BFHI Guideline

BABY-FRIENDLY HOSPITAL INITIATIVE
Revised, Updated and Expanded

for Integrated Care
SECTION 1
BACKGROUND AND IMPLEMENTATION
2009
Original BFHI Guidelines developed 1992
WHO Library Cataloguing-in-Publication Data
Baby-friendly hospital initiative : revised, updated and expanded for integrated care. Section
1, Background and implementation.
Produced by the World Health Organization, UNICEF and Wellstart International.
1.Breast feeding. 2.Hospitals. 3.Maternal welfare. 4.Maternal health services. I.World

Health Organization. II.UNICEF. III.Wellstart International. IV.Title: Background and
implementation.
ISBN 978 92 4 159496 7 (v. 1) (NLM classification: WQ 27.1)

ISBN 978 92 4 159495 0 (set)
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Acknowledgements
The original 1992 BFHI guidelines were prepared by the staff of the United Nations Children's Fund
(UNICEF), the World Health Organization (WHO), with assistance from Wellstart International in
developing The Global Criteria. Ann Brownlee prepared sections 1, 2, 4 and 5 of this set of materials,
and Genevieve Becker prepared section 3. Both have declared no conflict of interest.
This revision of the BFHI Background and Implementation Guidelines was prepared by:
Section 1.1: Miriam Labbok, Senior Advisor, Infant and Young Child Feeding and Care, UNICEF
NYHQ
Section 1.2: Ann Brownlee, UCSD, as a consultant of BEST Services
Section 1.3: Ann Brownlee, UCSD, as a consultant of BEST Services
Section 1.4: David Clark, Legal Programme Officer, UNICEF NYHQ
NYHQ
NYHQ and Genevieve Becker, BEST Services
Acknowledgement is given to all the UNICEF and WHO Regional and Country offices, BFHI
coordinators, health professionals, and field workers, who, through their diligence and caring, have
implemented and improved the Baby-friendly Hospital Initiative through the years, and thus
contributed to the content of these revised guidelines.
The extensive comments provided by Genevieve Becker and Ann Brownlee of BEST Services; Rufaro
Madzima, MOH Zimbabwe; Mwate Chintu, LINKAGES Project; Miriam Labbok, Center for Infant and
Young Child Feeding and Care, School of Public Health, University of North Carolina; Moazzem
Hossain, UNICEF; and Randa Jarudi Saadeh, WHO were of particular value.
Review and additional inputs were provided by: Azza Abul-Fadl Egypt; Carmen Casanovas, Bolivia
and WHO; Elizabeth Hormann, Germany; Elizabeth (Betty) Zisovska, Macedonia; Ngozi Niepuome,
Nigeria; and Sangeeta Saxena, India.
Acknowledgements for all those who assisted with reviewing the Global Criteria and other components
of the BFHI package that relate to self-appraisal and assessment are listed in Sections 4 and 5 of the
set of materials.
Special thanks to the many government and NGO staff, members of National Authorities, and BFHI
national co-coordinators around the world who responded to the user needs survey and gave further
input concerning revisions to the assessment tools and generously shared various BFHI self-appraisal
and assessment tools developed at country level.
These multi-country and multi-organizational contributions were invaluable in helping to fashion a set
of tools and guidelines designed to address the current needs of countries and their mothers and
babies, facing a wide range of challenges in many differing situations.
UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Preface for the 2009 BFHI materials:
Revised, Updated and Expanded for Integrated Care
Since the Baby-friendly Hospital Initiative (BFHI) was launched by UNICEF and WHO in
1991-1992, the Initiative has grown, with more than 20,000 hospitals having been designated
in 156 countries around the world over the last 15 years. During this time, a number of
regional meetings offered guidance and provided opportunities for networking and feedback
from dedicated country professionals involved in implementing BFHI. Two of the most recent
were held in Spain, for the European region, and Botswana, for the Eastern and Southern
African region. Both meetings offered recommendations for updating the Global Criteria,
related assessment tools, as well as the “18-hour course”, in light of experience with BFHI
since the Initiative began, the guidance provided by the new Global Strategy for Infant and
Young Child Feeding, and the challenges posed by the HIV pandemic. The importance of
addressing “mother-friendly care” within the Initiative was raised by a number of groups as well.
As a result of the interest and strong request for updating the BFHI package, UNICEF, in
close coordination with WHO, undertook the revision of the materials in 2004-2005, with
various people assisting in the process (Genevieve Becker, Ann Brownlee, Miriam Labbok,
David Clark, and Randa Saadeh). The process included an extensive “user survey” with
colleagues from many countries responding. Once the revised course and tools were drafted
they were reviewed by experts worldwide and then field-tested in industrialized and
developing country settings. The full first draft of the materials was posted on the UNICEF
and WHO websites as the “Preliminary Version for Country Implementation” in 2006. After
more than a year’s trial, presentations in a series of regional multi-country workshops, and
feedback from dedicated users, UNICEF and WHO1 met with the co-authors above2 and
resolved the final technical issues that had been raised. The final version was completed in
late 2007. It is expected to update these materials no later than 2018.
The revised BFHI package includes:
Section 1: Background and Implementation, which provides guidance on the revised

processes and expansion options at the country, health facility, and community level,
recognizing that the Initiative has expanded and must be mainstreamed to some extent for
sustainability, and includes:
1.1 Country Level Implementation
1.2 Hospital Level Implementation
1.3 The Global Criteria for BFHI
1.4 Compliance with the International Code of Marketing of Breast-milk Substitutes
1.5 Baby-friendly Expansion and Integration Options
1.6 Resources, references and websites
Section 2: Strengthening and sustaining the Baby-friendly Hospital Initiative: A course for
decision-makers was adapted from the WHO course "Promoting breast-feeding in health facilities: A
short course for administrators and policy-makers". This can be used to orient hospital decisions-
makers (directors, administrators, key managers, etc.) and policy-makers to the Initiative and the
1
Moazzem Hossain, UNICEF NY, played a key role in organizing the multi-country workshops, launching the use of the
revised materials. He, Randa Saadeh and Carmen Casanovas of WHO worked together with the co-authors to resolve the
final technical issues.
2
Miriam Labbok is currently Professor and Director, Center for Infant and Young Child Feeding and Care, Department. of
Maternal and Child, University of North Carolina School of Public Health.

positive impacts it can have and to gain their commitment to promoting and sustaining "Baby-
friendly". There is a Course Guide and eight Session Plans with handouts and PowerPoint slides. Two
alternative session plans and materials for use in settings with high HIV prevalence have been
included.
Section 3: Breastfeeding Promotion and Support in a Baby-friendly Hospital, a 20-hour
course for maternity staff, which can be used by facilities to strengthen the knowledge and
skills of their staff towards successful implementation of the Ten Steps to Successful
Breastfeeding. This section includes:
3.1 Guidelines for Course Facilitators including a Course Planning Checklist
3.2 Outlines of Course Sessions
3.3 PowerPoint slides for the Course
Section 4: Hospital Self-Appraisal and Monitoring, which provides tools that can be used by
managers and staff initially, to help determine whether their facilities are ready to apply for
external assessment, and, once their facilities are designated Baby-friendly, to monitor
continued adherence to the Ten Steps. This section includes:
4.1 Hospital Self-Appraisal Tool
4.2 Guidelines and Tools for Monitoring
Section 5: External Assessment and Reassessment, which provides guidelines and tools for
external assessors to use both initially, to assess whether hospitals meet the Global Criteria
and thus fully comply with the Ten Steps, and then to reassess, on a regular basis, whether
they continue to maintain the required standards. This section includes:
5.1 Guide for Assessors, including PowerPoint slides for assessor training
5.2 Hospital External Assessment Tool
5.3 Guidelines and Tool for External Reassessment
5.4 The BFHI Assessment Computer Tool
Sections 1 through 4 are available on the UNICEF website at

http://www.unicef.org/nutrition/index_24850.html or by searching the UNICEF website at
http://www.unicef.org/ and, on the WHO website at
http://www.who.int/nutrition/publications/infantfeeding/9789241594950/en/index.html or by
searching the WHO website at www.who.int/nutrition.
Section 5: External Assessment and Reassessment, is not available for general distribution. It
is only provided to the national authorities for BFHI who provide it to the assessors who are
conducting the BFHI assessments and reassessments. A computer tool for tallying, scoring
and presenting the results is also available for national authorities and assessors. Section 5
can be obtained, on request, from the country or regional offices or headquarters of UNICEF
Nutrition Section and WHO, Department of Nutrition for Health and Development.

SECTION 1
Page
1.1 Country Level Implementation and Sustainability 1
Background rationale for revisions 1
Getting started 3
Five Steps in Implementing BFHI at the country level 4
National Criteria for Baby-friendly Community Designation 12
Annex 1: Five steps in implementing BFHI at the country level 13
Annex 2: Suggested questions for a rapid baseline country assessment 14
Annex 3: Excerpts from recent WHO, UNICEF, or other global publications
or releases 17
Annex 4: The contribution of breastfeeding and complementary feeding
to achieving the Millennium Development Goals 20
1.2 Hospital Level Implementation 23

Breastfeeding rates 23
Supplies of Breast-milk Substitutes 23
Support for non-breastfeeding mothers 24
Mother-friendly care 24
HIV and infant feeding 24
The Baby-friendly Hospital designation process 27
Annex 1: Applying the Ten Steps in facilities with high HIV prevalence 29
1.3 The Global Criteria for the BFHI 31

Criteria for the 10 Steps and other components 31
Annex 1: Acceptable medical reasons for use of breast-milk substitutes 43
1.4 Compliance with the International Code of Marketing of

Breast-milk Substitutes 49
1.5 Baby-friendly Expansion and Integration Possibilities 53

Baby-friendly communities: recreating Step Ten 53
BFHI and Prevention of Mother-to-Child Transmission of HIV/AIDS 57
Mother-baby friendly facilities 57
Baby-friendly neonatal intensive care and paediatric units 59
Baby-friendly physician’s office 60
Baby-friendly complementary feeding 61
Mother-baby friendly health care – everywhere 64
1.6 Resources, References and Websites

Section 1.1: Country Level Implementation 1
SECTION 1.1
COUNTRY LEVEL IMPLEMENTATION
Background Rationale for Revisions

When the Baby-friendly Hospital Initiative was conceived in the early 1990s in
response to the 1990 Innocenti Declaration on the Protection, Promotion and Support of
Breastfeeding call for action, there were very few countries that had dedicated
Authorities or Committees to oversee and regulate infant feeding standards. Today, after
nearly 15 years of work in support of optimal infant and young child feeding, 156
countries have, at one time or another, assessed hospitals and designated at least one
facility “Baby-friendly.” The BFHI has measurable and proven impact,3 however, it is
clear that only a comprehensive, multi-sector, multi-level effort to protect, promote and
support optimal infant and young child feeding, including legislative protection, social
promotion and health worker and health system support via BFHI and additional
approaches, can hope to achieve and sustain the behaviours and practices necessary to
enable every mother and family to give every child the best start in life.
The 2002 WHO/UNICEF Global Strategy for Infant and Young Child Feeding
(GSIYCF) calls for renewed support - with urgency - for exclusive breastfeeding from
birth for 6 months, and continued breastfeeding with timely and appropriate
complementary feeding for two years or longer. This Strategy and the associated
“Planning Framework for Implementation” being prepared by WHO and UNICEF
reconfirm the importance of the Innocenti Declaration goals, while adding attention to
support for complementary feeding, maternal nutrition, and community action.
The nine operational areas of the Global Strategy are:
1. Appoint a national breastfeeding co-ordinator, and establish a breastfeeding
committee.
2. Ensure that every maternity facility practices the Ten Steps to Successful
Breastfeeding.
3. Take action to give effect to the International Code of Marketing of Breast-milk
Substitutes and subsequent relevant resolutions of the World Health Assembly.
4. Enact imaginative legislation protecting the breastfeeding rights of working
women.
5. Develop, implement, monitor and evaluate a comprehensive policy covering all
aspects of infant and young child feeding.
6. Ensure that the health care system and other relevant sectors protect, promote
and support exclusive breastfeeding for six months and continued breastfeeding
for up to two years of age or beyond, while providing women with the support
that they require to achieve this goal, in the family, community and workplace.
7. Promote timely, adequate, safe and appropriate complementary feeding with
continued breastfeeding.
8. Provide guidance on feeding of infants and young children in exceptionally
difficult circumstances, which include emergencies and parental HIV infection.
3
Kramer MS, Chalmers B, Hodnett ED, et al: PROBIT Study Group (Promotion of Breastfeeding Intervention Trial)
Promotion of Breastfeeding Intervention Trial (PROBIT): a randomized trial in the Republic of Belarus. JAMA.
2001;285:413-420, and Merten S, Dratva J, Ackermann-Liebrich U. Do baby-friendly hospitals influence
breastfeeding duration on a national level? Pediatrics. 2005;116(5):e702-e708.

2 Section 1.1: Country Level Implementation
9. Consider what new legislation or other suitable measures may be required to give
effect to the principles and aim of the International Code of Marketing of Breast-
milk Substitutes and to subsequent relevant World Health Assembly resolutions.
This implementation plan encourages all countries to revitalize action programmes
according to the Global Strategy, including the Baby-friendly Hospital Initiative (BFHI).
The original BFHI addresses targets 1 and 2 and 8, above, and this version adds some
clarity to 1, 2, 6, 7 and 8.
In 2003, nine UN agencies joined in the development and launching of “HIV and Infant
Feeding - Framework for Priority Action”. This document recommends key actions to
governments related to infant and young child feeding, and covers the special
circumstances associated with HIV/AIDS. The aim of these actions is to create and
sustain an environment that encourages appropriate feeding practices for all infants
while scaling-up interventions to reduce HIV transmission.
The five recommended actions include the need for ensuring support for optimal infant and
young child feeding for all, including the need for BFHI, as requisites to successful
counselling of the HIV-positive mother:
1. Develop or revise (as appropriate) a comprehensive national infant and young
child feeding policy that includes HIV and infant feeding.
2. Implement and enforce the International Code of Marketing of Breast-milk
Substitutes and subsequent relevant World Health Assembly Resolutions.
3. Intensify efforts to protect, promote and support appropriate infant and young
child feeding practices in general, while recognizing HIV as one of a number of
exceptionally difficult circumstances.
This action specifically includes a call for revitalization and scale-up of coverage
of the Baby-friendly Hospital Initiative and to extend it beyond hospitals,
including through the establishment of breastfeeding support groups. It also
encourages making provision for expansion of activities to prevent HIV
transmission to infants and young children hand-in-hand with promotion of BFHI
principles. HIV/Infant Feeding counselling training recommendations from
WHO/UNICEF note that BFHI or other breastfeeding support training should
precede training on infant feeding counselling for the HIV-positive mother.
4. Provide adequate support to HIV-positive women to enable them to select the best
feeding option for themselves and their babies, to successfully carry out their
infant feeding decisions.
5. Support research on HIV and infant feeding, including operations research,
learning, monitoring and evaluation at all levels, and disseminate findings.
In 2005, the fifteenth anniversary of the Innocenti Declaration, an assessment of

progress and challenges was carried out, culminating in a second Innocenti Declaration
2005 on Infant and Young Child Feeding, highlighting the importance of early initiation
of breastfeeding, suggesting ways to strengthen action on breastfeeding and outlining
urgent activities for the nine operational areas of the Global Strategy.
BFHI Section 1, Background and Implementation, presents a methodology for

encouraging nations to reinvigorate, restore or launch the BFHI in today’s realities,
facilitating the changes needed in maternity facilities, practices, and health worker
training in those facilities, in accordance with the WHO and UNICEF “Ten Steps to
Successful Breastfeeding.” The original documents written during the 1990s have been

revised to take into account the current global context, with consideration given to
HIV/AIDS, to address obstacles to the processes that have been encountered over the
years, and include recent evidence-based findings related to infant and young child
feeding. The Annexes to Section 1.1 include Annex 1: a summary framework for
implementation at the national level, Annex 2: suggested questions for a self-
assessment, Annex 3: excerpts from recent publications that may be helpful in
sensitisation of decision-makers regarding the importance of early and exclusive
breastfeeding and Annex 4: an illustration of how breastfeeding is essential for the
achievement of the Millennium Development Goals (MDGs).
Getting Started
Most countries have taken steps to start national Baby-friendly campaigns, including
vigorous steps towards improved support to breastfeeding in hospitals, actions to protect
breastfeeding by national policy implementation, and public promotion campaigns. The
recommendations and steps below are presented to help re-invigorate, restore, modify or
strengthen such national initiatives, or to help launch such activities where none exist.
The Ten Steps to Successful Breastfeeding, a summary of the guidelines for maternity
care facilities presented in the Joint WHO/UNICEF Statement Protecting, Promoting and
Supporting Breastfeeding: The Special Role of Maternity Services, (WHO, 1989) have
been accepted as the minimum global criteria for attaining the status of a Baby-friendly
Hospital.
TEN STEPS TO SUCCESSFUL BREASTFEEDING
Every facility providing maternity services and care for newborn infants should:
1. Have a written breastfeeding policy that is routinely communicated to all
health care staff.
2. Train all health care staff in skills necessary to implement this policy.
3. Inform all pregnant women about the benefits and management of
breastfeeding.
4. Help mothers initiate breastfeeding within a half-hour of birth.
5. Show mothers how to breastfeed, and how to maintain lactation even if they
should be separated from their infants.
6. Give newborn infants no food or drink other than breastmilk unless
medically indicated.
7. Practise rooming in - allow mothers and infants to remain together - 24 hours
a day.
8. Encourage breastfeeding on demand.
9. Give no artificial teats or pacifiers (also called dummies or soothers) to
breastfeeding infants.
10. Foster the establishment of breastfeeding support groups and refer mothers
to them on discharge from the hospital or clinic.

The process of becoming a baby-friendly hospital is outlined in Section 1.2. In brief, it

is a process that starts with self-appraisal by the facility. This initial self-assessment
includes an analysis of the practices that encourage or hinder breastfeeding, and then
helps identify the actions that will help to make the necessary changes. It follows the
accepted triple-A sequence (Assessment, Analysis and Action), which characterises
much of UNICEF Programme development. After a facility is satisfied that it meets a
high standard, this achievement is confirmed objectively by an external assessment of
whether the facility has achieved, or nearly achieved, the “Global Criteria” for BFHI
and thus can be awarded the Global Baby-friendly Hospital designation and plaque.
The key documents that serve to guide the Baby-friendly Hospital Initiative are Section
1: Background and Implementation - the guidelines for implementation of the Initiative
that include initiation at the country and hospital levels, compliance with the
International Code of Marketing of Breast-milk Substitutes, and approaches to
expansion, integration and sustainability; Section 2: Strengthening and sustaining the
Baby-friendly Hospital Initiative - a course for decision-makers adapted from "Promoting
breast-feeding in health facilities a short course for administrators and policy-makers"; Section
3: the BFHI Training Course - with updated content for HIV, maternity practices and
emergencies; Sections 4: Self- Appraisal and Monitoring; and Section 5: External
Assessment and Reassessment.
Five Steps in Implementing BFHI at the Country Level (also see Section
1.1, Annex 1)
Today many countries’ BFHI programmes are well underway. Therefore, this section
will offer a five-step approach, based on what has been used for more than a decade
with modifications for today’s circumstances. This section addresses both those settings
where there is no BFHI or it has become quiescent, as well as those where the BFHI
effort is ongoing. Each step includes suggested activities. These five essential steps are
summarised on page 13, including the process, the inputs and outputs associated with
them.
Step 1:
Establish, re-energize, or plan a meeting of the National Breastfeeding, Infant and
Young Child Feeding, or Nutrition Authority, to establish or assess its functions
related to BFHI.
If your country has an established national authority, ensure that it is up to the current
standards as outlined in the Global Strategy for Infant and Young Child Feeding. If not,
the following provides guidance for its membership and functions.
- 1A. Who are the members of a National Authority?
According to the Global Strategy, the national authority should be multi-sectoral. The
National Authority should not be confined to the medical of health sector. Possible
composition would include:
• Representative(s) of the national government’s health and nutrition sector that
supports women and children’s health outcomes,
• Representative(s) of the national government’s financial planning,
• Representative(s) of the national government’s social sector,
• Technical representative(s) from the academic sector,
• Community action leadership, such as NGOs, and
• Representative(s) from committee(s) that supports BFHI and/or Code
implementation,

• Communications specialist,
• Monitoring and evaluation specialist.
- 1B. What is the role of the National Authority in relation to BFHI?

The national authority will have government endorsement to have oversight of all nine
Global Strategy targets, as operationalised in the four major action areas: 1) national
policy and legislation, 2) health system and health worker standards, reform and related
actions, 3) multi-sectoral mobilisation and community action, and 4) special
circumstances. As such the primary roles are to:
• strategise and plan national IYCF activities;
• oversee implementation of specific activity areas such as BFHI and the Code;
and
• monitor and evaluate the status of programmes and activities as well as the
outcomes in terms of changes in feeding behaviours.
These activities demand ongoing assessment and feedback. Therefore, the national
authority must also:
• advocate for data collection, both ongoing in health systems as well as periodic
surveys,
• be mandated by the national or regional government, and
• have support and funding in the national or regional financial plan and budget.
The specific roles and responsibilities of the national authority include:
• Coordinating and fostering collaboration across Ministries, stipulating a process
for sustainable reassessment, e.g., via insurance, taxes.
• Incorporating support for breastfeeding and complementary feeding into
ongoing mechanisms.
• Setting goals based on international standards. In general:
- The goal for early initiation should be that newborns are placed skin-to-skin
within minutes of birth, remaining for 60 minutes or longer, with all mothers
encouraged to support the infant to breastfeed when their babies show signs
of readiness.
- The goal for exclusive breastfeeding, as determined at the UN Standing
Committee on Nutrition, 2004, should be to increase exclusive breastfeeding
to 6 months of age to a minimum of 60% by 2015, with the ultimate goal of
approaching 100%.
Note: in countries where women receive voluntary counselling for
HIV/AIDS, a proportion of these women will choose replacement feeding.
Even though some of the HIV-positive women will choose exclusive
breastfeeding, in such settings, the ultimate goal will remain less than 100%.
- The goal for complementary feeding, as determined at the UN Standing
Committee on Nutrition, 2004, from 6 months to 23 months or longer, is that
breastfeeding continue to supply 350-500 calories a day, and an additional 3-5
feedings of nutrient rich complementary foods is needed, as described under
“optimal feeding”.
• Achieving stated IYCF goals. Therefore, a regular budget and budget line must
be identified by the government from governmental sources to support these
functions.
• Overseeing standards for health worker training and legislation to protect
optimal infant and young child feeding, such as undergraduate health worker

curricula, working with professional organizations to upgrade standards of

practice, and legislation to implement the Code of Marketing and maternity
protection.
• Adapting criteria for baby-friendly expansion into the community and other
expansion approaches (see section 1.5).
• Incorporating baby-friendly principles into any and all related health (e.g.,
Saving Newborn Lives, C-IMCI), nutrition (e.g., Ending Child Hunger and
Undernutrition Initiative, work on MDGs) or social programmes (e.g., Early
Child Development).
• Providing technical oversight and review as necessary of the BFHI Coordination
Group’s assessments – including how it administers self-appraisals, assessments
and re-assessment at least once every 3-5 years.
• Overseeing ethics of the designation processes and insure avoidance of conflict
of interest, whether with a manufacturer, training programme, or other, that may
bias assessments and designations.
• Carrying out, at least annually, an assessment and evaluation of health service
data on breastfeeding and complementary feeding for baby-friendly-designated
facilities and other settings.
In addition, the National Authority will develop a multi-year plan of action and
associated budget for government support and consideration, and will meet regularly to
assess progress against each goal, as well as to assess progress on agreed upon objectives.
Step 2:
Identify – or re-establish – national BFHI goals and approaches.
Many countries have BFHI committees and goals in place, but they may or may not be
part of current comprehensive or integrated health system and health worker training
policies and plans. The first step is to ensure that these goals are currently part of
national or regional programming. If there has not been recent action on these goals,
consider conducting a rapid baseline survey or literature review of country-level
breastfeeding and complementary feeding practices, support activities, number and
location of facilities previously designated, and status of those facilities to assess current
standards of practice. (see the sample questionnaire for rapid assessment in Annex 2 of
this Section 1.1.).
The concept of BFHI is no longer limited to the Ten Steps in maternities, but has been
adapted to include many possibilities for expansion into other parts of the health system,
including maternal care, paediatrics, health clinics, and physicians’ offices, and into
other sectors and venues such as community, commercial sector, and agricultural or
educational systems. Baby-friendly care concepts derived from the Ten Steps can also
be provided in tandem with other international initiatives, such as Community IMCI or
HIV/AIDS/PMTCT programming.
The National Authority may decide to include some of these new components and
emphases in developing a new, greater picture of Baby-friendly care in the local
context. Some examples of these options are presented later in the Section 1.5:
Expansion and Integration Possibilities.

