the three boys with gynaecomastia (though apparently Bloch interviewed the boys and their parents carefully
and these products were ruled out). Yes, there were only three case studies mentioned and all from the
same area in the USA. But, these arguments all miss the point; Henley and Karach’s research was not about
the three case studies per say. Bloch, the boys’ paediatric endocrinologist, passed the information on to
Henley and Karach at the National Institute of Environmental Health Sciences in Research (USA), who
both felt it worthy of investigation. The boys’ medical condition simply set off an alarm bell that acted as a
springboard activating the research itself – which ultimately took place in a laboratory. The laboratory experiments that followed, indicated that when exposed to lavender and/or tea tree, human breast cells turned on oestrogen-regulated genes and inhibited an androgen-regulated gene. Once tested they clearly fell into the same bracket as soy, parabens, etc – i.e. they have the same potential as endocrine disruptors.

I am not an aromatherapist and would not try to dictate to someone who is that they should not be using
essential oils as a therapy. But the majority of the GICM members, in our capacity as infant massage teachers are not offering therapy. We are trying to encourage parents to massage their baby and growing child, if not daily, at least three or four times a week. The use of an essential oil as a treatment for a particular condition, such as relief for the itching that accompanies chicken pox is one thing, but for parents to regularly, over a sustained period of time, use a massage medium containing essential oils is another. Yes, it is a parent’s prerogative to use whatever massage medium they see fit to use; and I would never ‘tell’ them not to. However, where oils are concerned, we have the opportunity to advise and suggest without being dictatorial; and I will continue to let parents know what I now know, so they can at least make an informed decision about this.

Music, Movement and Rhyme: The Essentials for the Developing Child

2011-10-13T07:58:00.000-07:00

Today's TherapistSept/Oct 2007

There are many benefits to be gained fromsinging rhymes with babies and children whilst encouraging them to do simple exercisesin time to the rhythm of the songs. Notonly can singing and movement enhance a child’s overall development, it can befun and enhances communication between parents and their baby because it givesthem the opportunity to watch and learn about their growing child. As communication, understanding and respectare enhanced, so too is the parent-child bond.

A BABY’S NEED FOR MOVEMENT

Primitive Reflexes

At birth a baby’s motor development is immature, soinitially they rely on a set of basic primitive reflexes to assist them in theearly stages of their life. Primitive reflexes require no frontal brain (thoughtprocess) activity; as they are activated from the brainstem, which creates a specific,automatic response. These reflexes areessential for helping a baby through the birth, as well as for survival in thefirst few weeks of life and are progressively integrated into movements thathelp them through some early developmental stages (Goddard-Blythe, 2005). For example, the Tonic Labyrinthine Reflexsupports the early stages of head control, balance and postural stability; theAsymmetrical Tonic Neck reflex assists early reaching movements; and theBabinski Reflex helps with commando crawling.

Postural Reflexes

As a baby’s motor development improves, the primitivereflexes gradually become inhibited and are replaced by postural reflexes;which help them to balance and coordinate their body (Goddard-Blythe,2005). These reflexes will remain withthe child for life. Theability to balance is largely due to the vestibular system, which is situatedin the inner ear. Movement stimulatesthe vestibular system and in the early months of life this greatly contributesto the necessary development of motor skills (Goddard-Blythe, 2005).

Themore a baby has the opportunity to move, the more they will develop musclestrength and tone, which is also important to help a child balance andcoordinate properly (Goddard-Blythe, 2005), so that they can eventually standand walk and manage the world around them. The more a baby has the opportunity to move freely andto experience the world from many different dimensions (such as moving round incircles, up and down, from side to side as well as backwards and forwards),greater is their ability to take control of their movements; and thedevelopment of postural reflexes will be enhanced.

If a child does not pass through each of thedevelopmental milestones (sitting, rolling over, commando crawling, crawling onall fours, standing, walking) the postural reflexes may remain under-developed(Goddard-Blythe, 2005). This could bedetrimental to the developing child, who may struggle to socialise or buildrelationships; and they may have emotional issues and learning difficultieslater in life (Goddard-Blythe, 2005).