Step 3:
Identify, designate or develop a BFHI Coordination Group (BCG).
Coordinating the BFHI designation process may or may not be considered to be
additional role for the National Breastfeeding, Infant and Young Child Feeding, or
Nutrition Authority. However, it is highly recommended that these be at least two
separate groups, both recognized by the government, so that the National Authority
might provide oversight for the activities of the other, and so that there is a place that a
facility might seek recourse if there is any question concerning the designation process.
- 3A. Who selects the BFHI Coordination Group?
The National Authority, whether located in the Ministry of Health, another Ministry, or as a
government-sanctioned NGO, will assist the government in the designation of a BFHI
Coordination Group and maintain oversight with intent to ensure ongoing quality assurance
and a code of ethics. The national government may choose to designate this group, with
confirmation by the National Authority, or vice versa.
- 3B. What are the roles of this Group?
The BFHI Coordination Group (BCG) is responsible for coordinating the process and
procedures for facility designation. The BCG itself may or may not carry out the
assessments for designation, depending on the number of facilities in the country, the
structure of the group, and the resources available. Alternatively, the BCG could serve to
ensure that all BFH Designating Committees or Designating Processes continue to use
standardized procedures (see Step 5).
The BCG is responsible for acquiring the BFH designation posters from the UNICEF
supply catalogue or through locally developed image creation, and for having the BFHI
designation plaques printed in the local language, with specified dates of designation
and end of designation period. Specifications for the plaques are available from
UNICEF or WHO representatives.
The BFH Designating Committees (BDCs) may be considered arms of the BCG. These
committees are qualified by the BCG to carry out assessments and recommend facilities
for Designation. “Designation” means the formal recognition by the BCG that there is
conformity with the BFHI Hospital Assessment Criteria (see Section 1.2).
There are at least eight models for development of the BCG and the approach to
assessment and credentialing/designating hospitals and maternities as “Baby-friendly”:
1. Develop, legislate and regulate standards for health facilities that include the
components of BFHI. In this model, there would be no BCG aside from the
oversight by the National Authority. Legislating BFHI will support sustainability;
however, without activities to ensure the quality of the activity, this model could
result in superficial activities alone. Therefore this model would require ongoing
monitoring and enforcement regulations in the legislation.
2. Incorporate Baby-friendly assessment criteria into national health facility
credentialing board procedures that are national standards for all hospitals and
maternities. In some countries, such credentialing is under the auspices of the
professional societies, in others a separate association is established to provide
quality assurance. In this case, the national board would serve the function of the
BCG, and regular re-credentialing would be sustained. This probably is the most
cost-efficient option, however, technical oversight by the national authority may be
necessary.

3. Encourage a professional organization or professional network to include BFHI in

its mandate. For example, in Australia, the professional society of nurse-midwifery
is the BCG and is responsible for assessments. This could be with or without
government support. BFHI could, logically, be the responsibility of any health
profession that serves mothers and newborns and could designate, with National
Authority oversight. This model would appear to offer enhanced quality control;
however, some professional societies do not have the structural or fiscal base to take
on this task.
4. Establish a system whereby facilities assess each other and help each other to
achieve designation status. This model reduces the burden and the costs for the
central authority, in that there only need be spot checks as to ongoing status, and
would lessen the load for the BDC. However, with this reduced direct oversight,
there may be a risk of collusion or other biases.
5. Allow one professional organisation or other NGO, independent of the National
Authority, to take responsibility for designation. This approach, similar to 3, above,
without oversight, reduces the costs for governments and allows independence in
assessment, but it may lead to breeches in quality assurance and may result in
conflict of interest, e.g., if the NGO also provides and charges for training, charges
for preparation for assessment, and charges for helping the facility to improve if
they fail the assessment may be practicing with inherent conflict of interest. In some
settings, charges for the assessments may be prohibitive for smaller facilities or
those in poorer settings. This last option is currently functioning in many countries.
If selected, there are modifications (6 and 7, below) that could provide checks and
balances for this approach.
6. Allow any interested professional organization or NGO to apply to the National
Authority for the right to coordinate the designation process (BCG) or to serve as a
designating committee (BDC). One or more NGOs could be approved by the
National Authority to create a network of BDCs or carry out the assessments and
designations themselves, depending on the number of facilities and the capacity of
the NGO. The National Authority would be the organization that oversees this and
grants the designations. There is a possibility of competition between NGOs that
could be minimized by regional responsibility and careful oversight (see 7 below).
7. Allow any interested professional organization or NGO to apply to the National
Authority for the right to coordinate the designation process (BCG) or to serve as a
designating committee (BDC) for a specific region of the country. This approach is
similar to 5 and 6 above, however, it includes aspects of oversight while reducing
the possibility of inappropriate competitive activities. This approach may present a
greater administrative burden for the National Authority.
8. While not ideal, UNICEF country offices may assist this function for a very limited
period of time until the National Authority and BCG are established.
Many other constructs are possible, but each should be examined for sustainability, cost
containment and insurance of oversight or checks and balances to ensure ongoing
quality.
Regardless of the approach selected, it is essential that all necessary measures are taken
to avoid a) any compromise to the high standards required for BFHI accreditation and b)
any conflict of interest. Particular care should be taken where the national authority has
given the BFHI designation group responsibility for delivering or monitoring standards
of clinical care, or for delivering general health professional education and/or for

providing specific breastfeeding training. The National Authority (as described above)
is essential for oversight or quality and ethical considerations.
Step 4:
The National Authority:
a) ensures that the BFHI Coordinating Group fulfils its responsibility to provide,
directly or indirectly through BFHI Designating Committees, the initial or ongoing
assessments of facilities,
b) helps plan training and curriculum revision,
c) ensures that the national health information system includes a record of feeding
status on all contacts with children under 2 years of age, and
d) develops and implements a monitoring and evaluation plan.
Note: if the BFHI program is ongoing, it may not be necessary to carry out all parts of
this step, as there may be an existing record of current status, a roster of trainers and
assessors, and a training plan ongoing, with curriculum revisions being enacted.
However, the BFHI may not as yet include health information system updates to ensure
that feeding status of all children is recorded.
- 4A. Ensuring that the BFHI Coordinating Group fulfils its responsibility to provide,
directly or indirectly through BDCs, the initial or ongoing assessments of facilities
Once the National Authority has developed the BCG, initial assessments of current
status of the BFHs should be the next activity. No matter which model of BCG is
instituted, initial assessments should be carried out by specially trained local or external
assessors. Following the assessment or review of current status, establishing if there is a
roster of individuals with expertise to serve as 1) local assessors, 2) trainers for each
level of training, 3) curriculum specialists, and 4) health information system specialists,
plans may be developed to engage these individuals in these tasks. If there is not a
sufficient number of individuals with each of these skill areas, consider holding further
trainings or sending individuals to regional or global training courses.
Current regional and global training courses can be accessed at:
http://www.unicef.org/nutrition/index_events.html or at http://www.who.int or on the
Nutrition Quarterly, last section, found in the right hand column of:
http://www.unicef.org/nutrition/index_bigpicture.html.
The National Authority has the authority to modify or change the BCG as needed to
maintain the function of ongoing assessment and designation.
- 4B. Helps plan training and curriculum revision
Once the needs and the rosters are available, the needed curriculum revisions and
trainings should be planned. Based on the assessed needs, a plan should be developed
for carrying out the 20-hour course in every facility as well as for periodically
conducting curricula updates. In addition, special training should be ensured for those
health workers who will serve as the referral expert lactation consultants. The trainings
should be carried out by individuals with appropriate training and skills. It is reasonable
to develop a phased plan, so that those trained in one facility may support trainings in a
near-by site. It is important that there be on-site ongoing training by supervisors, as
well. Therefore, each BFH facility must have on staff individuals with significantly
more training, such as a Certified Lactation Consultant or other certified specialists on
this issue.

If BFHI assessors are available and facilities are ready, assessment may begin
immediately without waiting for the training plans to be implemented. If there is an
insufficient number to carry out assessments, all levels of training, and/or curricula
reform, the plan should address these needs.
Even where few births take place in facilities, training may be necessary to create a
standard of care and to ensure that all health care personnel are skilled in breastfeeding
protection, promotion and support. In addition, consideration should be given to
development of “Baby-friendly” community designation (see Section 1.5), or other
national programme approaches to ensure support for early, exclusive and continued
breastfeeding with age-appropriate complementary feeding. These efforts can be linked
to facilities directly, or through health or social systems, to ensure consistency in
messages and support approaches.
Phased work should begin immediately, with all training materials and curricula updates
developed, and sufficient resources identified to complete this work in a timely manner.
In addition to BFHI materials, National Authorities should consider providing
handbooks such as “Protecting Infant Health: A Health Workers’ Guide to the
International Code of Marketing of Breast-milk Substitutes”, a basic breastfeeding
support manual, and a summary of local regulations, law and policy.
- 4C. Ensuring that national health information system includes a record of feeding
status on all contacts with children under 2 years old
This new responsibility, developed to address the operational objectives of the Global
Strategy and other programme needs, dealing with the Ministry of Health, academia,
Ministry of Education, Ministry of Plan, and Demographics, depending on which has
the responsibility for data collection. Existing health information systems should be
amended to include the new growth standards of WHO, notation on feeding pattern at
each contact with mothers and children under age 2, and regular planned review by
health practitioners.
In addition, the National Authority should review the summaries of these records, as
well as periodic surveys, to assess progress and area where programme adjustment may
be necessary.
- 4D. Monitoring and evaluation plan
The National Authority is responsible for keeping records and supporting the planning
necessary to ensure that all facilities are encouraged or mandated to follow the BFHI
criteria. In addition, this body will review all available data and ensure that analyses are
carried out, in collaboration with Health information system directorate and national
statistics offices, and the information used to improve programming and further the IYCF
goals.
Step 5:
BFHI Coordination Group coordinates facility-level assessments, re-assessments and
designation of “Baby-friendly” status.
“Baby-friendly” assessments and designations may begin as soon as the BCG, with or
without BDCs, is established by the National Authority, and after the facilities carry out
the self-assessment and consider themselves compliant with the “Ten Steps”.
Designations should be based on an assessment as per national guidelines and should be
monitored, and, where necessary, probationary periods established. Once designation is
achieved, the designation must be for a pre-set number of months or years, based on in-

country experience with duration of compliance. The date of designation, as well as the
end date of the period of designation, must be posted on the designation plaque. If this is
a new programme, it is suggested that designation not be for a period greater than 3 years.
If facilities fail to be in compliance when re-assessed, they will be allowed one
additional opportunity to achieve the necessary standards. If facilities only fail on a few
steps or Global Criteria, they can be retested just on these specific components. If the
areas in which they lack compliance are major, a full “reassessment” should be
scheduled. The second reassessment (either partial or full) will determine if the “Baby-
friendly” designation must be removed, or if a new plaque, with the new date of
obsolescence, will be granted.
Re-assessment is necessary prior to the date when designation will elapse. Records
should be kept by the National Authority of the status of every maternity facility in the
country, and every effort should be made to achieve 100% designation. [N.B. criteria and
assessment tools have been adapted to allow for settings where there is a high incidence
of HIV- positive mothers].
If a facility has 1) a designation that has expired, or 2) been observed/reported as having
experienced deterioration of its adherence to the Ten Steps, the BCG, or the BDC as its
agent, should arrange for a reassessment. The expiration dates should be kept on record
by the BCG/BDC and arrangements should be initiated in a timely manner for re-
assessment. Between assessments, if a health professional or other observer reports
deterioration, the facility should be notified and asked for response. If the BCG/BDC
finds the response inadequate, an interim visit can be arranged.
If a designation has expired or a facility is found to be non-compliant during the term of
its designation, the National Authority should remove any designation plaques and
remove this hospital from the list of those facilities that are designated as “Baby-
friendly” until such time as re-assessment and restoration of status occurs. A
probationary period may be granted, with a quality assessment team sent to work with
the facility if needed, and then reassessment arranged, before resorting to removal of the
plaque. These steps will depend in part on which model has been established by the
National Authority for assessment.
In most case the National Authority is responsible for the formal presentation of the
designation, but may assign this role to the BCG, which is responsible for acquiring the
designation posters from the UNICEF supply catalogue and for having the designation
plaques printed in the local language. Specifications for the plaques are available on the
UNICEF intranet.
The BCG should develop a plan, to be approved by the National Authority, to ensure
designation of all public and private facilities nation-wide, and re-designation of those
facilities that have failed to maintain standards, and whose designation has been rescinded.
Section 1.1, Annex 1 presents a simplified table with the basic inputs and outputs
for each of these 5 steps.

National Criteria for Baby-friendly Community Designation

In order to ensure community support, as outlined in Step 10 of the BFHI, there is a
need to more actively involve the community in support of optimal IYCF. The concept
of “Baby-friendly Communities” emerged from the recognition that Step 10 was the
least likely to be fully effective in practice. In some countries, there are established
criteria for Baby-friendly Community Health Services. This approach is applicable
where not all of the population has ready access to facilities, and may work best where
community services fully reach all mothers and children.
In settings where the health system outreach may not be as comprehensive, a national
effort to create Baby-friendly Communities may be necessary to achieve optimal
feeding practices. The Model National Baby-friendly Community components presented
here are provided as a basis for discussion with the community concerning its needs,
reflecting on all applicable Global Criteria for the BFHI (the Ten Steps, the Code, mother-
friendly care, and HIV and infant feeding). Locally developed criteria should be
developed with the participation of community political and social leadership, both male
and female, committed to making a change in support of optimal IYCF, and of all health
facilities that are designated “Baby-friendly” and actively support both early and
exclusive breastfeeding (0-6 months).
Baby-friendly Community planning might include:
1. community leadership;
2. representatives of healthcare facilities, especially those that are baby-
friendly;
3. those who support in-home and community-based births.
Baby-friendly Community criteria might include:
1. All local health workers have appropriate breastfeeding support and
maternity support training.
2. All workers know where and how to refer for additional care.
3. Support for mothers is available in the community to assist mothers in
making appropriate choices and succeeding with them.
4. Mother-to-mother support system, or similar, is in place.
5. No practices, distributors, shops or services violate the International Code
(as applicable) in the community.
6. Local government or civil society has convened, created and supports
implementation of at least one political or social normative change and/or
additional activity to support mothers and families.
It is also suggested that simplified job-aids for assisting and for assessing home
deliveries (including those performed by skilled midwives and, if possible,
traditional birth attendants) have been developed and are in use.
More detail on the development of the Baby-friendly Community approach, other
expansion and mainstreaming approaches are available in Section 1.5.

Section 1.1 - Annex 1: Five Steps in Implementing BFHI at the

Country Level: Suggested Inputs and Outputs
Step Inputs Outputs
1. Government commitment to the Global Government supported or endorsed
Establish, re-energize, or Strategy for Infant and Young Child National Authority established, with
plan a meeting of the Feeding, including BFHI evidenced by commitment to developing/
National Authority willingness to incorporate support into strengthening BFHI.
(Breastfeeding, Infant and national budget or national accrediting Analysis of current status on IYCF
Young Child Feeding, or approach. and BFHI completed, with listing of
Nutrition Authority) to Review of existing data on breastfeeding, all national facilities and their BFHI
establish or assess its and BFHI if already established, completed. status.
functions related to BFHI. (if data are not available), rapid baseline
survey(s) of country-level breastfeeding
practices, support, and status using short
questionnaire or WHO implementation
planning tool carried out and analysed.
2. Necessary meetings and functions Five-year strategic plan with budget
Identify - or re-establish - convened by National Authority to identify for the National Authority and BFHI-
national BFHI goals and national goals, specific and measurable associated activities created.
approaches. objectives and indicators, and possible
expansion/integration approaches to BFHI
in the local context.
3. Most appropriate BCG option identified by A sustainable approach has been
Identify, designate or the National Authority for their setting and selected.
develop a BFHI resources based on the decisions BCG and/or procedures and
Coordination Group concerning BFHI and possible expansions processes for designation that
(BCG), and, where areas. might include BDCs established and
appropriate, BFHI The BCG plan of action in response to the approved by National Authority and
Designating Committees 5-year strategic plan presented to the recognized by government.
(BDCs). National Authority for approval and support. BCG activated.
4. Regular reports provided by BCG to the Feedback is provided by the National
Ensure: National Authority. Authority to the BCG, and to
1) that the BCG fulfils its Meetings/functions as necessary to review Government and civil society.
responsibility to provide, content of curricula of all health workers and Training and curricula are updated.
directly or indirectly, the auxiliary workers, convened by National HIS records of feeding pattern and
initial or ongoing Authority. growth for all children under age 2+
assessments of facilities, Support for curricula revision identified, with are available and analysed.
2) development of a plan for National Authority assistance as necessary.
pre-and in-service curricula Periodic surveys on feeding patterns
revision (if needed) and Coverage and analyses discussed/ensured are conducted.
BFHI training, through meetings of the National Authority Analyses carried out to identify
3) that national health with Health information system directorate programme adjustments necessary.
information system and national statistics offices.
includes a record of
feeding status on all
contacts with children
under 2 years of age, and
4) monitoring and
evaluation plan.
5. BCG instituted plan of action, including BCG form and function, including the
Coordinate facility-level the training of BDCs if determined possibility of subsidiary BDC, is
assessments, re- necessary to meet national goals, with finalised and functioning.
assessments and assistance as needed from National Facilities, communities, etc. are
designation of “Baby- Authority. assessed and designations made in
friendly” status. accordance with plan.
Plan reviewed regularly for feasibility
and adaptation if needed.

Section 1.1 - Annex 2
Suggested questions for a rapid baseline country assessment,

to include literature review and key informant interviews
Where there is already an active National Authority or BFHI programme, ensure

that data are available to fully answer:
1. What is the status of BFHI?
How is assessment carried out?
What group grants the designation?
How is it funded?
Is there any potential conflict of interest in its functions?
How many and what percent of hospitals have ever been designated?
What percentage of births take place in facilities currently designated as Baby
Friendly?
How many of these have been assessed or re-assessed in the last 3-5 years and
found to be in compliance?
What percentage of facilities continues to be in compliance?
2. Is there a list of the names and locations of all maternities, hospital-based or free-
standing, in the country?
3. Is there a list of the names, locations, and contact individuals of all BFH-designated
facilities, with date of initial designation and dates of re-assessments/re-
designations?
4. What are the names and addresses of trained external assessors and BFHI trainers,
as well as other national expertise, such as Certified Lactation Consultants or
Fellows of the Academy of Breastfeeding Medicine?
5. What is the current status and enforcement of law related to the International Code
of Marketing of Breast-milk Substitutes?
6. What are the current standards of practice promulgated by professional medical and
healthcare organizations?
7. What are the trends and levels of immediate postpartum breastfeeding? Exclusive
breastfeeding in the first 6 months? Continued breastfeeding at about 2 years?
8. What are the local complementary feeding practices? Have the 10 Principles of
Complementary Feeding been adopted/initiated?
9. What are the names, descriptions and contacts for all IYCF-supportive programmes
in country, including HIV/IF counselling, emergency preparedness agencies,
extension workers in the agricultural or social arenas, etc.?
10. What additional related services and structures could help support IYCF?

Where there is not as yet an active BFHI programme, gather current baseline
information.
Suggested approach: Interview 25 key informants, selected from among knowledgeable
individuals in both public and private health sectors, non-governmental infant and
young child feeding support, or other persons familiar with hospital activities, and
request copies of any standards of practice, curricula, lists, laws or contacts mentioned.
1. Have any studies been carried out on feeding practices of infants and young
children, whether by nutrition, health, reproductive health or other interest groups?
2. Have any surveys or other data collection instruments been used to assess:
- immediate postpartum breastfeeding rates,
- six months exclusive breastfeeding rates,
- and/or
- continued breastfeeding with complementary feeding?
- are there any trend data for any of these patterns?
3. Are there government policies or laws that pertain to infant and young child
feeding?
- for hospitals/maternities?
- for the commercial sector? Is there a national law implementing the International
Code of Marketing of Breast-milk Substitutes and subsequent WHA
resolutions?
- for the workplace?
- for emergencies?
- for HIV/AIDS?
4. What training courses or curricula exist to train:

- health workers in the “Breastfeeding Promotion and Support in a BFHI hospital”
(20-hour course)?
- trainers for facilitating the 20-hour course?
- specialists in lactation support to act as referral/resource people?
- assessors or credentialing boards?
- health workers trained in "Infant and Young Child Feeding Counselling: an
integrated course"?
- other? Specify.
5. Do you know of any Academic Centres involved in supporting Infant and Young
Child Feeding? (list all with contacts).
Please explain whether this is training, research, and/or support of staff to
breastfeed.
6. What Professional Societies are active in the area of Infant and Young Child
Feeding and who are the contacts? Do they have standards of practice for their
specialty?
7. What group certifies hospitals and maternities?
8. Do you know of any NGOs involved in supporting Infant and Young Child
Feeding? (list all with contacts)

9. Do you know of any government, NGO or community entities involved in

supporting and/or monitoring:
- Infant and Young Child Feeding related activities?
- BFHI?
- International Code of Marketing of Breast-milk Substitutes?
- Any other issue that relates to mothers or children, whether health, social, or other
sector?
10. Do you know of any data bases that are maintained regularly on any aspect of
IYCF? (list all with contacts).
11. Do you know any individuals, or rosters of individuals, with:
- Experience of conducting BFHI assessments?
- Specialist training and experience dealing with unusual or difficult breastfeeding
situations?
- Training in breastfeeding support skills?
- Training in providing support for infant feeding in the context of HIV and support
for the non-breastfed infant?
- Training on Code-related issues such as development of legislation of the Code,
monitoring and enforcement?
- Training in emergency settings, including relactation and therapeutic feeding?
- Experience in facilitating training in breastfeeding for health workers?
(develop lists).
12. What resources are available to support BFHI? From what sources?
Is this support sustainable?
13. Are there additional breastfeeding support activities in other health/nutrition
/social/development programming?
14. Do you know of any government agency(ies) or individuals who are interested in
supporting IYCF?

Excerpts from recent WHO, UNICEF, and other global publications

and releases
Occasionally, those implementing BFHI in a country may need to call upon excerpts
from globally recognized sources to support their actions and plans. This section is
provided to address this need.
From UNICEF Press Release, September 2007
“Much of the progress reflected [reduction in number of child deaths from 13

million in 1990 to 9.7 million] is due to widespread adoption of basic health
interventions such as early and exclusive breastfeeding…”
http://www.unicef.org/childsurvival/index_40850.html
From WHO Statement on Infant Feeding and HIV
“Exclusive breastfeeding for 6 months is recommended for all women, and for HIV-
infected women unless replacement feeding is acceptable, feasible, affordable,
sustainable and safe (AFASS), in which case all breastfeeding should be avoided
and infants should receive replacement feeding from birth”.
“After 6 months, breastfeeding should be continued unless AFASS replacement

feeding is available”.
From Innocenti +15

"Current challenges only reinforce the need to act rapidly in support of infant and
young child feeding".
"Scientific evidence, the Global Strategy for Infant and Young Child Feeding, and
demonstrated results from national and other large-scale programmes provide a
sound foundation for moving forward. This requires government and donor
commitment to: Increase resources for infant and young child feeding....Implement
the Global Strategy for Infant and Young Child Feeding [and] Apply existing
knowledge and experience".
"Exclusive breastfeeding is the leading preventive child survival intervention. Nearly
two million lives could be saved each year through six months of exclusive
breastfeeding and continued breastfeeding with appropriate complementary feeding
for up to two years or longer. The lasting impact of improved feeding practices is
healthy children who can achieve their full potential for growth and development".
"New scientific evidence and programmatic experience place child advocates in a

better position now than in 1990 to protect, promote, and support improved infant
and young child feeding practices. Yet the majority of health professionals and
community workers have not been adequately educated or trained to put the
knowledge and skills into practice. Appropriate materials and guidelines exist and
should urgently be taken to scale for pre-service and in-service training and for

policy and program assessment, implementation, and monitoring. As forcefully

stated by the executive heads of WHO and UNICEF in their forward to the Global
Strategy for Infant and Young Child Feeding, There can be no delay in applying the
accumulated knowledge and experience to help make our world a truly fit
environment where all children can thrive and achieve their full potential".
From UNICEF Executive Director Ann M Veneman for World Breastfeeding

Week, 2005:
“If we are to fulfill the promise of the Millennium Declaration and the Millennium
Development Goals, we must renew our attention to those interventions that are
effective, affordable and have significant impact. Improvements in breastfeeding
and complementary feeding are essential for success in child survival, in reducing
hunger, and to ensure that children develop in a manner that they may best benefit
from education and opportunity”.
“UNICEF applauds the commitment of all of those involved in support of child
survival through optimal infant and young child feeding in the celebration of this
year's World Breastfeeding Week”.
From “Investing in Development: Practical Plan to Achieve the Millennium

Development Goals”. 2005, Millennium Project, New York, p. 26 “The Quick Wins
needed to be embedded in the longer term investment policy framework of the
MDG-based poverty reduction strategy”.
“[In the design of] community nutrition programs that support breastfeeding,
provide access to locally produced complementary foods, and, where needed,
provide micronutrient…supplementation for pregnant and lactating women…”.
From World Health Assembly 2004:

From: Global strategy on diet, physical activity and health A57/9 and WHA 57/17:
“11. Maternal health and nutrition before and during pregnancy, and early infant
nutrition may be important in the prevention of non-communicable diseases
throughout the life course. Exclusive breastfeeding for six months and appropriate
complementary feeding contribute to optimal physical growth and mental
development”.
From: Family and health in the context of the tenth anniversary of the
International Year of the Family A57/12:
“6. Almost 50% of all infant deaths in developing countries occur in the first 28
days after birth. As most infants in these countries are born at home, improvements
in facility-based services will address only part of the problem and must be
complemented by interventions in the home and community. A few simple
interventions, such as aiding birth with skilled attendants, keeping the neonate
warm, initiating breastfeeding early and recognizing and treating common
infections, will greatly increase chances of neonatal survival”.

From A57/18 Biennial Updates:

E. Infant and Young Child Nutrition: Biennial Progress Report 48.
“Despite overall improvements in exclusive breastfeeding …, practices fall far
short of WHO’s global public health recommendation: exclusive breastfeeding for
six months followed by safe and appropriate complementary feeding with
continued breastfeeding for up to two years of age or beyond (resolution
WHA54.2)”.
Fifty-Seventh World Health Assembly WHA57.14, Agenda item 12.1 22 May
2004:
“Scaling up treatment and care within a coordinated and comprehensive response to
HIV/AIDS
2. URGES Member States, as a matter of priority: (3) to pursue policies and
practices that promote:
(h) integration of nutrition into a comprehensive response to HIV/AIDS;
(i) promotion of breastfeeding in the light of the United Nations Framework for
Priority Action on HIV and Infant Feeding and the new WHO/UNICEF Guidelines
for Policy-Makers and Health-Care Managers”.


The contribution of Breastfeeding and Complementary Feeding
to achieving the Millennium Development Goals 4
Goal Number and Targets Contribution of Infant and Young Child feeding5
Breastfeeding significantly reduces early childhood

feeding costs, and exclusive breastfeeding halves the
Eradicate extreme poverty
cost of breastfeeding6.Exclusive breastfeeding and
and hunger
continued breastfeeding for two years is associated
Halve, between 1990 and
with reduction in underweight7 and is an excellent
1 2015, the proportion of
source of high quality calories for energy. By reducing
people whose income is
fertility, exclusive breastfeeding reduces reproductive
less than $1 a day, and who
stress. Breastfeeding provides breast milk, serving as
suffer from hunger.
low-cost, high quality, locally produced food and
sustainable food security for the child.
Breastfeeding and adequate complementary feeding

are prerequisites for readiness to learn8.
Achieve universal
Breastfeeding and quality complementary foods
primary education
significantly contribute to cognitive development and
Ensure that by 2015,
capacity. In addition to the balance of long chain fatty
children everywhere,
2 acids in breast milk, which support neurological
boys and girls alike, will
development, initial exclusive breastfeeding and
be able to complete a full
complementary feeding address micronutrient and
course of primary
iron deficiency needs and, hence, support appropriate
education.
neurological development and enhance later school
performance.
Breastfeeding is the great equalizer, giving every child

a fair start on life. Most differences in growth between
Promote gender
sexes begin as complementary foods are added into the
equality and empower
diet, and gender preference begins to act on feeding
women
decisions. Breastfeeding also empowers women:
Eliminate gender disparity
- increased birth spacing secondary to breastfeeding
3 in primary and secondary
helps prevents maternal depletion from short birth
education, preferably by
intervals;
2005 and in all levels of
- only women can provide it, enhancing women’s
education no later than
capacity to feed children;
2015.
- increases focus on need for women’s nutrition to be
considered.
4
Developed by the UN Standing Committee on Nutrition Working Group on Breastfeeding and Complementary
Feeding, 2003/4.
5
Early and Exclusive Breastfeeding, continued breastfeeding with complementary feeding and related maternal nutrition.
6
Bhatnagar, S, Jain, N. P. and Tiwari, V. K. Cost of infant feeding in exclusive and partially breastfed infants. Indian Pediatrics.
1996; 33:655-658.
7
Dewey, K. G. Cross-cultural patterns of growth and nutritional status of breast-fed infants. Am. J. Clin. Nutr. 1998; 67:10-17.
8
Anderson, J. W., Johnstone, B. M. and Remley, D. T. Breast-feeding and cognitive development: a meta-analysis. Am. J. Clin. Nutr.
1990; 70:525-535.

By reducing infectious disease incidence and severity,

breastfeeding could readily reduce child mortality by
about 13%, and improved complementary feeding
would reduce child mortality by about 6%.9 In addition,
Reduce child mortality about 50-60% of under-5 mortality is caused by mal-
Reduce by two-thirds, nutrition due to inadequate complementary foods and
4 between 1990 and 2015, feeding following on poor breastfeeding practices10
the under-five mortality and, also, to low birth weight. The impact is increased
rate. in unhygienic settings. The micronutrient content of
breast milk, especially during exclusive breastfeeding,
and from complementary feeding can provide essential
micronutrients in adequate quantities, as well as
necessary levels of protein and carbohydrates.
The activities called for in the Global Strategy include

increased attention to support for the mother's nutritional
and social needs. In addition, breastfeeding is
associated with decreased maternal postpartum blood
loss, breast cancer, ovarian cancer, and endometrial
Improve maternal health cancer, as well as the probability of decreased bone loss
Reduce by three-quarters, post-menopause. Breastfeeding also contributes to the
5
between 1990 and 2015, duration of birth intervals, reducing maternal risks of
the maternal mortality ratio. pregnancy too close together, including lessening risk of
maternal nutritional depletion from repeated, closely-
spaced pregnancies. Breastfeeding promotes return of
the mother’s body to pre-pregnancy status, including
more rapid involution of the uterus and postpartum
weight loss (obesity prevention).
Based on extrapolation from the published literature

Combat HIV/AIDS, malaria
on the impact of exclusive breastfeeding on MTCT,
and other diseases
exclusive breastfeeding in a population of untested
6 Have halted by 2015 and
breastfeeding HIV-infected population could be
begun to reverse the spread
associated with a significant and measurable
of HIV/AIDS.
reduction in MTCT.
Breastfeeding is associated with decreased milk industry

waste, pharmaceutical waste, plastics and aluminium tin
Ensure environmental waste, and decreased use of firewood/fossil fuels for
7
sustainability alternative feeding preparation,11 less CO2 emission as a
result of fossil fuels, and less emissions from transport
vehicles as breast milk is locally produced.
The Global Strategy for Infant and Young Child

Feeding fosters multi-sectoral collaboration, and can
Develop a global
build upon the extant partnerships for support of
8 partnership for
development through breastfeeding and complementary
development
feeding. In terms of future economic productivity,
optimal infant feeding has major implications.
9
Jones, G. et al. How many child deaths can we prevent this year? Lancet 2003; 362:65-71.
10
Pelletier D.Frongillo, E. Changes in child survival are strongly associated with changes in malnutrition in
developing countries. Journal of Nutrition. 2003;133:107-119.
11
Labbok M. Breastfeeding as a women's issue: conclusions and consensus, complementary concerns, and next
actions. International Journal of Gynecology Obstetrics 1994; 47(Suppl):S55-S61.


Section 1.2: Hospital Level Implementation 23
SECTION 1.2
HOSPITAL LEVEL IMPLEMENTATION
Breastfeeding rates
The Baby-friendly Hospital Initiative (BFHI) seeks to provide mothers and babies with
a good start for breastfeeding, increasing the likelihood that babies will be breastfed
exclusively for the first six months and then given appropriate complementary foods
while breastfeeding continues for two years or beyond.
For purposes of assessing a maternity facility, the number of women breastfeeding
exclusively from birth to discharge may serve as an approximate indicator of whether
protection, promotion, and support for breastfeeding are adequate in that facility. The
maternity facility’s annual statistics should indicate that at least 75% of the mothers
who delivered in the past year are either exclusively breastfeeding or exclusively
feeding their babies human milk from birth to discharge or, if not, this is because of
acceptable medical reasons. (in settings where HIV status is known, if mothers have
made fully informed decisions to replacement feed, these can be considered “acceptable
medical reasons”, and thus counted towards the 75% exclusive breastfeeding goal). If
fewer than 75% of women who deliver in a facility are breastfeeding exclusively from
birth to discharge, the managers and staff may wish to study the results from the Self
Appraisal, consider the Global Criteria carefully, and work, through the Triple A process
of assessment, analysis, and action, to increase their exclusive breastfeeding rates. Once
the 75% exclusive breastfeeding goal has been achieved, an external assessment visit
should be arranged.
The BFHI cannot guarantee that women who start out breastfeeding exclusively will
continue to do so for the recommended 6 months. However, research studies have
shown that delay in initiation of breastfeeding and early supplemental feeding in
hospital are associated with less exclusive breastfeeding thereafter. By establishing a
pattern of exclusive breastfeeding during the maternity stay, hospitals are taking an
essential step towards longer durations of exclusive breastfeeding after discharge.
If hospital staff believes that antenatal care provided elsewhere contributes to rates of
less than 75% breastfeeding after the birth, or that community practices need to be more
supportive of breastfeeding, they may consider how to work with the antenatal
caregivers to improve antenatal education on breastfeeding and with breastfeeding
advocates to improve community practices (see Section 1.5 for a discussion of strategies
for fostering Baby-friendly Communities).
Supplies of breast-milk substitutes
Research has provided evidence that clearly shows that breast-milk substitute marketing
practices influence health workers’ and mothers’ behaviours related to infant feeding.
Marketing practices prohibited by The International Code of Marketing of Breast-milk
Substitutes (the Code) have been shown to be harmful to infants, increasing the
likelihood that they will be given formula and other items under the scope of The Code
and decreasing optimal feeding practices. The 1991 UNICEF Executive Board called
for the ending of free and low-cost supplies of formula to all hospitals and maternity
wards by the end of 1992. Compliance with The Code is required for health facilities to
achieve Baby-friendly status.

24 Section 1.2: Hospital Level Implementation
Questions have been added to the Self-Appraisal Tool that will help the national BFHI
coordination groups and maternity facilities determine how well their maternity services
are complying with The Code and subsequent WHA resolutions and what actions are
needed to achieve full compliance.
Support for non-breastfeeding mothers

This revised version of the assessment includes specific questions related to the training
staff has received on providing support for “non-breastfeeding mothers” and what actual
support these mothers have received. The inclusion of these questions does NOT mean
that the BFHI is promoting formula feeding but, rather, that the Initiative wants to help
insure that ALL mothers, regardless of feeding method, get the feeding support they
need.
Mother-friendly care
New Global Criteria and questions have been added to insure that practices are in place
for mother-friendly labour and delivery. These practices are important, in their own
right, for the physical and psychological health of the mothers themselves, and also
have been shown to enhance infants’ start in life, including breastfeeding. Many
countries have explored options for including mother-friendly criteria within the
Initiative, in some cases re-terming their national initiatives as “mother and baby
friendly”. Other countries have adopted full “mother-friendly” initiatives. New self-
appraisal and assessment questions on this topic offer a way for countries that have not
done so already to add a component focused on the key “mother-friendly” criteria
needed for an optimal “continuum of care” for both mother and child from the antenatal
to postpartum period.12 These criteria should be required only after health facilities
have had time to train their staff on policies and practices related to mother-friendly
care.
HIV and infant feeding

The increasing prevalence of HIV among women of childbearing age in many countries has
made it important to give guidance on how to offer appropriate information and support for
women related to HIV within the BFHI. Thus, as mentioned earlier, components on HIV
and infant feeding have been added to the 20-hour course and to the Global Criteria and
assessment tools.
The course material aims to raise the awareness of participants as to why BFHI continues
to be important in areas of high HIV prevalence and ways to assist mothers who are HIV-
positive as part of regular care in the health facility. This 20-hour course does not train
participants to counsel women who are HIV-positive on infant feeding decisions.
Another course and counselling aids are available from WHO for that specialized
training and counselling.
It is recommended that the BFHI national authorities and coordination groups in each
country work with other relevant national decision-makers to determine whether the
HIV components of the assessment will be required and whether this requirement will
be for all facilities or only those meeting specified criteria. The decision should be
based on the prevalence of HIV among pregnant women and mothers and, therefore, the
need for information and support on this issue. If this information is not available, surveys
12
See the website for the Coalition for Improving Maternity Services (CIMS) http://www.motherfriendly.org/MFCI/
for a description of The Mother-Friendly Childbirth Initiative.

may be necessary to determine what percentages of pregnant women and mothers using
the antenatal and delivery services in maternity facilities are HIV positive. It is suggested
that if a maternity facility has a prevalence of more than 20% HIV positive clients,
and/or has a PMTCT13 programme, this component of the assessment should be
required. If prevalence is over 10%, the use of this component is strongly advised.
National decision-makers in countries with high HIV prevalence may decide to include
additional HIV-related criteria and questions, depending on their needs.
The Global Criteria, Self-Appraisal Tool and Hospital External Assessment Tool all
have HIV-related items added in such a way that they can be included or not, depending
on the need. The HIV and Infant Feeding criteria are listed separately in the Global
Criteria. The questions related to HIV in both the Self-Appraisal and the various
interviews in the Assessment Tool are either presented in separate sections or at the end
of the respective interviews. There is a separate Summary Sheet in the Assessment Tool
to display the HIV-related results.
A handout that provides guidance for “Applying the Ten Steps in facilities with high
HIV prevalence” is attached as Annex 1 of Section 1.2.
The Baby-friendly Hospital designation process

The BFHI is initiated at national level, with the BFHI national authority and
coordination group, UNICEF, WHO, breastfeeding, nutrition and other health groups,
and others interested parties as catalysts. The Global Criteria and Self-Appraisal Tool
are available to all who are interested in accessing it on the UNICEF website. UNICEF
and WHO will encourage the national authorities and BFHI coordination groups to
access it and encourage health facilities to join or continue to participate in the
Initiative. For details on country level implementation, please read Section 1.1 of this
document.
At the facility level the assessment and designation process includes a number of steps,
with facilities following differing paths, depending on the outcomes at various stages of
the process. Once a facility has used the Self-Appraisal Tool to conduct a “self
assessment” of whether it meets baby-friendly standards and has studied the Global
Criteria to determine whether an external assessment is likely to give the same results,
it will decide whether or not it is ready for external assessment.
If the facility determines that it is ready for external assessment in some countries the
next step would be an optional or required pre-assessment visit during which an outside
consultant explores the readiness of the hospital for a full assessment, using the Self-
Appraisal Tool and Global Criteria. This could be done through an on site visit or by
means of an extensive telephone interview/survey, if travel costs are prohibitive. This
can be a quite useful intermediate step, as many hospitals overrate their compliance with
the Global Criteria and this type of visit, followed by working on any further
improvements needed, can save a lot of time, money, and anguish both for the hospital
and the national BFHI coordination group.
If a facility has used the Self-Appraisal Tool, studied the Global Criteria, and received
feedback during a pre-assessment visit or telephone interview, if scheduled, and
determined that it does not yet meet the BFHI standards and recognizes its need for
improvement, it should analyse its deficiencies and develop plans to address them. This
may include scheduling the 20-hour course (presented in Section 3 of these BFHI
13
Prevention of mother-to-child-transmission (of HIV/AIDS).

materials) for its maternity staff, if this training has not been given or was conducted
very long ago.
The facility may also request a Certificate of Commitment while it is working to become
baby-friendly, if the BFHI coordination group supplies this for facilities at this stage of
the process. When it is ready, the facility should then request an external assessment,
following the process described in the paragraph above.
The next step, as mentioned above, would be for a facility to request or invite an
external assessment. The BFHI coordination group may review the Self Appraisal
results, any supporting documents that it requires, and the results from a pre-assessment
visit or telephone interview, if one has been made, to help determine if the facility is
ready. The external assessment will determine whether the facility meets the Global
Criteria for a Baby-friendly Hospital. If so, the BFHI coordination group should award
the facility the Global BFH Award and Plaque for a specified period.
If the facility, on the other hand, does not meet the Global Criteria, it would be awarded
a Certificate of Commitment to becoming baby-friendly and would be encouraged or
supported to further analyse problem areas and take whatever actions are needed to
comply, then inviting another assessment. Whether this second assessment would be a
full one, or only partial, focusing on those criteria on which the facility did not
originally comply, would depend on the decision made by the assessors and BFHI
coordination group at the time of the original assessment.
If the national BFHI coordination group finds that hospitals that have been assessed as
failing at times do not agree with the conclusions reached by the assessors, it might
consider setting up an appeal process, when necessary, with a review of results by
panels of assessors not involved in the original assessments.
Reassessments should be scheduled for baby-friendly hospitals, after the specified
period for the Award. If the facility passes the reassessment, it should be given a
renewal. If not, it needs to work to address any identified problems and then apply again
for reassessment.
This process is illustrated in graphic form in the flow chart on the following page.

THE BABY-FRIENDLY HOSPITAL DESIGNATION PROCESS
Facility appraises its own practices, using the Self-Appraisal Tool and studying the Global Criteria.
Either: Meets high standards, as indicated by the self-

appraisal, and has 75% exclusively breastfeeding from Or: Does not meet standards but
birth to discharge.1 recognizes need for improvements.
Facility requests the BFHI coordination group (BCG) to

carry out an external assessment, or assign a BFHI Facility studies the Global Criteria,
Designation Committee (BDC) to do so. (a first step analyses deficiencies and develops
may be a “pre-assessment” by a local consultant/ plan of action to become baby-
assessor to help determine if the facility is ready, and to friendly. Requests Certificate of
assist with any final improvements needed). Commitment* and any support
Facility invites external assessors to conduct an

assessment using the Hospital External Assessment Tool. Facility implements plan of action,
including further staff training, if
needed, until baby-friendly
Either: Meets the Or: Does not meet the practices become routine.
Global Criteria for a Global Criteria for a (then requests external assessment)
baby-friendly hospital. baby-friendly hospital.
Notes:
1. If a mother is not exclusively
BFHI coordination BFHI coordination group breastfeeding but it is verified that it
group (BCG) awards may provide a Certificate is for an acceptable medical reason,
the hospital the WHO/ of Commitment3 to she can be counted as meeting the
UNICEF Global BFH become baby-friendly, or criterion.
Award and Plaque.2 alternative notification.
2. An external assessment team does not
designate a hospital as baby-friendly.
The national BFHI coordination
Facility monitors its Facility analyses problem
group makes the final decision, after
practices and works to areas and schedules further
checking that the assessment results
maintain standards.4 action to become Baby-
are accurate.
friendly. Requests support
needed. 3. Some countries include the Certificate
After 3 years (or a of Commitment as an interim step
period decided by the towards designation as baby-friendly.
National Authority in Facility implements plan In these settings, if a facility does not
consultation with the of action until baby- meet standards after self-appraisal or
BCG) a reassessment friendly practices become after an external assessment, they can
is needed, using the routine, then re-invites request a certificate. However, it is
Assessment Tool or a external assessor(s) as the responsibility of the national
reassessment tool. above. authority or BFHI coordination group
to set the standards for such
certificates. Some countries provide a
Facility passes Facility fails certificate of participation for
reassessment and reassessment and does facilities at the early stage if facility
receives an extension not receive renewal BFH staff has conducted self-appraisal and
of the BFH award. award. needs to make further improvements
before requesting an external
assessment.
4. A facility that attains baby-friendly
status may consider immediate action
to expand the Global Criteria based
on needs of the community.

Section 1.2: Annex 1

Applying the Ten Steps
in facilities settings with high HIV prevalence14
The “Ten Steps” for Successful Guidance on applying the “Ten Steps”
Breastfeeding in facilities with high HIV prevalence
Step 1: Have a written policy on Expand the policy to focus on infant feeding,
breastfeeding that is routinely including guidance on the provision of support for
communicated to all health care HIV positive mothers and their infants.
staff.
Step 2: Train all health care staff Ensure that the training includes information on
in skills necessary to implement infant feeding options for HIV-positive women and
this policy. how to support them.
Step 3: Inform all pregnant Where voluntary testing and counselling for HIV
women about the benefits and and PTMCT is available, counsel all pregnant
management of breastfeeding. women on the benefits of knowing their HIV status
so that, if they are positive, they can make informed
decisions about infant feeding, considering the risks
and benefits of various options. Counsel HIV-
positive mothers on the various feeding options
available to them and how to select options that are
acceptable, feasible, affordable, sustainable and safe.
Promote breastfeeding for women who are HIV
negative or of unknown status.
Step 4: Help mothers initiate Place all babies in skin-to-skin contact with their
breastfeeding within a half-hour mothers immediately following birth for at least an
of birth. hour. Encourage mothers who have chosen to
breastfeed to recognize when their babies are ready
to breastfeed, offering help if needed. Offer mothers
who are HIV positive and have chosen not to
breastfeed help in keeping their infants from
accessing their breasts.
Step 5: Show mothers how to Show mothers who have chosen to replacement feed
breastfeed, and how to maintain how to prepare and give other feeds, as well as how
lactation even if they should be to maintain optimal feeding practices and dry up
separated from their infants. their breast milk while maintaining breast health.
14
The application of the Steps for facilities with high HIV prevalence provided in this handout has been developed to
provide additional guidance for health care managers and staff working in these settings. Guidance has been prepared,
taking account of the: Report of a meeting on BFHI in the context of HIV/AIDS, Gaborone, June 2nd – 4th 2003,
sample infant feeding policies for settings with high HIV prevalence, and the Consensus Statement for the WHO HIV
and Infant Feeding Technical Consultation, Geneva, October 25-27, 2006.

The “Ten Steps” for Successful Guidance on applying the “Ten Steps”
Breastfeeding in facilities with high HIV prevalence
Step 6: Give newborn infants no Counsel HIV positive mothers on the importance of
food or drink other than breast feeding their babies exclusively by the option they
milk, unless medically indicated. have chosen (breastfeeding or replacement feeding)
and the risks of mixed feeding (that is, giving both
the breast and replacement feeds).
Step 7: Practise rooming-in — Protect the privacy and confidentiality of mother’
allow mothers and infants to HIV status by providing the same routine care to all
remain together — 24 hours a mothers and babies, including rooming-in.
day.
Step 8: Encourage breastfeeding Address the individual needs of mothers and infants
on demand. who are not breastfeeding, encouraging replacement
feeding at least 8 times a day.
Step 9: Give no artificial teats or Apply this step for both breastfeeding and non-
pacifiers (also called dummies or breastfeeding infants.
soothers) to breastfeeding
infants.
Step 10: Foster the Provide on-going support from the hospital or clinic
establishment of breastfeeding and foster community support for HIV positive
support groups and refer mothers mothers to help them maintain the feeding method
to them on discharge from the of their choice and avoid mixed feeding. Offer infant
hospital or clinic. feeding counselling and support, particularly at key
points when feeding decisions may be reconsidered,
such as the time of early infant diagnosis and at six
months of age. If HIV positive mothers are
breastfeeding, counsel them to exclusively
breastfeed for the first 6 months of life unless
replacement feeding is acceptable, feasible,
affordable, sustainable and safe for them and their
infants before that time.


Section 1.3: The Global Criteria for the BFHI 31
SECTION 1.3
THE GLOBAL CRITERIA FOR THE BFHI
Criteria for the 10 Steps and other components

The Global Criteria for the Baby-friendly Hospital Initiative serve as the standard for
measuring adherence to each of the Ten Steps for Successful Breastfeeding and the
International Code of Marketing of Breast-milk Substitutes. The criteria listed below for each
of the Ten Steps and the Code are the minimum global criteria for baby-friendly designation.
Additional criteria are provided for ”mother-friendly care” and “HIV and infant feeding”. It is
recommended that the criteria for “mother-friendly care” be implemented gradually, after
maternity staff has received necessary training on this topic. Relevant decision-makers in each
country should decide whether the criteria on HIV and infant feeding should be required,
depending on the prevalence of HIV among women using the maternity facilities.
The BFHI Self-Appraisal Tool, presented in Section 4 of this series, gives maternity facilities
a tool for making a preliminary assessment of whether they are fully implementing the Ten
Steps, adhering to the International Code of Marketing, and meeting criteria related to mother-
friendly care and HIV and infant feeding. The Global Criteria actually describe how “baby-
friendliness” will be judged during the external assessment, and thus can be very useful for
maternity staff to study as they work to get ready for assessment. The Global Criteria are
listed both here and after the respective sections of the Self Appraisal Tool, for easy reference
during self-appraisal.
It is important that the hospital consider adding the collection of statistics on infant feeding
and implementation of the Ten Steps into its maternity record-keeping system, if it has not done
so already. It is best if this data collection process be integrated into whatever information
gathering system is already in place. If the hospital needs guidance on how to gather this data
and possible forms to use, responsible staff can refer to the sample data-gathering tools
available in Section 4.2: Guidelines and Tools for Monitoring BFHI.

32 Section 1.3: The Global Criteria for the BFHI
STEP 1. Have a written breastfeeding policy that is routinely communicated to

all health care staff.
Global Criteria - Step One

The health facility has a written breastfeeding or infant feeding policy that addresses all 10
Steps and protects breastfeeding by adhering to the International Code of Marketing of Breast-
milk Substitutes. It also requires that HIV-positive mothers receive counselling on infant
feeding and guidance on selecting options likely to be suitable for their situations. The policy
should include guidance for how each of the “Ten Steps” and other components should be
implemented (see Section 4.1, Annex 1 for suggestions).
The policy is available so that all staff members who take care of mothers and babies can refer
to it. Summaries of the policy covering, at minimum, the Ten Steps, the Code and subsequent
WHA Resolutions, and support for HIV-positive mothers, are visibly posted in all areas of the
health care facility which serve pregnant women, mothers, infants, and/or children. These areas
include the labour and delivery area, antenatal care in-patient wards and clinic/consultation
rooms, post partum wards and rooms, all infant care areas, including well baby observation
areas (if there are any), and any special care baby units. The summaries are displayed in the
language(s) and written with wording most commonly understood by mothers and staff.
STEP 2. Train all health care staff in skills necessary to implement the policy.
Global Criteria - Step Two

The head of maternity services reports that all health care staff members who have any contact
with pregnant women, mothers, and/or babies, have received orientation on the
breastfeeding/infant feeding policy. The orientation that is provided is sufficient.
A copy of the curricula or course session outlines for training in breastfeeding promotion and
support for various types of staff is available for review, and a training schedule for new
employees is available.
Documentation of training indicates that 80% or more of the clinical staff members who have
contact with mothers and/or infants and have been on the staff 6 months or more have received
training at the hospital, prior to arrival, or though well-supervised self-study or on-line courses
that covers all 10 Steps, the Code and subsequent WHA resolutions, mother-friendly care. It is
likely that at least 20 hours of targeted training will be needed to develop the knowledge and
skills necessary to adequately support mothers. At least three hours of supervised clinical
experience are required.
Documentation of training also indicates that non-clinical staff members have received training
that is adequate, given their roles, to provide them with the skills and knowledge needed to
support mothers in successfully feeding their infants.
Training on how to provide support for non-breastfeeding mothers is also provided to staff. A
copy of the course session outlines for training on supporting non-breastfeeding mothers is also
available for review. The training covers key topics such as:
the risks and benefits of various feeding options;
helping the mother choose what is acceptable, feasible, affordable, sustainable and safe
(AFASS) in her circumstances;
the safe and hygienic preparation, feeding and storage of breast-milk substitutes;
how to teach the preparation of various feeding options, and


(continued from previous page)
how to minimize the likelihood that breastfeeding mothers will be influenced to use
formula.
The type and percentage of staff receiving this training is adequate, given the facility’s needs
Out of the randomly selected clinical staff members*:
At least 80% confirm that they have received the described training or, if they have been
working in the maternity services less than 6 months, have, at minimum, received
orientation on the policy and their roles in implementing it.
At least 80% are able to answer 4 out of 5 questions on breastfeeding support and promotion
correctly.
At least 80% can describe two issues that should be discussed with a pregnant woman if she
indicates that she is considering giving her baby something other than breast milk.
Out of the randomly selected non-clinical staff members**:
At least 70% confirm that they have received orientation and/or training concerning the
promotion and support of breastfeeding since they started working at the facility.
At least 70% are able to describe at least one reason why breastfeeding is important.
At least 70% are able to mention one possible practice in maternity services that would
support breastfeeding.
At least 70% are able to mention at least one thing they can do to support women so they
can feed their babies well.
*These include staff members providing clinical care for pregnant women, mothers and their babies.
** These include staff members providing non-clinical care for pregnant women, mother and their babies or
having contact with them in some aspect of their work.
STEP 3. Inform all pregnant women about the benefits and management of
breastfeeding.
Global Criteria - Step Three

If the hospital has an affiliated antenatal clinic or an in-patient antenatal ward:
A written description of the minimum content of the breastfeeding information and any printed
materials provided to all pregnant women is available.
The antenatal discussion covers the importance of breastfeeding, the importance of immediate
and sustained skin-to-skin contact, early initiation of breastfeeding, rooming-in on a 24 hour
basis, feeding on cue or baby-led feeding, frequent feeding to help assure enough milk, good
positioning and attachment, exclusive breastfeeding for the first 6 months, the risks of giving
formula or other breast-milk substitutes, and the fact that breastfeeding continues to be
important after 6 months when other foods are given.
Out of the randomly selected pregnant women in their third trimester who have come for at
least two antenatal visits:
At least 70% confirm that a staff member has talked with them individually or offered a
group talk that includes information on breastfeeding.
At least 70% are able to adequately describe what was discussed about two of the following
topics: importance of skin-to-skin contact, rooming-in, and risks of supplements while
breastfeeding in the first 6 months.