The cross-lateral movements used at the crawling stagesare not only vital to help inhibit primitive reflexes and develop posturalones: they will also help general brain development,particularly in relation to the child’s ability to read when they reach schoolage (Marshall,1999). This is because this type ofmovement supports the development of the corpus callosum, which connects thetwo hemispheres of the brain – thus encouraging greater cooperation betweenboth sides of the brain (Hannaford, 1995).

THE NEED FOR MUSIC, SINGING AND RHYME

In light of the fact that music forms part of thestructure of a society; and nursery rhymes form part of a culture’s linguisticcustoms and traditions, it is not surprising to find that music is consideredto be crucial for a child’s social development (Cross, 2005).

Communicating From Birth

From birth, a baby is capable of communicating andactually becoming involved in a dialogue that involves turn-taking; much as aconversation between adults does. Inparticular, a baby enjoys ‘chatting’ with their mother, whose voice is familiarto them because they became used to (and biased towards) their voice whilst inthe womb (Welsh, 2005); and because it is the right pitch and melody to keepthe baby interested in a ‘conversation’ (Trevarthen & Malloch, 2002; Welsh,2005). It is important that a baby isable to see and hear the person singing or speaking to them, which tends toprompt them to become more attentive and calm (Welsh, 2005). This ultimately enhances the infant-parentinteraction (Sawyer, 2005), because whilst taking time to ‘chat’ or sing, parent’swill have the opportunity to increase their understanding of their baby’s cues;and the baby will be able to learn from the experience as they start to interprettheir parents’ emotions and behaviour towards them.

DysfunctionalInteraction?

However, issues arise for mothers with postnatalillness, as they tend to have quieter, lower pitched voices and are lessinclined to observe and follow the turn-taking ‘rules’ of a conversation. Generally the pause between the mother’sspeech and the baby’s is longer than the baby is attuned to and prefers (Welsh,2005).

Singing nursery rhymes may potentially help overcomethis situation, as the majority of rhymes need to be sung in a higher pitchthan normal, as well as at a specific (usually upbeat) speed and tempo.

Some parents do not have depression, but still feeluncomfortable ‘chatting’ to their baby. This is unfortunate, as it affects the child’s potential; in particularlanguage development and social ability. Encouraging parents to sing to their baby overcomes their need to thinkabout what to ‘say’ to them.

Linking Music And Speech

Both music and language are considered to be ‘communicative mediums’ (Cross, 2005). Generally,communication between a parent and baby is musical or ‘proto-musical’ (Cross,2005) by nature because it includes pitch contours, rhythmical timing, turn-takingand links sound and movement. There ismore than a notable connection between music and speech (Sawyer, 2005),particularly as the strong timing and rhythmic elements of music impact on thespeech centres in the brain (Thaut, 2005). Babies have the ability to imitate simple rhythms long before theydevelop speech (Goddard-Blythe, 2005). Ababy’s babbling has pitch,tone and rhythm - all of which are key elements of music and are deeply entwinedwith early language development (Cross, 2005).

Singing AndSpeech

Adults generally tend to distinguish between ‘speech’and ‘singing’, but babies and young children tend not to make this distinction(Welsh, 2005). When‘chatting’, babies will imitate the tone and tempo of adult speech, long beforethey can talk. The sound of this‘chatting’ is usually melodious, as if they are singing or humming a song (Goddard-Blythe,2005). From a developmental point ofview, this is the fledging stages of a child’s vocabulary bank forming (Welsh,2005).

In response to a baby’s need to sing when ‘chatting’,it is common for parents to reply accordingly, using, what is known as, infant-directedspeech (‘motherese’ or ‘parentese’). Infant-directed speech is, in fact, very similar to the singing oflullabies and nursery rhymes; because the acoustic features tend to be simple,repetitive, higher pitched than usual speech and expressive (Welsh, 2005).