STEP 4. Help mothers initiate breastfeeding within a half-hour of birth.

This Step is now interpreted as:
Place babies in skin-to-skin contact with their mothers immediately following
birth for at least an hour. Encourage mothers to recognize when their babies are
ready to breastfeed and offer help if needed.
Global Criteria - Step Four

Out of the randomly selected mothers with vaginal births or caesarean sections without
general anaesthesia in the maternity wards:
At least 80% confirm that their babies were placed in skin-to-skin contact with them
immediately or within five minutes after birth and that this contact continued without
separation for an hour or more, unless there were medically justifiable reasons.
(Note: It is preferable that babies be left even longer than an hour, if feasible, as they may take
longer than 60 minutes to breastfeed).
At least 80% also confirm that they were encouraged to look for signs for when their
babies were ready to breastfeed during this first period of contact and offered help, if
needed.
(Note: The baby should not be forced to breastfeed but, rather, supported to do so when ready. If
desired, the staff can assist the mother with placing her baby so it can move to her breast and
latch when ready).
If any of the randomly selected mothers have had caesarean deliveries with general
anaesthesia, at least 50% should report that their babies were placed in skin-to-skin contact with
them as soon as the mothers were responsive and alert, with the same procedures followed.
At least 80% of the randomly selected mothers with babies in special care report that they
have had a chance to hold their babies skin-to-skin or, if not, the staff could provide
justifiable reasons why they could not.
Observations of vaginal deliveries, if necessary to confirm adherence to Step 4, show that in
at least 75% of the cases babies are placed with their mothers and held skin-to-skin within
five minutes after birth for at least 60 minutes without separation, and that the mothers are
shown how to recognize the signs that their babies are ready to breastfeed and offered help, or
there are justified reasons for not following these procedures.

STEP 5. Show mothers how to breastfeed and how to maintain lactation, even if they
Global Criteria - Step Five

The head of maternity services reports that mothers who have never breastfed or who have
previously encountered problems with breastfeeding receive special attention and support both
in the antenatal and postpartum periods.
Observations of staff demonstrating how to safely prepare and feed breast-milk substitutes
confirm that in 75% of the cases, the demonstrations were accurate and complete, and the
mothers were asked to give “return demonstrations”.
Out of the randomly selected clinical staff members:
At least 80% report that they teach mothers how to position and attach their babies for
breastfeeding and are able to describe or demonstrate correct techniques for both or, if not,
can describe to whom they refer mothers on their shifts for this advice.
At least 80% report that they teach mothers how to hand express and can describe or
demonstrate an acceptable technique for this, or, if not, can describe to whom they refer
mothers on their shifts for this advice.
At least 80% can describe how non-breastfeeding mothers can be assisted to safely prepare
their feeds, or can describe to whom they refer mothers on their shifts for this advice.
Out of the randomly selected mothers (including caesarean):
At least 80% of those who are breastfeeding report that someone on the staff offered further
assistance with breastfeeding within six hours of birth.
At least 80% of those who are breastfeeding report that someone on the staff offered them
help with positioning and attaching their babies for breastfeeding.
At least 80% of those who are breastfeeding are able to demonstrate or describe correct
positioning of their babies for breastfeeding.
At least 80% of those who are breastfeeding are able to describe what signs would indicate
that their babies are attached and suckling well.
At least 80% of those who are breastfeeding report that they were shown how to express their
milk by hand or given written information and told where they could get help if needed.
At least 80% of the mothers who have decided not to breastfeed report that they have been
offered help in preparing and giving their babies feeds, can describe the advice they were
given, and have been asked to prepare feeds themselves, after being shown how.
Out of the randomly selected mothers with babies in special care:
At least 80% of those who are breastfeeding or intending to do so report that they have been
offered help to start their breast milk coming and to keep up the supply within 6 hours of
their babies’ births.
At least 80% of those breastfeeding or intending to do so report that they have been shown
how to express their breast milk by hand.
At least 80% of those breastfeeding or intending to do so can adequately describe and
demonstrate how they were shown to express their breast milk by hand.
At least 80% of those breastfeeding or intending to do so report that they have been told they
need to breastfeed or express their milk 6 times or more every 24 hours to keep up their supply.

STEP 6. Give newborn infants no food or drink other than breast milk, unless
Global Criteria - Step Six

Hospital data indicate that at least 75% of the babies delivered in the last year have been
exclusively breastfed or exclusively fed expressed breast milk from birth to discharge or, if
not, that there were documented medical reasons.
Review of all clinical protocols or standards related to breastfeeding and infant feeding used by
the maternity services indicates that they are in line with BFHI standards and current evidence-
based guidelines.
No materials that recommend feeding breast milk substitutes, scheduled feeds or other
inappropriate practices are distributed to mothers.
The hospital has an adequate facility/space and the necessary equipment for giving
demonstrations of how to prepare formula and other feeding options away from breastfeeding
mothers.
Observations in the postpartum wards/rooms and any well baby observation areas show that at
least 80% of the babies are being fed only breast milk or there are acceptable medical reasons
for receiving something else.
At least 80% of the randomly selected mothers report that their babies had received only breast
milk or expressed or banked human milk or, if they had received anything else, it was for
acceptable medical reasons, described by the staff.
At least 80% of the randomly selected mothers who have decided not to breastfeed report that
the staff discussed with them the various feeding options and helped them to decide what was
suitable in their situations.
At least 80% of the randomly selected mothers with babies in special care who have decided not to
breastfeed report that staff has talked with them about risks and benefits of various feeding options.
STEP 7. Practice rooming-in - allow mothers and infants to remain together –

24 hours a day.
Global Criteria - Step Seven

Observations in the postpartum wards and any well-baby observation areas and discussions
with mothers and staff confirm that at least 80% of the mothers and babies are together or, if
not, have justifiable reasons for being separated.
At least 80% of the randomly selected mothers report that their babies have been in the same
room with them without separation or, if not, there were justifiable reasons.
STEP 8. Encourage breastfeeding on demand.
Global Criteria - Step Eight

Out of the randomly selected breastfeeding mothers:
At least 80% report that they have been told how to recognize when their babies are
hungry and can describe at least two feeding cues.
At least 80% report that they have been advised to feed their babies as often and for as
long as the babies want or something similar.

STEP 9. Give no artificial teats or pacifiers (also called dummies or soothers)

to breastfeeding infants.
Global Criteria - Step Nine

Observations in the postpartum wards/rooms and any well baby observation areas indicate
that at least 80% of the breastfeeding babies observed are not using bottles or teats or, if they
are, their mothers have been informed of the risks.
• At least 80% report that, as far as they know, their infants have not been fed using bottles
with artificial teats (nipples).
• At least 80% report that, as far as they know, their infants have not sucked on pacifiers.
STEP 10. Foster the establishment of breastfeeding support groups and

refer mothers to them on discharge from the hospital or clinic.
Global Criteria - Step Ten

The head/director of maternity services reports that:
Mothers are given information on where they can get support if they need help with
feeding their babies after returning home, and the head/director can also mention at least
one source of information.
The facility fosters the establishment of and/or coordinates with mother support groups
and other community services that provide breastfeeding/infant feeding support to
mothers, and can describe at least one way this is done.
The staff encourages mothers and their babies to be seen soon after discharge (preferably
2-4 days after birth and again the second week) at the facility or in the community by a
skilled breastfeeding support person who can assess feeding and give any support needed
and can describe an appropriate referral system and adequate timing for the visits.
A review of documents indicates that printed information is distributed to mothers before
discharge, if appropriate, on how and where mothers can find help on feeding their infants
after returning home and includes information on at least one type of help available.
Out of the randomly selected mothers at least 80% report that they have been given
information on how to get help from the facility or how to contact support groups, peer
counsellors or other community health services if they have questions about feeding their
babies after return home and can describe at least one type of help that is available.

Compliance with the International Code of Marketing of Breast-milk Substitutes
Global Criteria – Code compliance

No employees of manufacturers or distributors of breast-milk substitutes, bottles, teats or
pacifiers have any direct or indirect contact with pregnant women or mothers.
The hospital does not receive free gifts, non-scientific literature, materials or equipment,
money, or support for in-service education or events from manufacturers or distributors of
breast-milk substitutes, bottles, teats or pacifiers.
No pregnant women, mothers or their families are given marketing materials or samples or gift
packs by the facility that include breast-milk substitutes, bottles/teats, pacifiers, other infant
feeding equipment or coupons.
A review of the breastfeeding or infant feeding policy indicates that it uphold the Code and
subsequent WHA resolutions by prohibiting:
The display of posters or other materials provided by manufacturers or distributors of breast-
milk substitutes, bottles, teats and dummies or any other materials that promote the use of these
products.
Any direct or indirect contact between employees of these manufacturers or distributors and
pregnant women or mothers in the facility.
Distribution of samples or gift packs with breast-milk substitutes, bottles or teats or of
marketing materials for these products to pregnant women or mothers or members of their
families.
Acceptance of free gifts (including food), literature, materials or equipment, money or support
for in-service education or events from these manufacturers or distributors by the hospital.
Demonstrations of preparation of infant formula for anyone that does not need them.
Acceptance of free or low cost breast-milk substitutes or supplies.
A review of records and receipts indicates that any breast-milk substitutes, including special
formulas and other supplies, are purchased by the health care facility for the wholesale price or
more.
Observations in the antenatal and maternity services and other areas where nutritionists and
dieticians work indicate that no materials that promote breast-milk substitutes, bottles, teats or
dummies, or other designated products as per national laws, are displayed or distributed to mothers,
pregnant women, or staff.
Observations indicate that the hospital keeps infant formula cans and pre-prepared bottles of
formula out of view unless in use.
At least 80% of the randomly selected clinical staff members can give two reasons why it is
important not to give free samples from formula companies to mothers.

Global Criteria – Mother-friendly care

(Note: These criteria should be required only after health facilities have trained their staff on
policies and practices related to mother-friendly care).
A review of the hospital policies indicates that they require mother-friendly labour and birthing
practices and procedures including:
Encouraging women to have companions of their choice to provide continuous physical
and/or emotional support during labour and birth, as desired.
Allowing women to drink and eat light foods during labour, as desired.
Encouraging women to consider the use of non-drug methods of pain relief unless analgesic
or anaesthetic drugs are necessary because of complications, respecting the personal
preferences of the women.
Encouraging women to walk and move about during labour, if desired, and assume
positions of their choice while giving birth, unless a restriction is specifically required for a
complication and the reason is explained to the mother.
Care that does not involve invasive procedures such as rupture of the membranes,
episiotomies, acceleration or induction of labour, instrumental deliveries, or caesarean
sections unless specifically required for a complication and the reason is explained to the
mother.
At least 80% are able to describe at least two recommended practices and procedures that
can help a mother be more comfortable and in control during labour and birth.
At least 80% are able to list at least three labour or birth procedures that should not be used
routinely, but only if required due to complications.
At least 80% are able to describe at least two labour and birthing practices and procedures
that make it more likely that breastfeeding will get off to a good start
Out of the randomly selected pregnant women:
At least 70% report that the staff has told them women can have companions of their choice
with them throughout labour and birth and at least one reason it could be helpful.
At least 70% report that they were told at least one thing by the staff about ways to deal
with pain and be more comfortable during labour, and what is better for mothers, babies and
breastfeeding.

HIV and infant feeding (optional)

(Note: The national BFHI coordination group and/or other appropriate national decision-makers will
determine whether or not maternity services should be assessed on whether they provide support related to
HIV and infant feeding).
Global Criteria – HIV and infant feeding

The hospital has policies and procedures that seem adequate concerning providing or
referring pregnant women for testing and counselling for HIV, counselling women
concerning PMTCT of HIV, providing individual, private counselling for pregnant
women and mothers who are HIV positive on infant feeding options, and insuring
confidentiality.
Mothers who are HIV positive or concerned that they are at risk are referred to community
support services for HIV testing and infant feeding counselling, if they exist.
A review of the infant feeding policy indicates that it requires that HIV-positive mothers
receive counselling, including information about the risks and benefits of various infant
feeding options and specific guidance in selecting the options for their situations, supporting
them in their choices.
A review of the curriculum on HIV and infant feeding and training records indicates that
training is provided for appropriate staff and is sufficient, given the percentage of HIV
positive women and the staff needed to provide support for pregnant women and mothers
related to HIV and infant feeding. The training covers basic facts on:
the risks of HIV transmission during pregnancy, labour and delivery and breastfeeding
and its prevention;
the importance of testing and counselling for HIV;
local availability of feeding options;
the dangers of mixed feeding for HIV transmission;
facilities/provision for counselling HIV positive women on advantages and disadvantages
of different feeding options; assisting them in exclusive breastfeeding or formula feeding
(note: may involve referrals to infant feeding counsellors);
how to assist HIV positive mothers who have decided to breastfeed; including how to
transition to replacement feeds at the appropriate time
how to minimize the likelihood that a mother whose status is unknown or HIV negative
will be influenced to replacement feed.
A review of the antenatal information indicates that it covers the important topics on this
issue. (these include the routes by which HIV-infected women can pass the infection to their
infants, the approximate proportion of infants that will (and will not) be infected by
breastfeeding; the importance of counselling and testing for HIV and where to get it; and the
importance of HIV positive women making informed infant feeding choices and where they
can get the needed counselling).
A review of documents indicates that printed material is available, if appropriate, on how to
implement various feeding options and is distributed to or discussed with HIV positive
mothers before discharge. It includes information on how to exclusively replacement feed,
how to exclusively breastfeed, how to stop breastfeeding when appropriate, and the dangers
of mixed feeding.
Continued on next page



• At least 80% can describe at least one measure that can be taken to maintain
confidentiality and privacy of HIV positive pregnant women and mothers.
• At least 80% are able to mention at least two policies or procedures that help prevent
transmission of HIV from an HIV positive mother to her infant during feeding within
the first six months.
• At least 80% are able to describe two issues that should be discussed when
counselling an HIV positive mother who is deciding how to feed her baby.
Out of the randomly selected pregnant women who are in their third trimester and have had
at least two antenatal visits or are in the antenatal in-patient unit:
• At least 70% report that a staff member has talked with them or given a talk about
HIV/AIDS and pregnancy.
• At least 70% report that the staff has told them that a woman who is HIV-positive can
pass the HIV infection to her baby.
• At least 70% can describe at least one thing the staff told them about why testing and
counselling for HIV is important for pregnant women.
• At least 70% can describe at least one thing the staff told them about what women
who do not know their HIV status should consider when deciding how to feed their
babies.



WHO/NMH/NHD/09.01
WHO/FCH/CAH/09.01
Acceptable medical reasons for use

of breast-milk substitutes

© World Health Organization 2009
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Preface
A list of acceptable medical reasons for supplementation was originally developed by WHO and
UNICEF as an annex to the Baby-friendly Hospital Initiative (BFHI) package of tools in 1992.
WHO and UNICEF agreed to update the list of medical reasons given that new scientific evidence had
emerged since 1992, and that the BFHI package of tools was also being updated. The process was led
by the departments of Child and Adolescent Health and Development (CAH) and Nutrition for Health
and Development (NHD). In 2005, an updated draft list was shared with reviewers of the BFHI
materials, and in September 2007 WHO invited a group of experts from a variety of fields and all
WHO Regions to participate in a virtual network to review the draft list. The draft list was shared with
all the experts who agreed to participate. Subsequent drafts were prepared based on three inter-related
processes: a) several rounds of comments made by experts; b) a compilation of current and relevant
WHO technical reviews and guidelines (see list of references); and c) comments from other WHO
departments (Making Pregnancy Safer, Mental Health and Substance Abuse, and Essential Medicines)
in general and for specific issues or queries raised by experts.
Technical reviews or guidelines were not available from WHO for a limited number of topics. In those
cases, evidence was identified in consultation with the corresponding WHO department or the external
experts in the specific area. In particular, the following additional evidence sources were used:
-The Drugs and Lactation Database (LactMed) hosted by the United States National Library of
Medicine, which is a peer-reviewed and fully referenced database of drugs to which breastfeeding
mothers may be exposed.
-The National Clinical Guidelines for the management of drug use during pregnancy, birth and the
early development years of the newborn, review done by the New South Wales Department of Health,
Australia, 2006.
The resulting final list was shared with external and internal reviewers for their agreement and is
presented in this document.
The list of acceptable medical reasons for temporary or long-term use of breast-milk substitutes is
made available both as an independent tool for health professionals working with mothers and
newborn infants, and as part of the BFHI package. It is expected to be updated by 2012.
Acknowledgments
This list was developed by the WHO Departments of Child and Adolescent Health and Development
and Nutrition for Health and Development, in close collaboration with UNICEF and the WHO
Departments of Making Pregnancy Safer, Essential Medicines and Mental Health and Substance
Abuse. The following experts provided key contributions for the updated list: Philip Anderson, Colin
Binns, Riccardo Davanzo, Ros Escott, Carol Kolar, Ruth Lawrence, Lida Lhotska, Audrey Naylor,
Jairo Osorno, Marina Rea, Felicity Savage, María Asunción Silvestre, Tereza Toma, Fernando
Vallone, Nancy Wight, Anthony Williams and Elizabeta Zisovska. They completed a declaration of
interest and none identified a conflicting interest.

Introduction
Almost all mothers can breastfeed successfully, which includes initiating breastfeeding within the first
hour of life, breastfeeding exclusively for the first 6 months and continuing breastfeeding (along with
giving appropriate complementary foods) up to 2 years of age or beyond.
Exclusive breastfeeding in the first six months of life is particularly beneficial for mothers and infants.
Positive effects of breastfeeding on the health of infants and mothers are observed in all settings.
Breastfeeding reduces the risk of acute infections such as diarrhoea, pneumonia, ear infection,
Haemophilus influenza, meningitis and urinary tract infection (1). It also protects against chronic
conditions in the future such as type I diabetes, ulcerative colitis, and Crohn’s disease. Breastfeeding
during infancy is associated with lower mean blood pressure and total serum cholesterol, and with
lower prevalence of type-2 diabetes, overweight and obesity during adolescence and adult life (2).
Breastfeeding delays the return of a woman's fertility and reduces the risks of post-partum
haemorrhage, pre-menopausal breast cancer and ovarian cancer (3).
Nevertheless, a small number of health conditions of the infant or the mother may justify
recommending that she does not breastfeed temporarily or permanently (4). These conditions, which
concern very few mothers and their infants, are listed below together with some health conditions of
the mother that, although serious, are not medical reasons for using breast-milk substitutes.
Whenever stopping breastfeeding is considered, the benefits of breastfeeding should be weighed

against the risks posed by the presence of the specific conditions listed.
INFANT CONDITIONS
Infants who should not receive breast milk or any other milk except specialized
formula
Infants with classic galactosemia: a special galactose-free formula is needed.
Infants with maple syrup urine disease: a special formula free of leucine, isoleucine and
valine is needed.
Infants with phenylketonuria: a special phenylalanine-free formula is needed (some
breastfeeding is possible, under careful monitoring).
Infants for whom breast milk remains the best feeding option but who may need
other food in addition to breast milk for a limited period
Infants born weighing less than 1500 g (very low birth weight).
Infants born at less than 32 weeks of gestation (very preterm).
Newborn infants who are at risk of hypoglycaemia by virtue of impaired metabolic
adaptation or increased glucose demand (such as those who are preterm, small for
gestational age or who have experienced significant intrapartum hypoxic/ischaemic stress,
those who are ill and those whose mothers are diabetic (5) if their blood sugar fails to
respond to optimal breastfeeding or breast-milk feeding.

MATERNAL CONDITIONS
Mothers who are affected by any of the conditions mentioned below should receive treatment
according to standard guidelines.
Maternal conditions that may justify permanent avoidance of breastfeeding

HIV infection15: if replacement feeding is acceptable, feasible, affordable, sustainable and safe
(AFASS) (6). Otherwise, exclusive breastfeeding for the first six months is recommended.
Maternal conditions that may justify temporary avoidance of breastfeeding

Severe illness that prevents a mother from caring for her infant, for example sepsis.
Herpes simplex virus type 1 (HSV-1): direct contact between lesions on the mother's breasts and
the infant's mouth should be avoided until all active lesions have resolved.
Maternal medication:
- sedating psychotherapeutic drugs, anti-epileptic drugs and opioids and their combinations
may cause side effects such as drowsiness and respiratory depression and are better avoided
if a safer alternative is available (7);
- radioactive iodine-131 is better avoided given that safer alternatives are available - a mother
can resume breastfeeding about two months after receiving this substance;
- excessive use of topical iodine or iodophors (e.g., povidone-iodine), especially on open
wounds or mucous membranes, can result in thyroid suppression or electrolyte abnormalities
in the breastfed infant and should be avoided;
- cytotoxic chemotherapy requires that a mother stops breastfeeding during therapy.
Maternal conditions during which breastfeeding can still continue, although health
problems may be of concern
Breast abscess: breastfeeding should continue on the unaffected breast; feeding from the
affected breast can resume once treatment has started (8).
Hepatitis B: infants should be given hepatitis B vaccine, within the first 48 hours or as soon as
possible thereafter (9).
Hepatitis C.
Mastitis: if breastfeeding is very painful, milk must be removed by expression to prevent
progression of the condition(8).
Tuberculosis: mother and baby should be managed according to national tuberculosis guidelines
(10).
Substance use16 (11):
- maternal use of nicotine, alcohol, ecstasy, amphetamines, cocaine and related stimulants has
been demonstrated to have harmful effects on breastfed babies;
- alcohol, opioids, benzodiazepines and cannabis can cause sedation in both the mother and
the baby.
Mothers should be encouraged not to use these substances, and given opportunities and support
to abstain.
15
The most appropriate infant feeding option for an HIV-infected mother depends on her and her infant’s individual
circumstances, including her health status, but should take consideration of the health services available and the counselling
and support she is likely to receive. Exclusive breastfeeding is recommended for the first six months of life unless
replacement feeding is AFASS. When replacement feeding is AFASS, avoidance of all breastfeeding by HIV-infected
women is recommended. Mixed feeding in the first 6 months of life (that is, breastfeeding while also giving other fluids,
formula or foods) should always be avoided by HIV-infected mothers.
16
Mothers who choose not to cease their use of these substances or who are unable to do so should seek individual advice on
the risks and benefits of breastfeeding depending on their individual circumstances. For mothers who use these substances in
short episodes, consideration may be given to avoiding breastfeeding temporarily during this time.