Music, Singing And Child Development

Music and singing can be very positive for a youngchild’s overall development. It canaffect the overall functioning of the nervous, endocrine and immune systems (Thurman& Welsh, 2000). Music, inparticular, also contributes to brain development, as it is a powerful tool forsupporting learning and develops left-hemisphere abilities, and the developmentof the inner ear and links motor skills, sounds and visual images that are essentialfor reading and writing skills (Goddard-Blythe, 2005). Also, the critical aspects of timing andsequencing within music and rhyme may positively affect a child’s attention andtheir ability to make decisions (Thaut, 2005); and can enhance short-termmemory because of the repetitive nature of singing (Goddard-Blythe, 2005).

RHYTHM – A COMBINATION OF MUSIC AND MOVEMENT

Although it is possible to experiencemusic in isolation and movement without music, often one enhances the other. Imagine how difficult it would be to stayperfectly still whilst a favourite piece of music or song was playing? Or, how much easier an aerobics class is whenthere is music and song to assist the timing of the exercises. This is because music and singing impact onthe sensory systems in the brain that control the timing, sequencing andco-ordination of movement (Thaut, 2005). Furthermore, sounds have the capacity to stimulate the spinal motorneurons at the brainstem and spinal cord level. This promotes a state of readiness for the execution of movement (Thaut,2005).

The repetitive element of singing rhymesis enhanced when accompanied by rhythmical exercises, which can help a childretain their flexibility, gain strength and improve muscle tone; as well aspotentially enhancing the development of co-ordination and balance. Joining a class toenjoy the benefits of rhyme and exercise gives the opportunity for parents tosing in a group, which can reduce stress hormones andmuscle tension and help the heart rate normalise. Also, combiningrhymes and exercise for children gives the parent and child time together to justhave some ‘fun’!

Pauline Carpenter is the Chair for the Guild of Infantand Child Massage www.gicm.org.uk and aDirector of Touch-Learn Ltd. www.touchlearn.co.uk , a trainingcompany offering infant massage and Rhythm Kids™ music and movement teachertraining courses. Pauline has alsoco-authored ‘Teach Yourself Baby Massage And Yoga’ and ‘Rhythm Kids: Fun TimeExercises for Babies’.

References

Cross, I. (2005) Music And Meaning, Ambiguity And Evolution In Miell, D. MacDonald, R. & Hargreaves,D.J. Musical Communication Oxford University Press Oxford

Goddard-Blythe, S. (2005) TheWell Balanced Child HawthornPress Stroud

Hannaford, C. (1995) Smart Moves: Why Not All Learning Is In Your Head Great Ocean Publishers US

Marshall,C. (1999) Reading and Writing and…….. PMEA News, cited on www.menc.org/networks/genmus/litarticles.html

Sawyer, R.K. (2005) Music And Conversation In Miell, D. MacDonald, R. & Hargreaves, D.J. Musical Communication Oxford University Press Oxford

Thaut, M.H.(2005) Rhythm, Human Temporality, And Brain Function In Miell, D. MacDonald, R. & Hargreaves,D.J. Musical Communication Oxford University Press Oxford

Trevarthen, C. &Malloch, S. (2002) Musicality And Music Before Three: HumanVitality And Invention Shared With Pride Zero to Three Vol. 23 No. 1

Welsh, G.F.(2005) Singing As Communication InMiell, D. MacDonald, R. & Hargreaves, D.J. Musical Communication Oxford University Press Oxford

Teenage Pregnancy – A Cry for Positive Touch?

2011-10-12T13:38:00.000-07:00

I heard a debate onthe radio about who should be giving children ‘sexeducation’. Should it be theparents? Should it be the schools? A midwife rang the radio and gave her opinion,saying that she is now encountering many pregnant twelve and thirteen year oldsand, she argued that whoever’s responsibility it was, it must be implemented ata very young age.

I believe that thekey issue has been missed. Surely, themain question should be ‘Why do young teenagers and pre-teenagers feel sodriven to experience sexual intercourse at such a young age’? I would argue that the fundamental problem isnot a lack of education alone. I would suggestthat as an essentially non-touch society we are encouraging children toconsider sexual experiences at a very young age, not because they want sex, butbecause they need positive touch.

Montagu (1986) discusses‘the skin and sex’ and cites the research of Blinder (1966), Hollander(1961,1969, 1970), Lowen ((1969),Malmquist (1966) and Moll (1967) who all found that the women they studied usedsex as a method for receiving positive touch. Hollander, Luborsky and Scaramella (1969) found that over half of thewomen in his study enticed men to have sex with them simply in order to beheld. Malmquist, Kiresuk and Spano(1966) also found that women in his study ‘were consciously aware thatsexual activity for them was a price to be paid for being cuddled’ (cited inMontagu, 1986. Page 165). Montagu(1986) argues that this was due to their need to be cuddled and held duringtheir early childhood, which was in fact not satisfied during this period oftheir lives. Lowen (1969), supports thisview, as he found that ‘women who suffered a lack of tactile stimulation ininfancy, in later life engaged in sexual activities in a desperate attempt togain some contact with their own bodies.’ (Montagu, 1986. Page 167).

The research isfairly old, but this does not mean the findings are any less pertinent tomodern society. In fact there areperhaps more significant. In the last 30 years there has been an increase inproducts on the market that prevent babies from having contact with theircarers. As the baby develops and becomesmore mobile, the actual need to physically hand the infant lessens; and by thetime a child is walking independently, positive touch may have become a dim anddistant memory, only to be rekindled by the first flush of lustful passion inadolescence. From this, the achingdesire to be held(Montagu, 1986), may lead to a child agreeing to sex when allthey really want is a cuddle.

I found myself thismorning, saying to the radio, addressing the broadcasters and the midwifespeaking (even if they could not hear me), that infant massage and peer to peermassage is the way forward. Byencouraging parents to massage their babies, and by encouraging peer massage inthe classroom this would hopefully alleviate the need for children to engage inpremature sexual experiences in an attempt to feed their need for touch.

Surely, if thegovernment are considering extra funds to manage a early ‘sex education’programme in Primary schools, in an attempt to reduce the number of youngpregnancies, there is a strong argument for funding to be available for infantmassage in the community and the facilitation of massage in education. If implemented throughout the UK, I am surewe may see a reduction in the level of these statistics, so that the trend ismore in line with other European countries (if not better).

Reference

Hollander, MH.Luborsky, L. and Scaramella, TJ. (1969) ‘Body Contact and Sexual Excitement’Archives of General Psychiatry Vol. 20 pp 188-91 – cited in Montagu (1986)

Malmquist, CP.Kiresuk, TJ. Spano, RM (1966) ‘Personality Characteristic of Women withRepeated Illegitmate Pregnancies: Descriptive Aspects’ AmericanJournal of Orthopsychiatry Vol 36 pp 476 – 84 – cited in Montagu (1986)

Montagu, A. (1986) Touching– The Human Significance of the SkinColumbia University Press. New York

Role-modelling - Using a Realistic Demonstration Doll

2011-10-12T13:19:00.000-07:00

The demonstration doll is potentially a useful and influential tool when teaching infant massage; and can help the parents’ feel that what they experience and learn during a class is positive and memorable. As the demonstration doll is the Infant Massage Teacher’s ‘baby’, it is important that the doll is handled and treated realistically at all times during each teaching session.