References
(1) Technical updates of the guidelines on Integrated Management of Childhood Illness (IMCI). Evidence and
recommendations for further adaptations. Geneva, World Health Organization, 2005.
(2) Evidence on the long-term effects of breastfeeding: systematic reviews and meta-analyses. Geneva, World
Health Organization, 2007.
(3) León-Cava N et al. Quantifying the benefits of breastfeeding: a summary of the evidence. Washington, DC,
Pan American Health Organization, 2002 (http://www.paho.org/English/AD/FCH/BOB-Main.htm, accessed 26
June 2008).
(4) Resolution WHA39.28. Infant and Young Child Feeding. In: Thirty-ninth World Health Assembly, Geneva, 5–
16 May 1986. Volume 1. Resolutions and records. Final. Geneva, World Health Organization, 1986
(WHA39/1986/REC/1), Annex 6:122–135.
(5) Hypoglycaemia of the newborn: review of the literature. Geneva, World Health Organization, 1997
(WHO/CHD/97.1; http://whqlibdoc.who.int/hq/1997/WHO_CHD_97.1.pdf, accessed 24 June 2008).
(6) HIV and infant feeding: update based on the technical consultation held on behalf of the Inter-agency Task
Team (IATT) on Prevention of HIV Infection in Pregnant Women, Mothers and their Infants, Geneva, 25–27
October 2006. Geneva, World Health Organization, 2007
(http://whqlibdoc.who.int/publications/2007/9789241595964_eng.pdf, accessed 23 June 2008).
(7) Breastfeeding and maternal medication: recommendations for drugs in the Eleventh WHO Model List of
Essential Drugs. Geneva, World Health Organization, 2003.
(8) Mastitis: causes and management. Geneva, World Health Organization, 2000 (WHO/FCH/CAH/00.13;
http://whqlibdoc.who.int/hq/2000/WHO_FCH_CAH_00.13.pdf, accessed 24 June 2008).
(9) Hepatitis B and breastfeeding. Geneva, World Health Organization, 1996. (Update No. 22).
(10) Breastfeeding and Maternal tuberculosis. Geneva, World Health Organization, 1998 (Update No. 23).
(11) Background papers to the national clinical guidelines for the management of drug use during pregnancy,
birth and the early development years of the newborn. Commissioned by the Ministerial Council on Drug Strategy
under the Cost Shared Funding Model. NSW Department of Health, North Sydney, Australia, 2006.
http://www.health.nsw.gov.au/pubs/2006/bkg_pregnancy.html
Further information on maternal medication and breastfeeding is available at the following United States National
Library of Medicine (NLM) website:
http://toxnet.nlm.nih.gov/cgi-bin/sis/htmlgen?LACT
For further information, please contact:
Department of Nutrition for Health and Department of Child and Adolescent Health and
Development Development
E-mail: nutrition@who.int E-mail: cah@who.int
Web: www.who.int/nutrition Web: www.who.int/child_adolescent_health
Address: 20 Avenue Appia, 1211 Geneva 27, Switzerland

Section 1.4: Compliance with the International Code of Marketing of Breast-milk Substitutes 49
SECTION 1.4
COMPLIANCE WITH THE INTERNATIONAL CODE
OF MARKETING OF BREAST-MILK SUBSTITUTES
What is the Code?

The Code was adopted in 1981 by the World Health Assembly to promote safe and adequate
nutrition for infants, by the protection and promotion of breastfeeding and by ensuring the
proper use of breast-milk substitutes, when these are necessary. One of the main principles of
the Code is that health care facilities should not be used for the purpose of promoting breast
milk substitutes, feeding bottles or teats. Subsequent WHA resolutions have clarified the
Code and closed loopholes.
How is the Code relevant to the Baby-friendly Hospital Initiative?

In launching the BFHI in 1991, UNICEF and WHO were hoping to ensure that all maternities
would become centres of breastfeeding support. In order to achieve this, hospitals must avoid
being used for the promotion of breast milk substitutes, bottles or teats, or the distribution of
free formula. The Code, together with the subsequent relevant Resolutions of the World
Health Assembly, lays down the basic principles necessary for this. In addition, in adopting
the Code in 1981, the World Health Assembly called upon health workers to encourage and
protect breastfeeding, and to make themselves familiar with their responsibilities under the Code.
Which products fall under the scope of the Code?

The Code applies to breast milk substitutes, including infant formula; other milk products,
foods and beverages, including bottle-fed complementary foods, when marketed or otherwise
represented to be suitable, with or without modification, for use as a partial or total
replacement of breast milk; feeding bottles and teats.
Since exclusive breastfeeding is to be encouraged for 6 months, any food or drink shown to
be suitable for feeding a baby during this period is a breast milk substitute, and thus covered
by the Code. This would include baby teas, juices and waters. Special formulas for infants
with special medical or nutritional needs also fall under the scope of the Code.
Since continued breastfeeding is to be encouraged for two years or beyond, any milk product
shown to be substituting for the breast milk part of the child’s diet between six months and two
years, such as follow-on formula, is a breast-milk substitute and is thus covered by the Code.
What does the Code say?

The main points in the Code include:
• no advertising of breast-milk substitutes and other products to the public;
• no free samples to mothers;
• no promotion in the health services;
• no donations of free or subsidized supplies of breast-milk substitutes or other products
in any part of the health care system;
• no company personnel to contact or advise mothers;
• no gifts or personal samples to health workers;
• no pictures of infants, or other pictures or text idealizing artificial feeding, on the
labels of the products;
• information to health workers should only be scientific and factual;

50 Section 1.4: Compliance with the International Code of Marketing of Breast-milk Substitutes
• information on artificial feeding should explain the benefits of breastfeeding and the
costs and dangers associated with artificial feeding;
• unsuitable products, such as sweetened condensed milk, should not be promoted for
babies.
Who is a “health worker” for the purposes of the Code?

According to the Code, any person working in the health care system, whether professional or
non-professional, including voluntary and unpaid workers, in public or private practice, is a
health worker. Under this definition, ward assistants, sweepers, nurses, midwives, social
workers, dieticians, counsellors, in-hospital pharmacists, obstetricians, administrators, clerks,
etc. are all health workers.
What are a health worker’s responsibilities under the Code?

1. Encourage and protect breast-feeding. Health workers involved in maternal and infant
nutrition should make themselves familiar with their responsibilities under the Code, and be
able to explain the following:
• the benefits and superiority of breastfeeding;
• maternal nutrition, and the preparation for and maintenance of breastfeeding;
• the negative effect on breastfeeding of introducing partial bottle-feeding;
• the difficulty of reversing the decision not to breastfeed; and
• where needed, the proper use of infant formula, whether manufactured industrially or
home-prepared.
When providing information on the use of infant formula, health workers should be able to
explain:
• the social and financial implications of its use;
• the health hazards of inappropriate foods or feeding methods; and
• the health hazards of unnecessary or improper use of infant formula and other breast-
milk substitutes.
2. Ensure that the health facility is not used for the display of products within the scope of
the Code, for placards or posters concerning such products. Ensure that packages of breast-
milk substitutes and other supplies purchased by the health facility are not on display or
visible to mothers.
3. Refuse any gifts offered by manufacturers or distributors.
4. Refuse samples (meaning single or small quantities) of infant formula or other products
within the scope of the Code, or of equipment or utensils for their preparation or use, unless
necessary for the purpose of professional evaluation or research at the institutional level.
5. Never pass any samples to pregnant women, mothers of infants and young children, or
members of their families.
6. Disclose any contribution made by a manufacturer or distributor for fellowships, study
tours, research grants, attendance at professional conferences, or the like to management of
the health facility.
7. Be aware that support and other incentives for programmes and health professionals
working in infant and young-child health should not create conflicts of interests.

Section 1.4: Compliance with the International Code of Marketing of Breast-milk Substitutes 51
Does the Code ban all free and low-cost supplies of infant formula and other breast-milk
substitutes (including follow-on formula) in health facilities?
Yes. Although there were some ambiguities in the wording of Articles 6.6 and 6.7 of the
Code, these were clarified in 1994 by World Health Assembly Resolution (WHA 47.5) which
urged Governments:
“to ensure that there are no donations of free or subsidized supplies of breast-milk
substitutes and any other products covered by the International Code of Marketing of
Breast-milk Substitutes in any part of the health care system”.
Breast-milk substitutes should be obtained through “normal procurement channels” so as not
to interfere with the protection and promotion of breastfeeding. Procurement means purchase.
Should free supplies be donated for pre-term and low birth weight infants? Some argue
that these infants need early supplementation, and therefore free supplies should be
permitted.
No. The prohibition applies to all types of infant formula, including those for special medical
purposes. In any case, breast milk is the medically indicated feeding of choice for almost all
pre-term and low birth weight babies.17 Obtaining free supplies for these babies encourages
bottle (artificial) feeding, which further threatens their survival and healthy development.
Moreover, once free supplies are available in the maternities and nurseries, it is extremely
difficult to control their distribution and misuse.
Should free supplies be donated for infants of HIV-positive mothers who have chosen to
formula feed?
No. As stated above, once free supplies are available in the health care system it is virtually
impossible to prevent their misuse and the undermining of breastfeeding. Governments should
procure the formula needed through normal procurement channels.
Should the prohibition extend to Maternal Child Health, primary health, and rural
clinics?
Yes. The Code defines the health care system as: “governmental, non-governmental or private
institutions or organizations engaged, directly or indirectly, in health care for mothers, infants
and pregnant women; and nurseries or child-care institutions. It also includes health workers
in private practice”.
Why not permit free supplies in paediatric wards, since older infants may already be
using feeding bottles?
Because free supplies to paediatric services or other special services for sick infants can
seriously undermine breastfeeding. The WHO/UNICEF guidelines suggest, in paragraph 50:
“There will, of course, always be a small number of infants in these services who will
need to be fed on breast-milk substitutes. Suitable substitutes, procured and distributed
as part of the regular inventory of foods and medicines of any such health care facility,
should be provided for those infants”.
17
See WHO/UNICEF “Guidelines concerning the main health and socioeconomic circumstances in which infants have to be
fed on breast-milk substitutes” (WHO, A39/8 Add. 1, 10 April 1986). The 1986 World Health Assembly based its adoption
of WHA 39.28 on this document.

52 Section 1.4: Compliance with the International Code of Marketing of Breast-milk Substitutes
Is there a working definition for “low-cost” supplies?

Yes. There is a general agreement that ending “low-cost” or “low-price” sales means ending
sales at prices below the wholesale price or lower that 80 percent of the retail price, in the
absence of a standard wholesale price. The reason for stopping low price sales is that low
prices lead to the overuse of breast-milk substitutes.
Is the Code still relevant in view of the HIV pandemic and the increased need for
formula?
Yes. Indeed the Code is even more important in the context of HIV, since the Code and
resolutions:
• encourage governments to regulate the distribution of free or subsidized supplies of
breast-milk substitutes to prevent “spillover”;
• protect children fed on replacement foods by ensuring that product labels carry
necessary warnings and instructions for safe preparation and use; and
• ensure that a given product is chosen on the basis of independent medical advice.
The Code is relevant to, and fully covers the needs of, mothers who are HIV-positive. Even
where the Code has not been implemented, its provisions still apply.

Section 1.5: Baby-Friendly Expansion and Integration Possibilities 53
SECTION 1.5
BABY-FRIENDLY EXPANSION AND
INTEGRATION POSSIBILITIES
Over the last 15 years of work on BFHI, many lessons have been learned. Perhaps the clearest
lesson is the need for more attention to Step 10 and the community. A second pressing issue
has been the need to rectify the misunderstandings concerning the appropriateness of BFHI in
the context of the HIV pandemic. Other issues that have arisen and have been addressed in
some countries include:
• the need to ensure mother-friendly care;
• breastfeeding supportive paediatric care;
• mother and baby-friendly NICUs;
• mother and baby-friendly physician’s offices;
• and last, but by no means least, the need for the mother of the exclusively breastfed child to
be supported to understand the need for the age-appropriate addition of complementary
foods after 6 months.
Current trends in health system and related planning indicate the need for increased
flexibility, integration, and complementarity among interventions. For this reason, and to aid
countries in creating synergy in their programmes and in actively addressing identified issues,
a variety of alternative approaches are now included in the BFHI materials. These expansion
and integration options are intended to create the possibility for more creative and supportive
mother and baby-friendly care.
Presented below are a few of the many variations that have been tried around the world in
order to bring truly baby-friendly care to all.
Baby-friendly communities: Creating Step Ten

Step 10, of all of the Ten Steps, has not achieved full implementation in a wide variety of
settings, although many options are suggested, including mother-to-mother or peer groups,
organised support by certified lactation consultants, regular outreach by the maternity staff
especially in the first days postpartum, referral to community-based primary health care
centres with specialized training, hotlines, etc. Efforts to date have not been optimal due to a
variety of factors, not the least of which is that facility-based personnel may simply not have
the skills to create community mobilization. In addition, often there is reliance on volunteers
to carry out ongoing activities, so it is necessary to have regular refreshers and support
activities for ongoing motivation and communication.
Perhaps of most relevance to reaching the most vulnerable populations is the reality that most
deliveries in developing countries occur in the communities and even the initial baby-friendly
care may not be in place.
A new initiative – Baby-friendly Communities – has been developed in some countries, and
can serve as a model
1. for expanding BFHI practices and criteria into community health services,
2. for expanding BFHI practices into delivery settings where there are no community health
services, and

54 Section 1.5: Baby-Friendly Expansion and Integration Possibilities
3. for strengthening the vital tenth step in ensuring best practices and support for every
mother.
Suggestions for development and content of national criteria that could be applied in these
three situations are presented below:
Suggested National Baby-friendly Community components: provided for

community discussion, reflecting on all applicable Global Criteria for the
BFHI (the Ten Steps)
The development of the criteria should include the participation and commitment
of:
1. Community political and social leadership, both male and female, who are
committed to making a change in support of optimal infant and young child
feeding.
2. All health facilities that include maternity services, or local health care
provision, especially those that are already designated “baby-friendly” and actively
support both early and exclusive breastfeeding (0-6 months).
3. If home deliveries are the norm, all who assist in these deliveries.
Locally developed criteria should specify that :

1. All who assist in facility-based or home deliveries are informed concerning
mother-friendly labour and birthing practices such as encouraging mothers to have
companions to provide support, minimizing invasive procedures unless medically
necessary, encouraging women to move about and assume positions of their choice
during labour, etc. (see “mother-friendly” section) and are informed concerning the
importance of delayed cord cutting, immediate skin-to-skin continued for at least
60 minutes, and no prelacteal feeds.
2. Community access to referral site(s) with skilled support for early, exclusive
and continued breastfeeding is available.
3. Support is available in the community for age-appropriate, frequent, and
responsive complementary feeding with continued breastfeeding. This will
generally mean that there is availability of micronutrients or animal-based foods
and adequate counselling to assist mothers in making appropriate choices.
4. Mother-to-mother support system, or similar, is in place.
5. No practices, distributors, shops or services violate the International Code (as
applicable) in the community.
6. Local government or civil society has convened, created and supports
implementation of at least one political or social normative change and/or
additional activity that actively supports mothers and families to succeed with
immediate and exclusive breastfeeding practices (e.g. time-sharing of tasks,
granting authority to transport breastfeeding mothers for referral if needed,
identification of “breastfeeding advocates/protectors” among community leaders,
breastfeeding supportive workplaces, etc.).
In addition, simplified job-aids for assisting and for assessing home deliveries
(including those performed by skilled midwives and, if possible, traditional birth
attendants), should be developed, are available and are in use.

Example from Gambia

An excellent example of an innovative approach to this problem and its solution is found in
the “The Baby Friendly Community Initiative (BFCI) – An Expanded Vision for Integrated
Early Childhood Development in the Gambia”. The full text of this document will be
available on the UNICEF website.
In summary, BFHI was used as the model for the development of the Baby-friendly
Community Initiative (BFCI). The BFCI includes 10 steps to successful infant feeding
incorporating maternal nutrition, infant nutrition, environmental sanitation and personal
hygiene. In other settings, safe delivery or child and maternity protection might have greater
relevance. In Gambia, communities identified 5 women and 2 men each, to be trained and
certified “Village Support Groups on Infant Feeding”. When the 10 steps developed by the
community are implemented, the community is designated a “Baby- friendly Community”.
Training of community representatives as Village Support Groups on infant feeding was
considered the most important element of the BFCI. Men’s involvement in the BFCI both as
members of the Support Groups and as part of the target population may also be a crucial
element for success and sustainability of the intervention. Their involvement in an area, which
in the past targeted only women, sent out a clear and strong message that maternal and infant
nutrition concerned both men (fathers) and women (mothers).
World Breastfeeding Week may be used as an entry point to bring together targeted
politicians, Senior Government and NGO officials, as well as international Agencies for
sensitization to create better understanding of the importance of breastfeeding, what has
already occurred in country, and what may be possible, and create a cadre of high level
support.
In Gambia, such a meeting led to recommendations:
1. intensified information, education and communication (IEC) activities to eradicate taboos
and other traditional practices, which affect the practice of optimal breastfeeding;
2. inclusion of breastfeeding in the curricula of schools and training institutions;
3. setting up of support groups on breastfeeding;
4. extended maternity leave for working mothers;
5. development of breastfeeding policies;
6. similar seminars at the regional and community levels;
7. the implementation of the Baby-friendly Hospital Initiative; and
8. ensuring community involvement.
The results of this approach in Gambia were an increase from 60% to 100% in initiation of
breastfeeding in the first day of life, and a decline in introduction of complementary feeding
at four months of age from 90% to nearly 0%.
In Gambia, the BFHI also helped introduce other community based services that meet the
needs of infants and young children are vital to many health, growth and development
intervention approaches, including bed nets, HIV/AIDS awareness, immunization support,
and reproductive health care. The approach promotes and protects the rights of the child to
survival, growth and development.

The Ten Steps to Successful Breastfeeding in the Community:

The Gambia’s Baby-friendly Community Initiative
Every village should have an enabling environment for mothers to practice optimal
breastfeeding. Therefore, a trained Village Support Group on infant feeding:
1. Informs and advises all pregnant and lactating women and their spouses on the
importance of an adequate maternal diet using locally available foods by explaining the
benefits to both maternal and infant health.
2. Informs all pregnant women and their spouses about the benefits of breast milk including
colostrum.
3. Advises and encourages mothers to initiate breastfeeding within an hour after birth and not
to give any prelacteal feeds unless on the advice of a medical personnel.
4. Informs both mothers and fathers about the benefits of exclusive breastfeeding and
encourages all mothers of healthy newborns to breastfeed exclusively for six months.
5. Informs both mothers and fathers about the hazards and cost of bottle-feeding, the use of
formula and the use of pacifiers (comforters).
6. Ensures that orphans get breast milk by encouraging the traditional practice of wet
nursing for babies who have lost their mothers at birth.
7. Advises and encourages mothers to introduce locally available complementary foods
when the infant is six months of age.
8. Advises and encourages all mothers to use fermented cereal in the preparation of the
complementary feeding by telling them about the benefits.
9. Teaches all mothers and caregivers about the benefits of adequate personal hygiene and
environmental sanitation to infant health, including the basic principles for the
preparation of safe foods for infants and young children.
10. Encourages mothers to support each other to practice optimal breastfeeding by forming
their own informal support groups on infant feeding.

BFHI and Prevention of Mother-to-Child Transmission (PMTCT) of HIV/AIDS

The WHO/UNICEF guidance on infant feeding support for HIV-positive mothers strongly
suggest that training on support for exclusive breastfeeding precede training on feeding
options for HIV-positive mothers. For this reason, Malawi, among other countries, has
decided that BFHI must be in place at the same time as the initiation of counselling for the
HIV-positive mothers.
The rationale is at least 3-fold:
1. Since exclusive breastfeeding is an option for all mothers, the establishment of excellence
in support of exclusive breastfeeding will benefit all.
2. For HIV-positive mothers for whom replacement feeding in not acceptable, feasible,
affordable, sustainable and safe, exclusive breastfeeding is the recommended option.
3. If all counsellors understand the importance of exclusive breastfeeding, spill over and over
use of artificial foods will be reduced.
4. Recent research findings indicate that exclusive breastfeeding may reduce the passage of
HIV via breast milk, when compared to mixed feeding.
If this last item is proven to be consistent in additional studies, then exclusive breastfeeding
among the greater population of HIV-infected women who have not been diagnosed as yet
will provide a double benefit.
Mother-baby-friendly facilities
The Mother-friendly Childbirth Initiative includes the “Ten Steps of the Mother-friendly
Childbirth Initiative for mother-friendly Hospitals, Birth Centres, and Home Birth Services”
and can be initiated in concert with baby-friendly initiatives and as an integrated mother-baby
aspect of a maternal-child care continuum.
The Mother-friendly Childbirth Initiative was initially developed in 1996 by the Coalition for
Improving Maternity Services (CIMS) with the First Consensus Initiative. CIMS is a coalition
of individuals and national organizations with concern for the care and well-being of mothers,
babies, and families. The mission is to promote a wellness model of maternity care that will
improve birth outcomes and substantially reduce costs. This evidence-based mother-, baby-,
and family-friendly model focuses on prevention and wellness as the alternatives to high-cost
screening, diagnosis, and treatment programs. The suggested “Ten steps” is based on the
recognition that some current maternity and newborn practices both contribute to high costs
and inferior outcomes, such as inappropriate application of technology and routine procedures
that are not based on scientific evidence. The principles of this approach is respect for the
normalcy (i.e., non-medical) of the birthing process, the autonomy and empowerment of the
woman, caregiver responsibility and doing “no harm”.
The Mother-baby-friendly Ten Steps presented here are modified to allow integration with
current continuum of care approaches.

Suggested Mother-baby-friendly Ten Steps for consideration

in developing national criteria in coordination with baby-friendly:
A mother-baby-friendly hospital, birth centre, or home birth:
1. Provides or refers for antenatal care, including vitamin/iron/folate supplementation, malaria
prophylaxis, HIV-testing, monitoring for danger signs, and referral where appropriate.
2. Offers all birthing mothers:
- Unrestricted access to the birth companions of her choice, including fathers, partners,
children, family members, and friends.
- Unrestricted access to continuous emotional and physical support from a skilled
woman-for example, a doula or labour-support professional.
- Access to the best available care, preferably skilled assistance and access to timely
referral as needed.
- The freedom to walk, move about, and assume the positions of her choice during
labour and birth (unless restriction is specifically required to correct a complication),
and discourages the use of the lithotomy18 position.
3. Maintains records to allow for external and self-assessment and reporting purposes.
4. Provides culturally competent care - that is, care that is sensitive and responsive to the
specific beliefs, values, and customs of the mother's ethnicity and religion.
5. Has clearly defined policies and procedures for:
- Clean birthing techniques.
- Delayed cord clamping.
- Placenta removal and disposal.
- Collaboration, consultation and referral with other maternity services, including
maintaining communication with all caregivers when referral/transfer is necessary.
- Linking the mother and baby to appropriate community resources, including prenatal
and post-discharge follow-up and breastfeeding support.
6. Does not routinely employ practices and procedures that are unsupported by scientific
evidence, including but not limited to the following:
- Shaving; enemas; IVs (intravenous drip); withholding nourishment; early rupture of
membranes; electronic fetal monitoring.
Other interventions are limited as follows:
- Has an induction rate of 10% or less.
- Has an episiotomy rate of 20% or less, with a goal of 5% or less.
- Has a total caesarean rate of 10% or less in community hospitals, and 15% or less in
tertiary care (high-risk) hospitals.
- Has a VBAC (vaginal birth after caesarean) rate of 60% or more with a goal of 75%
or more.
7. Educates staff in non-drug methods of pain relief and does not promote the use of
analgesic or anaesthetic drugs not specifically required to correct a complication.
8. Encourages all mothers and families, including those with sick or premature newborns or
infants with congenital problems, to touch, hold, breastfeed, and care for their babies to the
extent compatible with their conditions.
9. Has training in haemorrhage control, both manual and medical.
10. Strives to achieve the WHO-UNICEF Ten Steps of the Baby-friendly Hospital Initiative to
promote successful breastfeeding.
18
To lie flat on back with legs elevated

Key aspects of “mother-friendly care” have been integrated into the revised 20-hour course,
Global Criteria and assessment process for BFHI, as an optional module. This provides
countries with an easy way to begin the process of integrating mother-friendly childbirth
practices into their maternity services, if they do not yet have a full-fledged initiative of the
type described above.
Baby-friendly neonatal intensive care and paediatric units

Whereas BFHI is maternity based, its impact in support of post-discharge breastfeeding is
limited to its community outreach – Step Ten. Therefore, the concept of baby-friendly
paediatrics was considered. The following 10 steps are derived from the suggested 11 Steps
developed in Australia19 and are built upon the BFHI:
10 Steps to Optimal Breastfeeding in Paediatrics

1. Have a written breastfeeding policy and train staff in necessary skills.
2. When an infant is seen, for either a well visit or due to illness, ascertain the mother’s
infant feeding practices, and assist in establishment or management of breastfeeding as
needed.
3. Provide parents with written and verbal information about breastfeeding.
4. Facilitate unrestricted breastfeeding or, if necessary, milk expression for mothers
regardless of the child’s age.
5. Give breastfed children other food or drink only when age appropriate or when medically
indicated, and if medically indicated, use only alternative feeding methods most
conducive to return to breastfeeding.
6. If hospitalization is needed, ensure facility allows 24-hours mother/child rooming in.
7. Administer medications and schedule procedures so as to cause the least possible
disturbance of feeding.
8. Maintain a human milk bank, according to standards.
9. Provide information and contacts concerning community support available.
10. Maintain appropriate monitoring and records/data collection procedures to permit quality
assurance assessment, progress rounds or staff meetings, and feedback.
The issue of transitioning the baby from an NICU setting to home is also extremely important.
Items to include in consideration of baby-friendly treatment of the premature or ill infant
should include criteria or standards for care, discharge planning, post-discharge assessment,
and special support for mothers.
19
Donohue L, Minchin M and C Minogue, 11 Step approach to Optimal Breastfeeding in the Paediatric Unit Breastfeeding
Review. 1996; 4(2):88.

The Academy for Breastfeeding Medicine, International, in cooperation with US Department

of Health and Human Services, WHO and UNICEF, has developed many protocols that may
serve as a basis for national development of criteria for Baby-friendly Paediatrics or Baby-
friendly NICUs. These protocols are posted and updated regularly. ABM is dedicated to
continuing the development and dissemination of these standards for practice on their website:
http://www.bfmed.org/protocols.html.
Baby-friendly physician’s office: Optimizing care for infants and children

This guidance is derived from the ABM draft protocol which is available in full on their
website. This is presented for consideration in the development of criteria for Baby-friendly
Physician Offices.
Issues to consider in developing criteria for Baby-friendly physician offices20

1. Establish a written breastfeeding friendly office policy and inform all new staff about the
policy.
2. Encourage breastfeeding mothers to exclusively breastfeed. Instruct mother not to offer
bottles or a pacifier till breastfeeding is well established.
3. Offer culturally and ethnically competent care.
4. Offer a prenatal visit and show your commitment to breastfeeding during this visit.
5. Collaborate with local hospitals and maternity care professionals in the community.
Convey to delivery rooms and newborn units your office policies on breastfeeding
initiation.
6. Schedule a first follow-up visit 48-72 hours after hospital discharge or earlier if
breastfeeding related problems, such as excessive weight loss (>7%) or jaundice are
present at the time of hospital discharge.
7. Ensure availability of appropriate educational resources for parents. Educational material
should be non-commercial and not advertise breast milk substitutes, bottles and nipples.
8. Do not interrupt or discourage breastfeeding in the office. Allow and encourage
breastfeeding in the waiting room. Ensure an office environment that demonstrates
breastfeeding promotion and support.
9. Develop and follow triage protocols to address breastfeeding concerns and problems.
10. Commend breastfeeding mothers during each visit for choosing and continuing
breastfeeding.
11. Encourage mothers to exclusively breastfeed for 6 months and continue breastfeeding with
complementary foods until at least 24 months and thereafter as long as mutually desired.
Discuss introduction of solid food at 6 months of age, emphasizing the need for high-iron
solids and assess for need for vitamin D supplementation.
12. Have a written breastfeeding policy and provide a lactation room with supplies for your
employees who breastfeed or express breast milk at work. Encourage community
employers and day care providers to support breastfeeding.
13. Acquire or maintain a list of community resources and support local breastfeeding support
groups.
20
Modified from ABM Protocol.

14. Work with insurance companies to encourage coverage of breast pump costs and lactation
support services.
15. All clinicians and physicians should receive education regarding breastfeeding. Volunteer
to let medical students and residents rotate in your practice. Participate in medical student
and resident physician education. Encourage establishment of formal training programs in
lactation for future and current healthcare providers.
16. Monitor breastfeeding initiation and duration rates in your practice, and analyse what
additional changes can be made to enhance your support for optimal infant and young
child feeding.
Baby-friendly complementary feeding

Breastfeeding and complementary feeding are a continuum; consideration of one must include
consideration of the other. As the name indicates, “complementary” feeding is a complement
to breastfeeding. Complementary feeding is essential for continued growth after 6 months of
age. New recommendations for the addition of first foods into the diet emphasize protein and
micronutrients in addition to energy needs.
The Ten Guiding Principles of Complementary Feeding serve as a guide for feeding
behaviours, and as BFHI is integrated with other programmes, there will be an increasing
number of opportunities to build on its messages.
TEN GUIDING PRINCIPLES FOR COMPLEMENTARY FEEDING21
1. DURATION OF EXCLUSIVE BREASTFEEDING AND AGE OF INTRODUCTION

OF COMPLEMENTARY FOODS. Practice exclusive breastfeeding from birth to 6 months of
age, and introduce complementary foods at 6 months of age (180 days) while continuing to
breastfeed.
2. MAINTENANCE OF BREASTFEEDING. Continue frequent, on-demand breastfeeding
until 2 years of age or beyond.
3. RESPONSIVE FEEDING. Practice responsive feeding, applying the principles of
psychosocial care. Specifically: a) feed infants directly and assist older children when they feed
themselves, being sensitive to their hunger and satiety cues; b) feed slowly and patiently, and
encourage children to eat, but do not force them; c) if children refuse many foods, experiment
with different food combinations, tastes, textures and methods of encouragement; d) minimize
distractions during meals if the child loses interest easily; e) remember that feeding times are
periods of learning and love - talk to children during feeding, with eye to eye contact.
4. SAFE PREPARATION AND STORAGE OF COMPLEMENTARY FOODS. Practice
good hygiene and proper food handling by a) washing caregivers’ and children’s hands before
food preparation and eating, b) storing foods safely and serving foods immediately after
preparation, c) using clean utensils to prepare and serve food, d) using clean cups and bowls when
feeding children, and e) avoiding the use of feeding bottles, which are difficult to keep clean.
21 Guiding principles for complementary feeding of the breastfed child. Washington DC, Panamerican Health Organization,
2003. The whole document can be downloaded from
http://www.who.int/nutrition/publications/infantfeeding/guiding_principles_compfeeding_breastfed.pdf

5. AMOUNT OF COMPLEMENTARY FOOD NEEDED. Start at 6 months of age with small

amounts of food and increase the quantity as the child gets older, while maintaining frequent
breastfeeding. The energy needs from complementary foods for infants with "average" breast
milk intake in developing countries are approximately 200 kcal per day at 6-8 months of age, 300
kcal per day at 9-11 months of age, and 550 kcal per day at 12-23 months of age. In industrialized
countries these estimates differ somewhat (130, 310 and 580 kcal/d at 6-8, 9-11 and 12-23
months, respectively) because of differences in average breast milk intake.
6. FOOD CONSISTENCY. Gradually increase food consistency and variety as the infant gets
older, adapting to the infant’s requirements and abilities. Infants can eat pureed, mashed and
semi-solid foods beginning at six months. By 8 months most infants can also eat "finger foods"
(snacks that can be eaten by children alone). By 12 months, most children can eat the same types
of foods as consumed by the rest of the family (keeping in mind the need for nutrient-dense
foods, as explained in #8 below). Avoid foods that may cause choking (i.e., items that have a
shape and/or consistency that may cause them to become lodged in the trachea, such as nuts,
grapes, raw carrots).
7. MEAL FREQUENCY AND ENERGY DENSITY. Increase the number of times that the
child is fed complementary foods as he/she gets older. The appropriate number of feedings
depends on the energy density of the local foods and the usual amounts consumed at each
feeding. For the average healthy breastfed infant, meals of complementary foods should be
provided 2-3 times per day at 6-8 months of age and 3-4 times per day at 9-11 and 12-24 months
of age, with additional nutritious snacks (such as a piece of fruit or bread or chapatti with nut
paste) offered 1-2 times per day, as desired. Snacks are defined as foods eaten between meals-
usually self-fed, convenient and easy to prepare. If energy density or amount of food per meal is
low, or the child is no longer breastfed, more frequent meals may be required.
8. NUTRIENT CONTENT OF COMPLEMENTARY FOODS. Feed a variety of foods to
ensure that nutrient needs are met. Meat, poultry, fish or eggs should be eaten daily, or as often as
possible. Vegetarian diets cannot meet nutrient needs at this age unless nutrient supplements or
fortified products are used (see #9 below). Vitamin A-rich fruits and vegetables should be eaten
daily. Provide diets with adequate fat content. Avoid giving drinks with low nutrient value, such
as tea, coffee and sugary drinks such as soda. Limit the amount of juice offered so as to avoid
displacing more nutrient-rich foods.
9. USE OF VITAMIN-MINERAL SUPPLEMENTS OR FORTIFIED PRODUCTS FOR
INFANT AND MOTHER. Use fortified complementary foods or vitamin-mineral supplements
for the infant, as needed. In some populations, breastfeeding mothers may also need vitamin
mineral supplements or fortified products, both for their own health and to ensure normal
concentrations of certain nutrients (particularly vitamins) in their breast milk. [Such products may
also be beneficial for pre-pregnant and pregnant women].
10. FEEDING DURING AND AFTER ILLNESS. Increase fluid intake during illness,
including more frequent breastfeeding, and encourage the child to eat soft, varied, appetizing,
favourite foods. After illness, give food more often than usual and encourage the child to eat
more.
The two figures that follow, emphasis the need to support continued breastfeeding from 6
months to 2 years or longer to meet the baby’s growing needs in addition to suitable
complementary foods.

Figure 1: 22
Percentage of nutrients from 550cc of breast milk, and needs remaining to be supplied
by complementary foods in the second year of life
100%
75%
Percent still needed from

50% Complementary Foods
Percent from Breastmilk
25%
0%
Energy Protein Iron Vitamin
A
Figure 2:23
Minimum dietary energy density required to attain the level of energy needed
from complementary foods in one to five meals per day, according to age group
and level (low, average, or high) of breast milk energy intake (BME).
This figure conveys the necessity of maintaining high volumes of milk for energy while
adding a sufficient number of meals, dependent on their nutrient density.
22
From the WHO/UNICEF Infant and Young Child Feeding Counselling: An Integrated Course.
23
From Dewey K and K Brown, Update on technical issues concerning complementary feeding of young children in
developing countries and implications for intervention programs. Food and Nutrition Bulletin. 2003; 24(1): 8, in Daelmans B,
Martines J and R Saadeh (eds), Special Issue Based on a World Health Organization Expert Consultation on Complementary
Feeding.

How might complementary feeding be addressed in baby-friendly care? There are many
options.
• If BFHI has expanded into the paediatrics areas, it may include the “guiding
principles” of complementary feeding and use of the new growth charts.
• If baby-friendly communities are in place, locally available foods may be identified
for best feeding at this age.
• If BFHI Step Ten has reached out to community workers, whether from the health,
agricultural, educational, or lay sectors, their training and efforts can include the
“guiding principles”.
In all cases, collection of data on feeding patterns and content by age of child, whether
ongoing or periodic, will provide invaluable feedback for programme improvement.
Mother-baby friendly health care - everywhere!

The principles of mother-child centred care, protection of optimal mother and child
conditions, and the recognition that maternal-child dyad deserves respect and support, are the
underlying principles of all of these mother and baby-friendly expansion possibilities, and can
be translated to a wide variety of environments, including:
• Hospitals, including all paediatric and women’s health care units, as well as general
medicine and surgery.
• Other health care facilities such as clinics, MCH centres, etc.
• Community outreach and mobilization programs.
• Faith based communities.
• Physician’s offices.
• International initiatives, such as Community IMCI, partnership activities, Accelerated
Child Survival and others.
The mother and baby-friendly activity may be added into one of these other efforts, or vice
versa. The priority must be to ensure a comprehensive approach to support for Infant and
Young Child Feeding, including legislating the International Code of Marketing, BFHI in the
health system, and mother and baby-friendly community activities, as well as any of the
above synergistic activities.

Section 1.6: Resources, References and Websites 65
SECTION 1.6
RESOURCES, REFERENCES AND WEBSITES
Concerning the resources, references and websites listed below, please remember – web
sites change frequently. Search for the key words ‘BFHI’, baby-friendly, and
breastfeeding in the sites search engine, and look under Resources, Publications and
Links within the web site.
UNICEF
For more information on UNICEF’s work on infant and young child feeding support of
country efforts to implement the targets of the Innocenti Declaration and the Global
Strategy for Infant and Young Child Feeding, or on the Baby-friendly Hospital Initiative
as a whole, and to download copies as materials are updated, please refer to
http://www.unicef.org/nutrition/index_breastfeeding.html.
WHO
Department of Nutrition for Health and Development (NHD)
http://www.who.int/nutrition/topics/infantfeeding/en/index.html
Department of Child and Adolescent Health (CAH)

http://www.who.int/child_adolescent_health/topics/prevention_care/child/nutrition/en/in
dex.html
WHO/UNICEF. Global Strategy for Infant and Young Child Feeding. Geneva, World Health
Organization, 2003. Full text in PDF in English, Arabic, Chinese, French, Russian, Spanish.
WHO HIV and Infant Feeding Consensus Statement. Technical Consultation Held on behalf of
the Inter-agency Task Team (IATT) on Prevention of HIV Infections in Pregnant Women,
Mothers and their Infants Geneva, October 25-27, 2006.
Edmond K, Bahl R. Optimal feeding for the low birth weight infant: Technical review. Geneva,
World Health Organization, 2006.
WHO/UNICEF. Implementing the Global Strategy for Infant and Young Child Feeding: Report
of a technical meeting. Geneva, World Health Organization, 2003.
WHO/UNICEF. Breastfeeding and maternal medication: Recommendations for drugs in the
eleventh WHO model list of essential drugs. Geneva, World Health Organization, 2002.
Complementary feeding: Report of the Global Consultation, and Summary of Guiding
Principles for complementary feeding of the breastfed child. Geneva, World Health
Organization, 2001.
Guiding principles for complementary feeding of the breastfed child Washington DC,
WHO/PAHO, 2003.
Butte N, Lopez-Alarcon M, Garza C. Nutrient adequacy of exclusive breastfeeding for the term
infant during the first six months of life. Geneva, World Health Organization, 2002.
The optimal duration of exclusive breastfeeding, Report of an expert consultation
WHO/FCH/CAH/01.24. Geneva, World Health Organization, 2001.
The optimal duration of exclusive breastfeeding, A systematic review WHO/FCH/CAH/01.23.
Geneva, World Health Organization, 2001.
Statement on the effect of breastfeeding on mortality of HIV-infected women. Geneva, World

66 Section 1.6: Resources, References and Websites
Evidence for the Ten Steps to Successful Breastfeeding WHO/CHD/98.9 Geneva, World Health
Organization. 1998. Available in English, French and Spanish.
Complementary feeding of young children in developing countries: A review of current
scientific knowledge WHO/NUT/98.1. Geneva, World Health Organization, 1998.
Health aspects of maternity leave and maternity protection. Statement to ILO, Geneva, 2001.
Breastfeeding and Maternal tuberculosis. Geneva, World Health Organization, 1998 (Update
No. 23)
Breastfeeding and the use of water and teas Geneva, World Health Organization, 1997 (Update
No 9).
Not enough milk Geneva, World Health Organization, 1996 (Update No 21).
Hepatitis B and breastfeeding. Geneva, World Health Organization, 1996. (Update No. 22).
WHO/UNICEF. Breastfeeding counselling: A training course . Geneva, World Health
Organization, 1993.
UNAIDS/FAO/UNHCR/UNICEF/WHO/WFP/WB/UNFPA/IAEA. HIV and Infant Feeding:
Framework for Priority Action Geneva, World Health Organization, 2003. Available in
Chinese, English, French Portuguese and Spanish.
WHO/UNAIDS/UNFPA/UNICEF. HIV transmission through breastfeeding. A review of
available evidence (Update) .Geneva, World Health Organization, 2007.
WHO/UNAIDS/UNFPA/UNICEF. HIV and Infant Feeding. Guidelines for decision-makers
Geneva, World Health Organization, 2004. Available in English, French and Spanish..
WHO/UNAIDS/UNFPA/UNICEF. HIV and Infant Feeding. A guide for health-care managers
and supervisors Geneva, World Health Organization, 2004. Available in English, French and
Spanish.
Mastitis. Causes and management WHO/FCH/CAH/00.13. Geneva, World Health
Organization, 2000.
HIV and infant feeding counselling: A training course WHO/FCH/CAH/00.2-4. Geneva, World
Health Organization, 2000. Available in English and Spanish.
Relactation. A review of experience and recommendations for practice WHO/CHS/CAH/98.14.
Persistent diarrhoea and breastfeeding WHO/CHD/97.8.
Hypoglycaemia of the newborn. Review of the literature WHO/CHD/97.1. Geneva, World
Department of Reproductive Health and Research (RHR),
Email: reproductivehealth@who.int
www.who.int/reproductive-health/pages_resources/listing_maternal_newborn.en.html
Pregnancy, childbirth, postpartum and newborn care - a guide for essential practice. Geneva,
Kangaroo Mother Care - a practical guide. Geneva, World Health Organization, 2003
OTHER ORGANIZATIONS: POLICIES, BACKGROUND AND PROTOCOLS

Academy for Breastfeeding Medicine, International: The Academy of Breastfeeding
Medicine is a worldwide organization of physicians dedicated to the promotion,
protection and support of breastfeeding and human lactation: http://www.bfmed.org
ABM Executive Office
191 Clarksville Road
Princeton Junction, NJ 08550
Toll free: 1 877-836-9947 ext. 25 Fax: 1 609-799-7032
Local/International: 1 609-799-6327
Email: ABM@bfmed.org http://www.bfmed.org

Selected protocols available:

1. Hypoglycemia 6. Cosleeping and BF (English)
Hypoglycemia (Japanese) Cosleeping and BF (Chinese)
Cosleeping and BF (German)
2. Going Home/Discharge
(English) 7. Model Hospital Policy
Alta (Spanish)
Going Home (Chinese) 8. Human Milk Storage (English)
Going Home (German) Human Milk Storage (German)
3. Supplementation (English)
Alimentación suplementaria 9. Galactogogues (English)
(Spanish) Galactogogues (German)
Supplementation (Chinese)
Supplementation (Japanese) 10. Breastfeeding the Near-term Infant
Supplementation (German) Breastfeeding the Near-term Infant (Japanese)
4. Mastitis (English) 11. Neonatal Ankyloglossia

Mastitis (Spanish)
Mastitis (Chinese)
Mastitis (Japanese) 12. NICU Graduate Going Home
Mastitis (German)
5. Peripartum BF Management 13. Contraception and Breastfeeding

(English)
Manejo en el Periparto de la
Lactancia (Spanish) 14. Breastfeeding-Friendly Physicians' Office Part
Peripartum BF Management 1: Optimizing Care for Infants and Children
(Chinese)
Peripartum BF Management 15. Analgesia and Anesthesia for the Breastfeeding
(German) Mother
16. Breastfeeding the Hypotonic Infant
Australian National Breastfeeding Strategy,

http://www.health.gov.au/pubhlth/strateg/brfeed/
Coalition for Improving Maternity Services (CIMS),
Coalition for Improving Maternity Services (CIMS)
National Office, PO Box 2346, Ponte Vedra Beach, FL 32004 USA
www.motherfriendly.org info@motherfriendly.org
Center for Infant and Young Child Feeding and Care, Department of Maternal and
Child Health, University of North Carolina, USA http://www.sph.unc.edu/mch/ciycfc
aims to create an enabling environment, at the community, state, national and global
levels, in which every mother is supported to choose and to succeed in optimal infant
and young child feeding and care, and every child will achieve his or her full potential
through this best start on life. Its goal is to promote attention to the importance of the
mother/child dyad in addressing breastfeeding-mediated health and survival, growth and
development by:
• Developing and implementing breastfeeding-friendly health care;
• Educating and mobilizing major future leaders and influential groups;
• Creating the evidence base for action;
• Partnering and leveraging action at the state, national and international levels.

It fosters a network of like-minded organizations and individuals to further action to

enable women to succeed in optimal infant feeding through attention to the family and
the reproductive health continuum.
Emergency Nutrition Network (ENN): aims to improve the effectiveness of

emergency food and nutrition interventions by providing a forum for the exchange of
field level experiences between staff working in the food and nutrition sector in
emergencies strengthening institutional memory amongst humanitarian aid agencies
working in this sector helping field staff keep abreast of current research and evaluation
findings relevant to their work better informing academics and researchers of current
field level experiences, priorities and constraints thereby leading to more appropriate
applied research agendas
Unit 13, Standingford House, Cave Street, Oxford, OX4 1BA, UK
Tel: +44 (0)1865 722886 Fax: 44 (0)1865 722886
Email: office@ennonline.net http://www.ennonline.net/
IBFAN: the International Baby-Food Action Network - consists of public interest
groups working around the world to reduce infant and young child morbidity and
mortality. IBFAN aims to improve the health and well being of babies and young
children, their mothers and their families through the protection, promotion and support
of breastfeeding and optimal infant feeding practices.
http://www.ibfan.org/
Protecting Infant Health: A Health Workers’ Guide to the International Code of Marketing of
Breastmilk Substitutes (available in a variety of languages)
The Code Handbook: A Guide to Implementing the International Code of Marketing of
Breastmilk Substitutes
Infant and Young Child Nutrition

Managed by PATH, the Infant and Young Child Nutrition Program (IYCN) is
USAID's flagship project in this area – expanding upon 20 years of program
experience to increase optimal feeding practices among mothers and their infants.
This includes promoting breastfeeding, complementary feeding, infant feeding and
HIV, and maternal nutrition.
International Lactation Consultant Association (ILCA), http://www.ilca.org

International Board of Lactation Consultant Examiners (IBLCE),
http://www.iblce.org/
La Leche League International (LLLI), http://www.lalecheleague.org/
LINKAGES was a USAID-funded program providing technical information,
assistance, and training to organizations on breastfeeding, related complementary
feeding and maternal dietary practices, and the lactational amenorrhea method - a
modern postpartum method of contraception for women who breastfeed. Website
includes publications to download: http://www.linkagesproject.org/
Exclusive Breastfeeding: The Only Water Source Young Infants Need - Frequently Asked
Questions: Discusses the nutritional and health consequences of giving infants water during the
first six months, and the role of breastfeeding in meeting an infant’s water requirements.
Languages Available: English (2004), French (2004), Spanish, Portuguese (2002).
Community-Based Strategies for Breastfeeding Promotion and Support in Developing
Countries: WHO and LINKAGES examine the role of communities and community-based

resource persons in providing support to mothers who breastfeed. This report is based on a
review of the literature and an analysis of three projects; it assesses the impact of interventions,
the mechanisms through which behaviours can be changed, and the factors that are necessary to
maximize and sustain the benefits of interventions. Author(s): A. Morrow, WHO Languages
Available: English (2004).
Infant Feeding Options in the Context of HIV: This document identifies the specific
behaviours required of a mother or caregiver to act upon the infant feeding recommendations and
informed choice policy of WHO, UNICEF, UNAIDS, and UNFPA. Languages Available:
English (2004).
Mother-to-Mother Support for Breastfeeding- Frequently Asked Questions: Focuses on a
support group method where experienced breastfeeding mothers model optimal breastfeeding
practices, share information and experiences, and offer support to other women in an atmosphere
of trust and respect. Languages Available: English (2004), French (1999), Spanish (1999).
World Alliance for Breastfeeding Action (WABA), website includes publications to

download: http://www.waba.org.my/
Wellstart, International: Wellstart International's mission is to advance the
knowledge, skills, and ability of health care providers regarding the promotion,
protection, and support of optimal infant and maternal health and nutrition from
conception through the completion of weaning.
E-mail: info@wellstart.org www.wellstart.org

OTHER SOURCES
Kangaroo Mother Care This web site has downloadable resources on the research
supporting Kangaroo Mother Care and experiences of implementing this practice.
http://www.kangaroomothercare.com
EU Project on Promotion of Breastfeeding in Europe, Protection, promotion and
support of breastfeeding in Europe: a blueprint for action. European Commission,
Directorate Public Health and Risk Assessment, Luxembourg, 2004.
http://europa.eu.int/comm/health/ph_projects/2002/promotion/promotion_2002_18_en.htm
JOURNAL REFERENCE SITES
Medline--National Library of Medicine http://www.ncbi.nlm.nih.gov/entrez/query.fcgi
Google are developing a free web searcher that searches research journals on open
access. http://scholar.google.com/
The publishers of most of the journals have a searchable web site where the abstract and
sometimes the full text of an article can be viewed or downloaded.
BFHI Committees willing to be listed in this edition:
Australia http://www.acmi.org.au/
Canada http://www.breastfeedingcanada.ca/
Ireland http://www.ihph.ie/babyfriendlyinitiative/
Netherlands http://www.zvb.borstvoeding.nl
Switzerland www.allaiter.ch
United Kingdom http://www.babyfriendly.org.uk/
USA www.babyfriendlyusa.org

There are more than 50 additional Committees and National Authorities that may be
identified by a local UNICEF or WHO office.
If your committee would like to be listed in UNICEF’s database, please let

UNICEF know, by email: Subject line: Attn. Nutrition Section at:
pdpimas@unicef.org
ADDITIONAL RESOURCES WILL BE MADE AVAILABLE

AS RESOURCES PERMIT.

The Baby-friendly Hospital Initiative (BFHI) is a global effort launched by
WHO and UNICEF to implement practices that protect, promote and support
breastfeeding. It was launched in 1991 in response to the Innocenti
Declaration. The global BFHI materials have been revised, updated and
expanded for integrated care. The materials reflect new research and
experience, reinforce the International Code of Marketing of Breast-milk
Substitutes, support mothers who are not breastfeeding, provide modules
on HIV and infant feeding and mother-friendly care, and give more guidance
for monitoring and reassessment.
The revised package of BFHI materials includes five sections: 1.

Background and Implementation, 2. Strengthening and Sustaining the BFHI:
A course for decision-makers, 3. Breastfeeding Promotion and Support in a
Baby-friendly Hospital: a 20-hour course for maternity staff, 4. Hospital Self-
Appraisal and Monitoring, and 5. External Assessment and Reassessment.
Sections 1 to 4 are widely available while section 5 is for limited distribution.
For further information please contact:

World Health Organization
20 Avenue Appia
1211 Geneva 27
Switzerland
Fax: +41 22 791 41 56
e-mail: nutrition@who.int
website: www.who.int/nutrition
Nutrition Section - Programme Division

UNICEF
3 United Nations Plaza
New York, New York 10017, United States of America
Tel: +1 212 326 7765
e-mail: nutrition@unicef.org
website: www.unicef.org
ISBN 978 92 4 159496 7

Revised, Updated and Expanded for
Integrated Care
SECTION 2
STRENGTHENING AND SUSTAINING
THE BABY-FRIENDLY HOSPITAL INITIATIVE:
A COURSE FOR DECISION-MAKERS
2009
Revision of BFHI course for hospital administrators
prepared by WHO and Wellstart International, 1996
2, Strengthening and sustaining the baby-friendly hospital initiative: a course for decision-
makers.

implementation.

ISBN 978 92 4 159495 0 (set)
agreement.
capital letters.