The use of a realistic doll allows the Infant Massage Teacher to engage successfully with parents when:

Demonstrating how to implement the strokes correctly
Demonstrating safe practice
Encouraging parents to observe and respond to their baby’s cues in a non-judgemental manner

To enhance teaching and to role-model effectively, it is important to:

Use your doll to support your teaching at all times
Give your doll a realistic name
Handle your doll as you would a baby – during the whole of the teaching session
Endeavour to keep your doll clean (plastic parts can normally be cleaned with baby wipes, or a little soap and water; soft bodied parts need to be protected to prevent soiling)
Dress your doll in seasonal baby clothes
Wash the clothes regularly, so that they do not appear soiled and unkempt
Dress and undress you doll as you would a baby (keeping pace with the parents in your class, so that they do not feel rushed; and re-dress the doll at the end of the massage)
Always use your doll to highlight important points

Music for Dreaming - So effective it is in someone's will!

2010-08-19T05:31:00.000-07:00

From time to time I bump into Mums I have taught massage, or yoga or rhythm kids to years after they attended the classes. It is always lovely to have a chat and to hear that they have fond memories of the classes and of the special time they were then able to share with their baby at home long after the course finished. I always play the Music for Dreaming CD in my classes as it is so relaxing and makes everyone feel at ease when they arrive. It is so wonderful that many parents buy this afterwards because they like it so much.

Yesterday my husband bumped into a colleague of his, who I had taught rhythm kids to about 4 years ago. She told him that she had written a will recently and had indicated that the Music for Dreaming CD was to be played during the service! This is because the sound of it always reminded her of the special time she had with her little girl when she was a baby - it is so very special to her. I was initially so surprised that she had given so much attention to detail, but then I thought, actually, I know what she means. It is such a lovely piece of music, with researched based evidence to support how beneficial it is and can promote such wonderful memories if played during such a significant time of a person's life.

Information about the CD is available at http://www.musicfordreaming.com/about.html. But if interested in buying one to see for yourself, visit www.touchneeds.com who supply the CD in the UK.

Music, movement and rhyme. What fun!

2010-07-22T11:43:00.000-07:00

Looking at what type of classes would be/are popular in my area (i.e. baby massage, baby yoga or Rhythm Kids), there was a distinct interest in the Rhythm Kids, music and movement classes over the other two (though, to be fair, there is a great deal of interest in them as well!). The interest in Rhythm Kids is not surprising as not only can music enhance social development, but may actually have a positive physiological impact. For example, playing music to premature babies (31 weeks gestation and beyond) has a positive effect on their heart rate and oxygen saturation levels.

From birth, a baby is capable of communicating and can actually chat with their mother, whose voice is the right pitch and melody to keep the baby’s interest in their ‘conversation’. Their interest in Mum's voice is also due to the baby's familiarity of it, as it would have been heard daily whilst they were in the womb, from about the third trimester of the pregnancy.

It doesn't help just to pop on a story-time or nursery rhyme CD and leave a baby to it, because a baby needs to see the ‘singer’/’speaker’ as well as hear them. When they can see and hear them, they become more attentive and generally find the experience calming.

The synchonicity required for this early communication between parent and baby can be likened to musicians playing together who need to be closely attuned i.e. watching, being aware of and responding to each other, in order to perform in a synchronised manner. From the parent’s point of view, this will greatly enhance their understanding of their baby’s cues; and for the baby, they begin to learn from the experience and interpret their parents’ emotions and behaviour towards them. This also occurs when a parent sings as they massage their baby, but Rhythm Kids means there are lots more songs to sing, so lots and lots of fun to be had!!

The Guild of Infant and Child Massage 2011 Conference

2010-07-20T13:26:00.000-07:00

The organising of the GICM 2011 conference is well under way now. It looks as it will be a good one again, with the potential of some excellent speakers, who are almost 'in the bag' (as it were). One of my colleagues seems to have the magic touch when it comes to securing speakers for the annual conference and has been working hard again!

So, I can't tell you just yet, but keep an eye on the GICM website - it won't be long before the full programme will be promoted on it and, when it is, I would book your place quickly!

Actually, I do hope to have a brief slot at the conference as well - so that I can share the results of the infant massage pilot study I undertook. The classes are almost at an end, so the second round of questionnaires will soon be completed by both the intervention and the control groups. Then I have to analyse the findings to see if my hypothesis was in anyway true. I do hope so....

Before I present the findings at the conference, I will probably write a preliminary report, which will be available on the Touch-Learn website. If you are interested, keep an eye on the website and, of course, on my blogs. I can assure you that, when completed, I will be blogging about the research for as long as there is something worth blogging about!

Rolemodelling with a realistic demonstration doll

2010-07-19T14:10:00.000-07:00

More and more recently, I come across infant massage teachers using inadequate demonstration dolls to teach parents. It is a pity, because when teaching parents how to massage their babies, the demonstration doll is necessarily the most useful and influential tool used in the class. It can help the parents’ feel that what they experience and learn during a class is positive and memorable. As the demonstration doll is the Infant Massage Teacher’s ‘baby’, it is important that the doll is handled and treated realistically at all times during each teaching session. The use of a realistic doll allows the Infant Massage Teacher to engage successfully with parents when:
• Demonstrating the strokes correctly
• Demonstrating safe massage
• Encouraging parents to consider what their baby is saying to them

To enhance teaching and to role-model effectively, it is important to:
• Use your doll to support your teaching at all times
• Give your doll a realistic name
• Handle your doll as you would a baby – during the whole of the teaching session
• Endeavour to keep your doll clean (plastic parts can normally be cleaned with baby wipes, or a little soap and water; soft bodied parts need to be protected to prevent soiling)
• Dress your doll in seasonal baby clothes
• Wash the clothes regularly, so that they do not appear soiled and unkempt
• Dress and undress you doll as you would a baby (keeping pace with the parents)
• Always use your doll to highlight important points

What is most important is that your demonstration doll is fit for purpose. The Touch-Needs dolls are brilliant and have been designed for infant massage teachers, baby yoga teachers, music and movement teachers and there is even one type for midwives and breastfeeding counsellors.

Checking standards and integrity when choosing a training

2010-07-12T13:14:00.000-07:00

I am so often asked (via email from the GICM's web enquiries option), what prospective infant massage teachers/baby yoga teachers etc, should look for in a training programme. Well, the bottom line is - check they are accredited by the GICM!

There are so many trainings on the market now that if they are truly worth undertaking, they will have taken steps to get the GICM kite mark. It is not expensive for any training provider to gain accredition, but they do have to have a course that meets the standards set by the Guild - easy for those who are offering professional programmes with all the essentials in place.

Don't be fooled by a lovely website, good marketing talk/text, or well placed kite marks, that when you look more closely you see that the course does not hold them, but the individual does. This simply shows that the person selling the course has attained relevant qualifications at grass-roots level, but does not mean that they have the experience and ability to develop a programme, or teach it (a minimum of the PTLLS is really a necessity and without it, insurance to train is not likely to be given).

Checking with the GICM will always give peace of mind. You know you have paid for a good course that stands you in good stead when you start working with parents and babies, if it has been accredited by the Guild.

supporting all during classes - conflicts in a multicultural/involving fathers society

2010-07-08T13:57:00.000-07:00

As an infant massage trainer, I have to guide students to consider various potential and often common scenerios that occur during infant massage classes. But, after more than 13 years of teaching, I heard of a scenerio that it never would have occurred to me needed consideration. Even though I am aware that the UK is a multi-cultural society and that the role of fathers is supported, particularly though children's centres, so that they feel they have an important place in their child's life, I never gave brain space to the potential clash that would occur if an Islamic woman attending the same class as a father of twins.

The exact scenerio, I hear you asking is, what do you do if on the first week of a course a mum arrives wearing an all enveloping burqa, but feels safe to remove the face-veil, once ascertaining that only women are present. However, in week two, a mum with twins turns up, not only late (which meant the face-veil was already removed) but, unexpectedly, the latecomer's husband is in tow! What happens is the mum, now without face-veil, hastely removes herself from the class, even though only half-way through the massage sequence, never to return again....