© 2003 Estate of Pablo Picasso/Artists Rights Society (ARS), New York.
Acknowledgements
The development of the original course, “Promoting breast-feeding in health facilities: A short
course for administrators and policy-makers”, was a collaborative effort among staff at the World
Health Organization (WHO) and Wellstart International.
The revision of this course was coordinated by Ann Brownlee, Clinical Professor at University of
California, San Diego (abrownlee@ucsd.edu), as a consultant of the World Health Organization. The
Course has been re-titled “Strengthening and sustaining the Baby-friendly Hospital Initiative: A course
for decision-makers” and integrated with the other updated BFHI documents. Revisions of various
course sessions were prepared by Ann Brownlee; Randa Saadeh at the Department of Nutrition for
Health and Development at WHO; Mary Kroeger, formerly at the Academy of Education Development;
and Wendelin Slusser at UCLA. Carol Guenther assisted with the design of the document layout and
the development of the graphics for the slides. Carmen Casanovas at the Department of Nutrition for
Health and Development at WHO conducted the final review of the revised Course, in collaboration
with colleagues at the Department of Child and Adolescent Health and Development.
Acknowledgement is given to all the BFHI decision-makers, health professionals, and field workers,
who, through their diligence and caring, have implemented and improved the Baby-friendly Hospital
Initiative through the years, and thus contributed to the content of this revised course.
Members of various national BFHI coordination groups used the original version of the course through
the years and have provided valuable feedback that contributed to the revision of the course.
Constanza Vallenas and Peggy Henderson at the Department of Child and Adolescent Health and
Development at WHO and Ellen Piwoz at the Academy for Educational Development also provided
valuable feedback and new information and results for the new HIV-related sessions.
These multi-country and multi-organizational contributions were invaluable in helping to fashion a

course designed to provide decision-makers with the understanding and commitment needed to
encourage their health facilities to attain and sustain Baby-friendly status, thus providing the best
support possible for the mothers and babies using their maternity services.
BFHI Section 2: Course for decision-makers WHO/UNICEF

from dedicated country professionals involved in implementing BFHI. Two of the most recent
were held in Spain, for the European region, and Botswana, for the Eastern and Southern
African region. Both meetings offered recommendations for updating the Global Criteria,
related assessment tools, as well as the “18-hour course”, in light of experience with BFHI
since the Initiative began, the guidance provided by the new Global Strategy for Infant and
Young Child Feeding, and the challenges posed by the HIV pandemic. The importance of
feedback from dedicated users, UNICEF and WHO1 met with the co-authors above2 and

1.5 Baby-friendly Expansion and Integration Options
1.6 Resources, references and websites
1
Moazzem Hossain, UNICEF NY, played a key role in organizing the multi-country workshops, launching the use of the
revised materials. He, Randa Saadeh and Carmen Casanovas of WHO worked together with the co-authors to resolve the
final technical issues.
2
Miriam Labbok is currently Professor and Director, Center for Infant and Young Child Feeding and Care, Department. of
Maternal and Child, University of North Carolina School of Public Health.

decision-makers was adapted from the WHO course "Promoting breast-feeding in health
facilities: A short course for administrators and policy-makers". This can be used to orient
hospital decisions-makers (directors, administrators, key managers, etc.) and policy-makers
to the Initiative and the positive impacts it can have and to gain their commitment to
promoting and sustaining "Baby-friendly". There is a Course Guide and eight Session Plans
with handouts and PowerPoint slides. Two alternative session plans and materials for use in
settings with high HIV prevalence have been included.
Section 3: Breastfeeding Promotion and Support in a Baby-friendly Hospital, a 20-hour

3.3 PowerPoint slides for the Course

Nutrition Section and WHO, Department of Nutrition for Health and Development.

SECTION 2
A COURSE FOR DECISION-MAKERS
Course Guide
Background .................................................................................................................... Guide-1
Course description.......................................................................................................... Guide-1
Course preparation ......................................................................................................... Guide-3
Course site ...................................................................................................................... Guide-7
Course materials............................................................................................................. Guide-7
Initial course activities ................................................................................................. Guide-10
Evaluation and reporting .............................................................................................. Guide-10
Follow-up ..................................................................................................................... Guide-10
Annexes
Annex A: Suggested agendas ......................................................................................... A-1
Annex B: Sample evaluation forms ................................................................................ B-1
Annex C: Photo slide inventory...................................................................................... C-1
Session Plans*
Session 1: The national infant feeding situation .......................................................... 1-1
Session 2: Benefits of breastfeeding ............................................................................ 2-1
Session 3: The Baby-friendly Hospital Initiative......................................................... 3-1
Session 4: The scientific basis for the “Ten steps to successful breastfeeding” .......... 4-1
Session 4 HIV: The scientific basis for the “Ten steps to successful breastfeeding”
for settings with high HIV prevalence ...............................................4-1 HIV
Session 5: Becoming Baby-friendly ............................................................................ 5-1
Session 5 HIV: Becoming Baby-friendly for settings with high HIV prevalence .......5-1 HIV
Session 6: Costs and savings........................................................................................ 6-1
Session 7: Appraising policies and practices ............................................................... 7-1
Session 8: Developing action plans ............................................................................. 8-1
* Each session includes a session plan and its related handouts. The website featuring this Course
contains links to the slides and transparencies for the sessions in Microsoft PowerPoint files. The
slides (in colour) can be used with a laptop computer and LCD projector, if available. Alternatively,
the transparencies (in black and white) can be printed out and copied on acetates and projected with an
overhead projector. The transparencies are also reproduced as the first handout for each session, with 6
transparencies to a page.

Course guide
Background
Since the Baby-friendly Hospital Initiative (BFHI) was launched in 1991, it has served as a motivating
force for maternity facilities around the world to implement policies and practices that support
breastfeeding.
Change can be difficult and slow to bring about in some health facilities, but enlightened decision-
makers can play a pivotal role in enabling the transformation needed. They know how to work with
personnel and budgets, and how to initiate institutional change. Once higher level administrators and
policy-makers have been sensitized to the importance of breastfeeding support in health facilities and
the changes necessary to attain it, they will be more likely to encourage and support the continuing
education needs of mid-level health workers.
This course is designed primarily for health facility decision-makers in countries where there is a
commitment to breastfeeding at the central level, but progress is slow. The course is brief (about 10-12
hours in duration), practical, and addresses specific topics relevant to their needs, such as policies and
procedures, costs and savings, and how to address common barriers to change. It complements other
courses that provide the knowledge and skills needed by health workers who care for mothers and
infants.
The course has been fully updated, with recent studies, new data and current websites added in
whenever appropriate. Since HIV/AIDS poses such a challenge, HIV-related content that may be
useful in all settings has been added into the session plans. In addition, two new alternative session
plans have been developed that can be substituted for sessions 4 and 5 in settings with high HIV
prevalence. These sessions give useful information on HIV and infant feeding and valuable guidance
on how to best implement the Ten Steps in a way that best supports both HIV positive mothers and
those whose status is negative or unknown.
The course website contains links to PowerPoint slides and transparencies for the various sessions.
The slides (in colour) can be used with a laptop computer and LCD projector, if available.
Alternatively, the transparencies (in black and white) can be printed out and copied on acetates and
projected with an overhead projector. The transparencies are also reproduced as the first handout for
each of the sessions, with 6 transparencies to a page.
Course description
The course comprises eight sessions that can be presented over a period of one-and-a-half to two days.
Each session contributes to the final outcome: developing an action plan to implement the “Ten steps
to successful breastfeeding”.
Session 1: The national infant feeding situation enables participants to review the current
infant feeding situation in their own country and addresses practices that affect breastfeeding
rates.
Session 2: Benefits of breastfeeding discusses the advantages of breastfeeding and

disadvantages of artificial feeding.
Session 3: The Baby-friendly Hospital Initiative describes the history and background of
the BFHI and the related assessment process.
BFHI Section 2: Course for decision-makers Guide-1

Course Guide
Session 4: The scientific basis for the “Ten steps to successful breastfeeding” reviews the
research that supports the policy recommendations.
Session 4: The scientific basis for the “Ten steps to successful breastfeeding for settings
with high HIV prevalence” is similar to Session 4, with added HIV and infant feeding
content useful in these settings.
Session 5: Becoming Baby-friendly examines strategies for the successful conversion and
management of baby friendly health facilities and provides the opportunity for discussing
barriers and potential solutions.
Session 5: Becoming Baby-friendly for settings with high HIV prevalence is similar to
Session 5, with added content in how to implement BFHI in these settings.
Session 6: Costs and savings enables participants to examine the investment in breastfeeding
promotion in their own health facilities and the savings that can be realized.
Session 7: Appraising policies and practices provides the participants an opportunity to

assess their own facilities by using the “Hospital Self-Appraisal Tool for the WHO/UNICEF
Baby-friendly Hospital Initiative”.
Session 8: Developing action plans enables participants to prepare a written plan for change
in their own health facilities and programmes.
Each session is organized using the same basic format. The session cover sheet provides:
Objectives for the session.
Duration.
Teaching methods, such as lecture, discussion, small group work, and participant
presentations.
Preparation for the session, such as obtaining local breastfeeding data and reviewing
research studies.
Training materials to be used in the session, such as summaries of studies used in the
session, handouts, transparencies, and PowerPoint slides. In some cases visual aids are
recommended, with information on how to obtain them.
References that will assist the faculty to prepare for the session, as well as additional reading
for participants who would like more information or who would like to review the original
research studies.
The session outline follows the cover sheet and is arranged in a 2-column format. The left-hand
column outlines the content to be presented. The right-hand column presents trainer’s notes, which
provide suggestions for teaching strategies, teaching aids, and discussion points.
Guide-2 WHO/UNICEF
Course Guide
The course is designed to be brief and practical. All material can be covered in about 10-12 hours, not
including opening and closing sessions. There is some flexibility to the course in that sessions may be
shortened or expanded, depending upon the needs of a particular group and time constraints in specific
situations. Three sample agendas for the course, provided in Annex A, illustrate how it can be
conducted for varying lengths of time, depending on the time decision-makers have for this activity.
Sample agenda 1 (2 days) is the preferred version, if it is possible for all participants (top-
level decision-makers, policy-makers and hospital managers) to attend a full two-day event. It
allows for adequate time to explore the key topics related to implementing or revitalizing
BFHI that are important for decision-makers, and provides enough time for useful exercises
(such as those related to “becoming Baby-friendly”) and for developing full action plans).
Sample agenda 2 (1 ½ days) has been adapted so that the first day would be for all the top-
level decision-makers and hospital managers. The morning of the second day could be
provided to all participants or, if the top-level decision-makers are “to busy” to stay, it could
be attended just by the hospital managers tasked in developing BFHI action plans).
Sample agenda 3 (1 day) has been adapted to include only a ½ day orientation for busy top-
level decision-makers, along with hospital managers, and an additional afternoon session for
hospital managers tasked in developing BFHI action plans. If this shortest version of the
course is selected, it will be necessary for course planners to streamline each of the Sessions,
choosing the content and PowerPoint slides of most relevance for their audience. If desired,
this one-day version of the course can also be used with all participants staying for the entire
day).
The order of the sessions can be changed if necessary to accommodate the needs of the group. In the
first sample agenda, Session 1 (The national infant feeding situation) is presented first, to get
participants thinking about their own situations. Some groups may need the motivation provided by
Session 2 (Benefits of breastfeeding) before they can fully appreciate their own situation. The second
sample agenda starts with this session, as this ordering may be best for some groups. If senior
decision-makers will not stay for all of the Sessions, it is important to schedule all key informational
sessions, including Session 6 (Costs and savings), before they leave. Thus, in the one-day program,
Session 6 is scheduled before Session 5.
The time for opening and/or closing ceremonies is not included in the 8 -12 hour course duration
estimate. Remember to consider the time such ceremonies will add to the length of the course. If one
or both ceremonies are important to the success of the course, the time will be well spent. Mid-
morning and mid-afternoon breaks are essential, as are question/discussion periods after each session;
remember to plan for them. Other social events are optional.
Decide whether to have optional sessions. Some groups have suggested they would be interested in
acquiring additional clinical information. One way to provide such information outside of a formal
course is to offer optional viewing of videos, perhaps in the evening. Suggested videos are listed under
the “Course materials” section of this course guide.
Course preparation
Budget
Cost issues will affect all course planning decisions and thus need to be determined early. If the
decision is made to charge participants, the fee should be as low as possible while still recouping
costs. Offering continuing education credits provides added incentive for participants to pay for the
programme. If hospitals are charged for sending a team, consideration can be given to allowing the
chief executive to come at no charge in order to further encourage high-level participation.

Course Guide
If course costs are a substantial problem, consideration can be given to adjusting the selection of
participants and the course schedule so participants can return home at the end of the day; however, a
“residential” course, with participants remaining overnight, is preferable, as the interaction and
networking among facilitators and participants “after hours” is quite valuable.
Organizing committee
It is recommended that a committee be organized to oversee course planning, implementation, and

follow-up activities. Members should include those who will be involved in follow-up. The national
breastfeeding or infant and young child feeding coordinator or person responsible for BFHI activities
can serve as chair or facilitator.
Committee responsibilities include selection of course presenters, participants, and course site, and the
planning of the schedule, protocol (ceremonies or social events), opportunities for media coverage,
evaluation and follow-on activities. The committee may appoint an overall course coordinator and see
that secretarial and other support services are provided. The committee should assign chairpersons and
report writers for various sessions or portions of the course.
Chairpersons are responsible for serving as “master of ceremonies”, coordinating one or several
session(s). They introduce the speaker(s), keep the session(s) progressing on schedule, and distribute
and collect the evaluation forms.
Selection of presenters and other resource persons
Presenters for the sessions should be identified by the organizing committee. They should have
appropriate credentials to be credible and convincing to the high-level participants envisioned for this
course. There can be a mix of national and international faculty. It is helpful to include one or more
presenters who have already taught, facilitated or attended a previous course.
The presenters can be a mix of speakers from among the facilitators who will attend the entire course
and, in a few cases, outside resource persons who are scheduled just for a particular session. It is
essential that the presenters be knowledgeable about specific subject areas. For example:
Session 1 will utilize the expertise of someone with access to the data regarding the local
breastfeeding situation, such as the national breastfeeding or infant and young child feeding
coordinator, a policy-maker or researcher (someone involved in a KAP study, for example).
This person may present part of the session in collaboration with the facilitator.
Sessions 2 and 4 require a presenter with a strong scientific/medical background (either a

course facilitator or outside resource person) who can discuss the research implications of the
material. The presenter for session 4 should be familiar with the studies featured in the session
(summaries are provided) and will need sufficient time to prepare. If the course is being given
for settings with high HIV prevalence and the alternative Session 4 is being used, the presenter
should also have expertise on HIV and infant feeding.
Session 3 provides an opportunity for the national breastfeeding or infant and young child
feeding coordinator or the WHO or UNICEF representative to describe the BFHI assessment
process and to give a national status report.
Session 5 should be led by a facilitator familiar with the issues involved in converting and
managing “Baby-friendly” health facilities. If the alternative Session 5 for settings with high
HIV prevalence is being used, the presenter should have expertise and, if possible, experience
on implementing BFHI in these types of settings.
Guide-4 WHO/UNICEF
Course Guide
Session 6 should utilize an individual knowledgeable about cost and savings involved in
breastfeeding promotion at the health facility level.
Sessions 7 and 8 should be led by a facilitator familiar with the teams attending the course
and the settings from which they come and knowledgeable about program planning. The
national breastfeeding or infant and young child feeding coordinator or another official who
could also be assigned to follow up with the teams on implementation of their plans would be
a good choice.
In the sessions requiring small group work, there should be some extra facilitators, depending upon the
size of the small groups (approximately one for every five participants). Small group facilitators
should have some experience with implementing the BFHI, programme planning, and working with
groups.
The team of presenters needs to be arranged as far ahead as possible and their assignments made clear.
Presenters should be thoroughly familiar with the curriculum guide and understand how their
session(s) fit into the course as a whole.
Pre-course planning activities/session for speakers
It is essential that course sponsors and organizers meet or correspond very actively several months
prior to the course. The organizing committee will need to assign teaching responsibilities and
distribute session plans to faculty/facilitators several weeks before the course. Faculty will need plenty
of time to become familiar with the materials and to obtain or prepare overheads or documents that
describe the local situation.
Just prior to the course, a two-day session for faculty/facilitators can be held to make the final
preparations needed. The agenda can be discussed and finalized, and speakers can review their
responsibilities and individual session arrangements. A session-by-session discussion and/or practice
session will familiarize all the faculty with the entire course so each member can see how his or her
piece fits into the whole. This “walk through” will help ensure all speakers are prepared, assist in final
selection of audio-visual aids and materials for audience appropriateness, and allow presenters to
coordinate sessions and avoid duplication.
Selection of participants
Participants should be key decision-makers responsible for hospitals or other health facilities serving
mothers and infants. The large majority of participants should be responsible for hospitals that are not
yet involved in the BFHI or are unsure of the importance of supporting breastfeeding. A few can be in
the “committed” category or already “Baby-friendly” to provide good models for others to follow.
Examples are:
hospital administrator or director;

head of key department of a large hospital;
hospital manager;
provincial or district medical officer (responsible for managing one or more health
facilities);
policy-maker with responsibility for health facility policies or administration at the
national or regional level.

Course Guide
The committee should decide whether to involve participants from one type of facility, such as
regional hospitals or large teaching hospitals, or whether to have a mix of representatives from public
and private hospitals, large and small institutions, maternities and other maternal/child health facilities.
Including representatives from different types of health facilities may contribute to livelier
discussions. Budget constraints and judgments of which participants are most likely to effect change
should help guide selection.
Course organizers may wish to invite several representatives from the same health facility so they can
work on plans together. Experience has shown that change happens more quickly when a team of
people are working towards the same goals. On the other hand, more institutions can be reached if
only one representative attends from each facility.
Another decision concerns whether participants will all be from one region of the country or from the
country as a whole. One advantage of inviting participants from one region is that the interaction
during the course can encourage networking among the participants and their institutions in support of
breastfeeding. Again, budget considerations will probably influence these decisions, as well as how
many courses of this type are planned.
Groups of 15-20 people are ideal for promoting discussion during the sessions, although some
countries may find it more cost-efficient to invite more participants.
Pre-course communication with participants
A high-level person within the health system, such as the minister of health, should issue letters of
invitation in order to ensure attendance of key administrators and policy-makers who have influence
and authority.
A questionnaire may be sent with the letter of invitation requesting the participant’s name, mailing
address, phone, place of work, title/job position, responsibilities, whether working in or associated
with a BFHI hospital, most important challenges/problems faced in making their health facility “Baby-
friendly” or supporting breastfeeding, and what is expected from the course (see Annex B for a sample
questionnaire).
Participants should be requested to bring to the course data related to infant feeding in their local
area or region. This could include rates of exclusive breastfeeding, rates of any breastfeeding, average
age infants begin receiving other liquids and food (and types of food), rates of diarrhoeal disease, and
KAP studies of mothers, families, and health professionals related to breastfeeding practices. This
information will be helpful during discussions on the national situation (Session 1), and for use during
the sessions on hospital self-appraisal (Session 7) and development of action plans (Session 8).
Consider the possibility of distributing reading material prior to the course, such as:
WHO/UNICEF. Protecting, Promoting and Supporting Breast-feeding: The Special Role of

Maternity Services. A Joint WHO/UNICEF Statement. Geneva, World Health Organization,
1989.
International Code of Marketing of Breast-milk Substitutes. Geneva, World Health

Organization, 1981.
WHO/UNICEF. Baby-friendly Hospital Initiative, Section 1 – 1.2 Hospital Level

Implementation and 1.3 The Global Criteria for BFHI, In: Baby-friendly Hospital Initiative:
revised, updated and expanded for integrated care. Geneva, World Health Organization,
2009.
Guide-6 WHO/UNICEF
Course Guide
Emphasize in the cover letter that participants should bring the reading material with them to the
course, as it will be referred to during discussions.
Course site
Site selection is important to the success of the course. The course facility needs to be attractive to
senior level participants with a decision-making capacity, and yet within the budget. If possible, it
should be outside the main city, so that participants can concentrate on the course without being
distracted by other responsibilities. Travel time and cost of transportation are other important
considerations.
The availability of support services and communication systems, such as copy machine, computer and
printer, telephones, and fax greatly facilitate organizing and conducting of the course. Nevertheless, if
some elements are missing, organizers should do their best to adapt to local conditions.
Appropriate audio-visual equipment and room conditions should be available for presentations (source
of electricity, projectors, screens, room-darkening shades or curtains).
A number of smaller breakout rooms or areas for small group work are necessary for sessions 5 and 8.
They should be easily accessible to the larger room so facilitators and participants do not waste time
going from one site to the other.
Course materials
If possible, a copy of this full course guide should be provided for each facilitator who has overall
responsibility for the course. All presenters need a copy of the relevant course sessions, as well as the
PowerPoint file or transparencies to be used for their presentation.
The Session Plans and handouts for each of them are presented in this document, following the
Course Guide. PowerPoint files with slides and transparencies for each of the sessions except
Session 7 (which has none) can be accessed through links on the course website.
Handouts need to be duplicated for each participant. The handouts can be put in binders for each
participant along with the course schedule, lists of participants and presenters, and other relevant
documents. At the start of each session, presenters should refer to the documents in the participant
binder that pertain to that particular session. Alternatively, handouts can be distributed at the
beginning of each session, although this has been found to consume valuable time (worksheets or
group work instructions should be passed out when they are needed). A condensed version of the
slides is included as a handout and should be copied for participants. This handout allows participants
to concentrate on the session while also taking notes.
The PowerPoint slides can be used in settings where a laptop computer and the appropriate projector
are available. The sets include slides with text, bar graphs and other data presentations and, when
appropriate, photos. All the slides are in colour. Some of the slide sets include photos, which are all
listed in Annex C. Slides presenting local data or local photos may, of course, be substituted or added.
Presenters should sort through the presentations provided and feel free to adjust them by adding or
deleting slides and substituting their own data or photos as desired.
The presenter may decide to use overhead transparencies when a laptop computer and the required
projector to show the PowerPoint slides are not available or for sessions for which there are many
locally made overheads and it is difficult to switch back and forth between the two media. The
PowerPoint transparency files present the “slides” in black and white format suitable for printing
and making into transparencies. These files do not include the coloured photo slides, as they do not
reproduce well in black and white. Transparencies and slides have identical numbers so that either
medium can be used.

Course Guide
The following booklets are considered core resources for the course. There is usually a charge for
these documents. If budget permits, it would be best to have a copy for each participant.
World Health Organization and UNICEF. Protecting, Promoting and Supporting Breast-
feeding: The Special Role of Maternity Services. A Joint WHO/UNICEF Statement. Geneva,
International Code of Marketing of Breast-milk Substitutes. Geneva, World Health

Organization, 1981.
http://www.who.int/nutrition/publications/infantfeeding/code_english.pdf
Both are available from:

WHO - Press
CH-1211 Geneva 27
Switzerland
Tel : +41 22 791 24 76
Fax : +41 22 791 48 57
Email to place orders: bookorders@who.int
For questions about publications: publications@who.int
A poster of the “Ten Steps” that can be displayed in the classroom is helpful. Contact the UNICEF
or BFHI office for a copy.
A slide set or video on “Baby-friendly” for the country or region where the course is being given
is recommended for Session 3, if available.
The video/DVD “Delivery Self Attachment” (Dr. L. Righard’s study, 6 minutes, 1992) is
recommended for Session 4. It is available from:
Geddes Productions
PO BOX 41761
Los Angeles CA 90041-0761
USA
Voice: +1 323 344-8045
Fax: +1 323 257-7209
orders@geddesproduction.com
http://www.geddesproduction.com/breast-feeding-delivery-selfattachment.html
Guide-8 WHO/UNICEF
Course Guide
The following are other optional videos currently available. Locally produced videos can
also be used to reflect the national experience.
“Breast is Best: About Mother’s Milk, Breast-feeding and Early Contact with the
Newborn” by Gro Nylander (1994), 35 minutes. Available in a number of languages from:
Video Vital A/S
Skovveien 33
Pb. 5058, Majorstua
0301 Oslo, Norway
Tel.: +47 22- 55-45-88
Fax: +47 22-56-19-91
E-mail: health-info@videovital.no or mediabasement@videovital.no
http://www.videovital.no/english/videovitaleng.htm
“Hand Expressing and Cup Feeding” by Nursing Mothers’ Association of Australia

(1994), 30 minutes. Available from:
ABA Waverley Group,

PO Box 3006, Syndal
VIC 3149, Australia.
Tel.: +613 9803 9239 - Jenny
http://www.breastfeeding.asn.au/products/groupprojs.html#v1
Publications that provide additional background information can be purchased if funds are
available. Presenters/facilitators may wish to use them in session preparation. They could also be
made available to participants as a core library. The following are suggested as general resources:
Lawrence RA and Lawrence RM. Breastfeeding: A Guide for the Medical Profession, Sixth
Edition St. Louis, MO: Elsevier/C.V. Mosby, Inc., 2005.
Savage-King F (1992) Helping Mothers to Breastfeed, Revised Edition Nairobi, Kenya:

African Medical and Research Foundation, 1992 (this document is available in a number of
languages).
The educational supplies and equipment that will likely be needed for the course are noted in the
following checklist.
Prepare for participants ahead of time:
binders, folders or special bags with schedule and handouts inserted;

notebooks or paper;
name tags and place cards (stand up cardboard);
registration forms;
necessary paperwork for “out of pocket” money, if applicable;
evaluation forms;
lists of names and contact information for presenters, facilitators, and participants.
Have available during the course:
copier, paper;
computer and printer, paper;
overhead projector, extra bulbs;

Course Guide
laptop computer and LCD (data video) projector for showing PowerPoint presentations,
extra bulbs;
projection stand or table;
video player, monitor, videos in correct format;
extension cord(s);
projection screen;
flip charts, flip chart stands, markers (ideally one for each small group);
chalk and erasers if using a blackboard;
overhead transparencies and markers (if used for reporting group work);
stapler, staples, paper clips, tape;
scissors, hole puncher;
pencils, pencil sharpener, pens;
books and other documents.
Initial course activities
Registration: Distribution of name tags, folders containing course schedule, documents and handouts.
Questionnaire distribution: The questionnaire described under “Pre-course communication with

participants” can be distributed and collected at the beginning of the course if it was not sent out
earlier. It is best, however, to ask that it be returned earlier, as participants often arrive just before the
course starts and have little time to complete forms.
Introductions: Introduction of speakers/facilitators and participants (they should be name).
Opening ceremonies: Keep as simple and short as possible (optional).
Evaluation and reporting
Responsibility for distribution and collection of evaluation forms and compilation of data needs to be
assigned. Sample evaluation forms that can be used during the course are provided in Annex B. They
include:
Session evaluation forms to be completed by participants and speakers. These forms may be
particularly useful the first few times the course is given.
An overall course evaluation form for the end of the course. An alternative to using the final
evaluation form is to schedule a brief discussion period for feedback following the last course session.
A debriefing/evaluation meeting for course organizers and facilitators can be held after the course is
over. If additional courses of this type will be held in the future, organizers can learn from this
experience in planning for the next one.
Course sponsors and the organizing committee should decide prior to the course what type of report is
needed (its purpose and content), and should assign responsibility for report preparation and
distribution. This way, those who are responsible can take notes as needed.
Follow-up
Successful implementation of action plans is usually greater if participants know they will need to
submit progress reports at a later date and whether technical and financial support is possible. As
budget permits, follow-up activities may be carried out following the course by either the national
breastfeeding or infant and young child feeding coordinator or the BFHI coordinator. At an
Guide-10 WHO/UNICEF
Course Guide
appropriate period after completing the course, participants can be sent letters/forms requesting
progress reports and statistical data. Lessons learned can be applied to future courses for
administrators and policy makers.
It will be necessary at the end of the course to announce exactly what type of monitoring/follow-up
will be conducted and when, and what support will be available.
This course can play an important role in continuing the effort to assist maternity facilities to
implement the “Ten steps to successful breastfeeding”. Dialogue and problem-solving among
colleagues provides the motivation for initiating change. Lasting policy change leading to practices
that support breastfeeding is an outcome well worth the effort.