So, how do you handle this type of situation? The particular infant massage teacher offered one-to-one sessions for the mum, so that the new information will not be lost and the learning experience continued. But, how do you get that particular parent to feel secure about joining your classes again? If we prevent dads from attending, just in case they are not welcome, we are undermining their position as caregiver to their baby. Is it necessary to only have either mum or dad sessions? But does that leave out the ones that work and can only make one or maybe two sessions. Witht the twin situation it seemed feasible, in fact beneficial for the dad to attend - but to the determent of another participant. This is without doubt a difficult scenerio to deal with.

Massage Oil - so much choice

2010-07-05T08:10:00.000-07:00

I have just had quite a chat with a parent whose baby son suffers with dry skin. She has been using the fractionated coconut oil that her infant massage teacher supplied her with, which she likes, but wanted to know more about oils that might help 'feed' the skin. In my experience, the sunflower oil, with added vit E is a really good, easy to find one (in some health shops and supermarkets, if not Touch-Needs, but even better, if you can stretch a little more, regarding the price, sunflower with added calendula is simply the best (definitely available from Touch-Needs)! Calendula is such a wonderful, healing oil, it soothes and moisturisers the skin so well. I always have a bottle handy for my classes with parents, just in case a little more than the sunflower would be useful and the parents really appreciate the thought. (Whatever oil you supply, always advise parents to do a patch test before applying to a large area of the body.)

Exciting times for the GICM!

2010-07-03T13:54:00.000-07:00

Well, I am no longer the chair of the Guild of Infant and Child Massage. Having held the post for over five years, I am happy to have had the opportunity to hand it over to Elizabeth, who has been a brilliant vice-chair; which now allows me the chance to take up the research co-ordinator's post, which I am quite excited about.

I have always felt strongly about the role the GICM plays in the world of infant massage and believe that we can make a difference to the standards of trainings and practice, but now, with a strong, committed committee (excuse the pun!), I think we will really move forward this coming year.

Well, I had better get on with trying to get to grips with the SPSS programme that I need to use to analyse the results of my infant massage pilot study (the one about the use of songs and rhymes with baby massage). I will have the opportunity to really get a feel for it, as I have an assignment for the MSc that needs to be done before the end of July. I am not good at techie bits, but needs must where the devil drives, I need to learn this if I am to progress!!

Oh well, on with the work.

2010-07-01T15:06:00.000-07:00

My passion is baby massage, because it is such a wonderfully simple activity that has so many benefits. But, when coming to decide on what to study for the Psychological Reseach Methods MSc, I knew I wanted to do something different. The physiological benefits have been evaluated, as have the benefits for babies with postnatally depressed mothers, so where could I go? What about language development? Most baby massage classes include some nursery rhymes to enliven the massage and draw a baby's attention back to mum (or dad) when the baby (and parent) are too busy listening and looking at the baby massage teacher, because she is the one talking! But I know for a fact that Touch-Learn teachers use a lot of rhymes and songs, so a parent's opportunity to really get 'chatty' with their baby is supported and encouraged.

So, why not look at whether this encouragement actually has a positive influence on parents who generally lack confidence to talk to their baby, so that it becomes more natural to chat away, or at least sing the nursery rhymes they have learnt.

Of course there is the 'should it be qualitative or quantitative research methods'??? Well, not much option to begin with - the introduction to reseach methods wants me to do a proposal for a quantative research topic. So that is were I am at the moment. Piloting the study in an area that is deemed to have a number of children starting school with limited language development (so we can surmise - at least we are surmising - that there is a distinct possibility that the language input in infancy and early childhood is limited.)

Nope, I am not evaluating children's language development after they have been on a Touch-Learn baby massage course. (A bit difficult to assess with quantative methods to hand.) Instead I am evaluating whether parents do communicate more verbally after they have attended the classes. After all, it has to go in first, before it can come out.

Well, the study commenced a couple of weeks ago, so watch this space!!!! : )