Course Guide
Guide-12 WHO/UNICEF
Annex A
Annex A: Sample agendas for the Decision-makers Course

Sample agenda 1: Two-day version
(note: this two-day version of the agenda is the preferred version, if it is possible for all
participants (top-level decision-makers, policy-makers and hospital managers) to attend a full
two-day event. It allows for adequate time to explore the key topics related to implementing
or revitalizing BFHI that are important for decision-makers, and provides enough time for
useful exercises (such as those related to “becoming Baby-friendly”) and for developing full
action plans).
Session # Timing Activity Presenter

Day 1
15 minutes Introduction
1 45 minutes The national infant feeding situation
2 1 hour Benefits of breastfeeding
30 minutes Break
3 1 hour The Baby-friendly Hospital Initiative
1 hour Lunch
4 1 ½ hours The scientific basis for the “Ten steps to successful
or 4-HIV breastfeeding” (generic or HIV version)
30 minutes Break
5 1 ½ hours Becoming Baby-friendly (generic or HIV version)
or 5-HIV — Introduction and working groups
5 30 minutes Becoming Baby-friendly (generic or HIV version)
or 5-HIV — Reports from working groups
Dinner
Optional evening session: video and slide show
Day 2
6 1 to 1 ¾ hours Costs and savings
7 30 minutes Appraising policies and practices — Introduction
and working groups
15 minutes Break
8 1 to 1½ hours Developing action plans — Working groups
(health facility teams)
1 hour Lunch
8 1 hour Results from self-appraisals and action planning —
Team reports and discussion
1 hour Wrap up discussion and feedback
(may include discussion of regional coordination
on BFHI or special issues related to revitalizing
BFHI in the context of HIV and recommendations)
BFHI Section 2: Course for decision-makers A-1

Course Guide
Sample agenda 2: One-and-a-half-day version

(note: this day-and-a-half version of the course has been adapted so that the first day would be
for all the top-level decision-makers and hospital managers. The morning of the second day
could be provided to all participants or, if the top-level decision-makers are “to busy” to stay,
it could be attended just by the hospital managers tasked in developing BFHI action plans).
Day 1
2 1 hour Benefits of breastfeeding
30 minutes Break
3 1 hour The Baby-friendly Hospital Initiative
1 hour Lunch
4 1 hour The scientific basis for the “Ten steps to
or 4-HIV successful breastfeeding” (generic or HIV
version)
5 30 minutes Becoming Baby-friendly (generic or HIV
or 5-HIV version) — Introduction and working groups
15 minutes Break
or 5-HIV version) — Reports from working groups
6 1 hour Costs and savings
Dinner
Optional evening session: video and slide show
Day 2
7 30 minutes Appraising policies and practices —
Introduction and working groups
15 minutes Break
8 1 ¼ hours Developing action plans — Working groups
(health facility teams)
8 1 hour Results from self appraisals and action planning
— Team reports and discussion
15 minutes Wrap up discussion and feedback
A-2 WHO/UNICEF
Annex A
Sample agenda 3: One-day version

(note: this one-day version of the course has been adapted to include only a ½ day orientation
for busy top-level decision-makers, along with hospital managers, and an additional afternoon
session for hospital managers tasked in developing BFHI action plans. If this shortest version
of the course is selected, it will be necessary for course planners to streamline each of the
Sessions, choosing the content and PowerPoint slides of most relevance for their audience. If
desired, this one-day version of the course can also be used with all participants staying for
the entire day).

2 30 minutes Benefits of breastfeeding
3 30 minutes The Baby-friendly Hospital Initiative
30 minutes Break
4 45 minutes The scientific basis for the “Ten steps to
or 4-HIV successful breastfeeding” (generic or HIV
version)
6 45 minutes Costs and savings
30 minutes Discussion concerning key strategies for action
plans
1 hour Lunch
7 30 minutes Appraising policies and practices —
Introduction and working groups
or 5-HIV version) — Introduction and working groups
or 5-HIV version) — Reports from working groups
8 1 ¼ hours Developing action plans — Working groups
(health facility teams) – with coffee/tea
available
8 45 minutes Results from self appraisals and action planning
— Team reports and discussion
15 minutes Wrap up discussion and feedback
BFHI Section 2: Course for decision-makers A-3

Course Guide
A-4 WHO/UNICEF
Annex B
Annex B:
Strengthening and sustaining the Baby-friendly Hospital Initiative:
A course for decision-makers
Pre-course questionnaire
Name:
Mailing Address:
Telephone: Fax:
E-mail address:
Title/Position:
Institution:
Key responsibilities:
Date:
Please answer these questions before the course begins:
1. What is the status of your health facility, concerning “Baby-friendly” designation?

(Please check one of the following:)
[ ] Has not been involved at all with the “Baby-friendly Hospital Initiative”
[ ] Has not yet decided whether to become “Baby-friendly”
[ ] Has received a “Certificate of Commitment” to work to become “Baby-friendly”
[ ] Has been officially designated as “Baby-friendly”
[ ] I’m not associated with a health facility (please skip to Question 5)
2. Please list and describe any positive changes that have been made at your health facility to
BFHI Section 2: Course for decision-makers B-1

Course Guide
3. What are the most important difficulties/challenges your facility still faces in supporting
breastfeeding?
Please list and describe at least 3 difficulties.
4. How could this course be most useful in helping you address these difficulties/challenges and in
assisting your facility(ies) to fully support breastfeeding?
5. Please list any (other) expectations you have of this course.
B-2 WHO/UNICEF
Annex B
Date:
Place:
Discipline of
respondent:

Participant’s form for evaluating course sessions
Session Title:
1. The time allotted to the session was:
[ ] Too short [ ] About right [ ] Too long
2. Relevance of the content in assisting participants in making their health facilities “baby
friendly”:
[ ] Extremely [ ] Somewhat [ ] Not very [ ] Not at all
relevant relevant relevant relevant
Suggestions for improving the relevance of the session:
3. The quality of the teaching was:

[ ] Very high [ ] Somewhat high [ ] Somewhat low [ ] Very low
Suggestions for improving the quality of the teaching:
4. Other comments and suggestions for improving the session:

Course Guide
Date:
Place:
Discipline of
respondent:

Participant’s form for evaluating course sessions
Session Title:
1. The time allotted to the session was:
2. Relevance of the content in assisting participants in making their health facilities “baby
friendly”:
[ ] Extremely [ ] Somewhat [ ] Not very [ ] Not at all
relevant relevant relevant relevant
Suggestions for improving the relevance of the session:
3. The quality of the teaching was:

Suggestions for improving the quality of the teaching:
4. Other comments and suggestions for improving the session:
B-4 WHO/UNICEF
Annex B
5. The teaching methods used in the session were:

[ ] Appropriate [ ] Need adjustment
Suggestions for adjusting/improving the teaching methods:
6. The interest level of the participants in the session was:

Suggestions for increasing the interest level:
7. The success of the session (in your opinion) in motivating and convincing the participants of
the need for change:
Suggestions for improving the success of the session in motivating and convincing participants of
the need for change:
8. Suggestions for improving the session before the next time the course is given:

Course Guide

End of course evaluation questionnaire
1. Please indicate any actions you plan to take related to the “Baby-friendly Hospital Initiative” on
completion of this course:
2. Please list any changes you plan to make to improve how your health facility or organization
supports breastfeeding:
3. How useful, in general, was this course in helping you with the difficulties/challenges your
facility or organization faces in supporting breastfeeding:
[ ] Very useful [ ] Somewhat useful [ ] Not very useful [ ] Not at all useful
Please describe:
4. Please indicate your opinion concerning the length/duration of the course:

What adjustments in the duration of the course would you suggest, if any?
5. What did you like best about the course?
6. What did you like least about the course?
7. What suggestions do you have for improving the course in the future?
B-6 WHO/UNICEF
Annex C
Annex C:
Course for decision-makers
photo slide inventory
Photographs to supplement session 2 (optional):
2a Breast milk protects against infection. The older, thinner child on the left, who was weaned
from the breast early and given human milk substitutes, has been in the hospital several times
and is malnourished. The younger sibling, who has been fully breastfed, is healthy and growing
normally (Philippines).
2b Breast milk is a dynamic fluid that changes to meet the infant’s needs (illustrates the changing
appearance of breast milk over time).
2c Foremilk differs from hindmilk, which has a higher fat content.
2d This baby, fed human milk substitutes, has been hospitalized for severe diarrhoea.
2e Allergies are less common in exclusively breastfed babies. This child, whose family had a
strong history of allergy, was given formula twice in the hospital nursery; she developed atopic
dermatitis in spite of being fully breastfed.
2f Breastfeeding helps mother and baby to bond (new parents gazing at newborn at breast).
2g Mother breastfeeding baby (benefits for the mother).
2h Smiling mother and well-nourished, happy infant (illustrates optimal growth and development).
BFHI Section 2: Course for decision-makers C-1

Course Guide
Photographs to supplement session 4 (optional):
4a Baby holding the booklet, Protecting, promoting and supporting breast-feeding, Thailand (can
be used as an introduction to the session).
4b Health professionals consulting a written policy during “on the job” training, USA (Step 1).
4c Health professionals attending a classroom session, Philippines (Step 2).
4d Group discussion during training, Jordan (Step 2).
4e Group antenatal class, Indonesia (Step 3).
4f Antenatal breastfeeding counselling, USA (Step 3).
4g Early initiation of breastfeeding, with nurse helping (Step 4).
4h, i, j Three photos illustrating how a baby will find the mother’s nipple and begin to suck on his
own, if time is allowed for this process (Step 4).
4k Show how to breastfeed, nurse helping, USA (Step 5).
4l Show how to breastfeed, nurse helping, China (Step 5).
4m Hand expression into a cup (Step 5).
4n No food or drink other than breast-milk -- bottles of water, and formula (Step 6).
4o Give no food or drink, with nurse giving bottle (Step 6).
4p Rooming-in, Thailand (Step 7).
4q Rooming-in, Philippines (Step 7).
4r Feed on demand, China (Step 8).
4s Feed on demand, Thailand (Step 8).
4t No artificial teats/nipples – sample teats (Step 9).
4u No pacifiers, dummies, or soothers – sample pacifiers (Step 9).
4v Cup-feeding expressed breast milk (Step 9).
4w Mother support, home visit, USA (Step 10).
4x Mother support group, health center, Thailand (Step 10).
4y Mother support group, Ghana (Step 10)
4z Community support, “Breastfeeding motivators”, Swaziland (Step 10).
C-2 WHO/UNICEF
Session 1:
The national infant feeding situation
Objectives
At the conclusion of this session participants will be able to:
Describe and apply WHO’s infant and young child feeding recommendations.
Describe the terms used for breastfeeding and complementary feeding.
Describe the infant and young child feeding situation in their countries, including breastfeeding
and complementary feeding patterns, and trends over time.
Duration
45 minutes
Teaching methods
Presentation by national breastfeeding or infant and young child feeding coordinator or other
knowledgeable official
Discussion
Preparation for session
It is important to start preparing for this session long enough in advance to allow for much of the
required materials to be collected from outside sources. What exactly is needed will vary from country
to country. The following are some general ideas of how to prepare for the session:
Review breastfeeding and complementary feeding definitions and recommendations (see

slides/transparencies 1.4-1.6 for overview).
Collect national data and other relevant information on breastfeeding and complementary feeding
practices and trends over time, reviewing recent national and local surveys/studies.
Determine how patterns compare with those in neighbouring countries or elsewhere in the region.
Contact government health officials, local researchers (e.g. at universities and nutrition institutes)
WHO and UNICEF country, and regional officers for additional data.
BFHI Section 2: Course for decision-makers 1-1

Session 1
Consult the WHO Global Data Bank on Infant and Young Child Feeding (IYCF) and collect
nationally representative data on breastfeeding and complementary feeding.
Check for country information from Macro International’s Demographic and Health Surveys
(DHS), UNICEF’s State of the World’s Children, UNICEF’s Multiple Indicator Cluster Surveys
(MICS), La Leche League branches, other national or international breastfeeding non-
governmental organizations (NGOs) such as WABA or IBFAN, and any other relevant sources
(see Handout 1.4 for details on how to access this data).
For data on HIV prevalence, including prevalence among pregnant women, search for statistics on
the UNAIDS website (see Handout 1.4 for details on how to access this data).
Prepare PowerPoint presentations or overheads to display the data.
Training materials
Handouts
1.1 Presentation for session 1

1.2a The WHO Global Data Bank on Infant and Young Child Feeding
1.2b “Requested Survey Information” for the WHO Global Data Bank on Infant and Young Child
Feeding
1.3a Breastfeeding indicators for household surveys
1.3b Breastfeeding indicators for health facility surveys
1.4 Possible sources of infant and young child feeding data
Copies of relevant data on the country/regional infant and young child feeding situation (their number
depends on how much material and data are available).
Slides/transparencies
1.1-3 Facts on infant and young child feeding

1.4 WHO’s infant and young child feeding recommendations
1.5-6 Breastfeeding and complementary feeding terms and definitions
1.7 Key questions to compare the country situation with WHO infant and young child feeding
recommendations
1.8 Key questions to compare health facility data with WHO recommendations
Additional slides/overheads with country-related data available from surveys, studies and research.
The website featuring this Course contains links to the slides and transparencies for this session in two
Microsoft PowerPoint files. The slides (in colour) can be used with a laptop computer and LCD
projector, if available. Alternatively, the transparencies (in black and white) can be printed out and
copied on acetates and projected with an overhead projector. The transparencies are also reproduced as
the first handout for this session, with 6 transparencies to a page.
1-2 WHO/UNICEF
The national breastfeeding situation
References
15 Years After Innocenti Declaration, Breastfeeding Saving Six Million Lives Annually [press release].
New York, UNICEF, 2005. http://www.unicef.org/media/media_30011.html
Butte NF, Lopez-Alarcon MG, Garza C. Nutrient adequacy of exclusive breastfeeding for the term
infant during the first six months of life. Geneva, World Health Organization, 2002.
http://www.who.int/nutrition/publications/nut_adequacy_of_exc_bfeeding_eng.pdf
Chandra RK. Prospective studies of the effect of breastfeeding on incidence of infection and allergy.
Acta Paed Scand, 1979, 68: 691-694.
Duncan B, Ey J, Holberg CJ, et al. Exclusive breast-feeding for at least 4 months protects against otitis
media. Pediatrics, 1993, 91(5): 867-872.
Feachem RG, Koblensky MA. Interventions for the control of diarrhoeal diseases among young
children: promotion of breastfeeding. Bulletin of the World Health Organization, 1993, 62: 271-291.
Fifty-fifth World Health Assembly A55/15. Provisional agenda item 13.10 16 April 2002. Infant and
young child nutrition. Global strategy on infant and young child feeding. World Health Organization,
Geneva 2002. http://www.who.int/gb/ebwha/pdf_files/WHA55/ea5515.pdf)
Global Data Bank on Infant and Young Child Feeding. World Health Organization, Geneva 2002.
http://www.who.int/nutrition/en/
Indicators for assessing health facility practices that affect breastfeeding, Report of the Joint
WHO/UNICEF Informal Interagency Meeting 9-10 June, 1992, Geneva, Switzerland. Geneva, World
Health Organization, 1993 (WHO/CDR/93.1, UNICEF/SM/93.1).
USAID/AED/UCDAVIS/IFPRI/UNICEF/WHO. Indicators for assessing infant and young child

feeding practices. Part I: Definitions. Geneva, World Health Organization, 2008.
http://www.who.int/child_adolescent_health/documents/9789241596664/en/index.html
Jones, G, Steketee RW, Black R, Bhutte ZA, Morris S, The Bellagio Child Survival Group. How
many child deaths can we prevent this year? Lancet, 2003 362:65-71.
Kleinman RL, Senanayake P (eds). Breastfeeding: fertility and contraception. London, International
Planned Parenthood Federation, 1987.
Kramer MS, Kakuma R. The optimal duration of exclusive breastfeeding: A systematic review,
http://www.who.int/nutrition/publications/optimal_duration_of_exc_bfeeding_review_eng.pdf
The optimal duration of exclusive breastfeeding. Report of an expert consultation. Geneva, World
Health Organization, 28-30 March, 2001.
http://www.who.int/nutrition/publications/optimal_duration_of_exc_bfeeding_report_eng.pdf
UNICEF/WHO/UNESCO/UNFPA. Facts for life: A communication challenge, revised ed.

Wallingford, UK, P and LA, 1993.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERIC
ExtSearch_SearchValue_0=ED368481&ERICExtSearch_SearchType_0=no&accno=ED368481

Session 1
Victora CG, Vaughan JP, Lombardi C, et al. Evidence for protection by breast-feeding against infant
deaths from infectious diseases in Brazil. Lancet, 1987, 2:319-322.
WHO and LINKAGES. Infant and young child feeding: A tool for assessing national practices,
policies and programmes. World Health Organization, Geneva, 2003.
http://www.who.int/nutrition/publications/inf_assess_nnpp_eng.pdf)
WHO infant and young child nutrition (progress and evaluation report; and status of implementation
of the International Code of Marketing of Breast-milk Substitutes), forty -seventh World Health
Assembly, provisional agenda item 19, 23 March 1994. Geneva, World Health Organization, 1994.
WHO/UNICEF. Global Strategy for Infant and Young Child Feeding. World Health Organization,
Geneva 2003. http://www.who.int/nutrition/publications/infantfeeding/en/index.html
WHO/UNICEF. Innocenti declaration on the protection, promotion and support of breastfeeding,
adopted by participants at the WHO/UNICEF policymaker’s meeting on “Breastfeeding in the 1990s:
A Global Initiative”, Spedale degli Innocenti, Florence, Italy, 30 July – 1 August, 1990.
1-4 WHO/UNICEF
Outline
Content Trainer’s Notes

Mention that a mini-version of the presentation is
reproduced in Handout 1.1 and included in the
participants’ folder.
1. Key facts on infant and young child

feeding
Breastfeeding facts Show slides/transparencies 1.1 - 1.3.

Briefly mention each point, emphasizing the
important role that breastfeeding plays in
protecting the health and nutrition of children and
their mothers.
2. Current infant and young child feeding

recommendations
Summary and discussion of the Show slide/transparency 1.4

recommendations:
Early initiation of breastfeeding Refer to the recommendations in the Global

(breastfeeding within one hour of Strategy for Infant and Young Child Feeding,
birth) paragraph 10, pages 7-8.
Exclusive breastfeeding for the first Discuss the new interpretation of “Step 4” of the
6 months “Ten Steps to Successful Breastfeeding”:
Thereafter give nutritionally Place babies in skin-to-skin contact with

adequate and safe complementary their mothers immediately following birth for
foods to all children at least an hour. Encourage mothers to
recognize when their babies are ready to
Continue breastfeeding for up to 2 breastfeed and offer help if needed.
years of age or beyond
3. Breastfeeding and complementary feeding

terms
Definitions of the main terms used Use slides/transparencies 1.5 and 1.6 to
internationally to describe different ways summarize the definitions of the different terms.
of feeding infants and young children: Be familiar with the rationale for selecting these
definitions for use at the global level.
Exclusive breastfeeding
Partial breastfeeding
Mixed feeding
Bottle-feeding
Artificial feeding
Replacement feeding
Complementary feeding
Other terms commonly used locally

Session 1

4. National infant and young child feeding
patterns
Data related to breastfeeding and

complementary feeding
Review national data comparing the Show slide/transparency 1.7 summarizing key
country situation with the WHO infant questions that can be asked to compare the
and young child feeding country situation with WHO’s infant and young
recommendations, including, if available, child feeding recommendations.
information on the following core
Show slides/transparencies that present country
indicators:
data related to breastfeeding initiation,
exclusivity and duration and complementary
Early initiation of breastfeeding feeding practices. If possible, show trends over
Exclusive breastfeeding under 6 time. If practices do not meet the WHO
months recommendations, discuss some of the factors
that may contribute to this.
Continued breastfeeding at 1 year
Some of these data can be obtained from the
Introduction of solid, semi-solid and WHO Global Data Bank on Infant and Young
soft foods Child Feeding. Refer participants to handout 1.2
(a-b), “WHO Global Data Bank on Infant and
Minimum dietary diversity Young Child Feeding” and briefly explain that
this is a global database containing data on
Minimum meal frequency
prevalence and duration of breastfeeding and on
complementary feeding worldwide.
Mention that the Expert Committee (refer to
WHO (2001) reference) recommends exclusive
breastfeeding for 6 months, with introduction of
complementary feeds and continued
breastfeeding thereafter. This recommendation
applies to all populations.
WHO has developed indicators for breastfeeding
at the household level to guide data collection
worldwide. Refer participants to handout 1.3a
that lists these key indicators
Mention that the Expert Committee (refer to
WHO (2001) reference) recommends exclusive
breastfeeding for 6 months, with introduction of
complementary feeds and continued
breastfeeding thereafter. This recommendation
applies to all populations.
WHO has developed indicators for breastfeeding
at the household level to guide data collection
worldwide. Refer participants to handout 1.3a
that lists these key indicators.
1-6 WHO/UNICEF

Indicators in relation to HIV-exposed
infants:
Exclusively breastfeeding at 3 months

of age
Exclusive replacement feeding at 3
months of age
Mixed feeding at 3 months of age
Data related to infant feeding practices Show slide/transparency 1.8 summarizing key
following delivery in maternity services. questions.
Review health facility data that compare Mention that WHO has developed indicators for
infant feeding practices with WHO breastfeeding in maternity services to guide data
recommendations: collection worldwide. Refer participants to
handout 1.3b that lists these key indicators.
Breastfeeding initiation: Percentage Show slides/transparencies that present country

of babies who start breastfeeding or health facility data related to infant feeding
within 1 hour of birth practices following delivery in maternity
services. If information is available from Baby-
Rooming-in: Percentage of babies friendly Hospital Initiative assessments or other
who “room-in” on a 24-hour basis sources, summarize the results.
with their mothers after delivery
Present this information and any other important
Exclusive breastfeeding: Percentage
data related to the implementation of the “Ten
of babies who are exclusively
steps to successful breastfeeding”.
breastfed from birth to discharge in
maternity wards or hospitals
Bottle-feeding: Percentage of babies
getting any feeds from bottles between
birth and discharge (include babies
delivered by caesarean-section and
babies in special care units).
Discussion Ask participants to contribute information from

their own settings. They might be asked to
suggest what they believe are the reasons for
certain types of data (e.g. the local beliefs and
practices that lead to a low level of exclusive
breastfeeding).
Respond to any other questions participants may

have related to the session.

Session 1
Handout 1.1
Presentation for session 1:

The national infant feeding situation
Facts on infant and young child feeding Facts on infant and young child feeding
About 2 million child deaths could be prevented every
year through optimal breastfeeding. Infants exclusively breastfed for 4 or more months have
half the mean number of acute otitis media episodes of
Exclusively breastfed infants have at least 2½ times
fewer illness episodes than infants fed breast-milk those not breastfed at all.
substitutes.
In low-income communities, the cost of cow’s milk or
Infants are as much as 25 times more likely to die from powdered milk, plus bottles, teats, and fuel for boiling
diarrhoea in the first 6 months of life if not exclusively water, can consume 25 to 50% of a family’s income.
breastfed.
Breastfeeding contributes to natural birth spacing,
Among children under one year, those who are not providing 30% more protection against pregnancy than
breastfed are 3 times more likely to die of respiratory all the organized family planning programmes in the
infection than those who are exclusively breastfed.
developing world.
From: Jones et al., 2003,; Chandra, 1979; Feachem, 1984; and Victora, 1987.
From: Duncan et al, 1993; UNICEF/WHO/UNESCO/UNFPAA, 1993; and Kleinman, 1987.
Transparency 1.1 Transparency 1.2
Facts on infant and young child feeding WHO’s infant and young child feeding
recommendations
The peak period of malnutrition is between 6 and
28 months of age. Initiate breastfeeding within one hour of
Malnutrition contributes to about half of under-five birth.
mortality & a third of this is due to faulty feeding Breastfeed exclusively for the first six
practices. months of age (180 days).
Counselling on breastfeeding and complementary Thereafter give nutritionally adequate and
feeding leads to improved feeding practices, safe complementary foods to all children.
improved intakes and growth.
Continue breastfeeding for up to two years
Counselling on breastfeeding and complementary of age or beyond.
feeding contributes to lowering the incidence of
diarrhoea.
Adapted from the Global Strategy.
Breastfeeding and complementary feeding Breastfeeding and complementary feeding

terms and definitions terms and definitions
EXCLUSIVE BREASTFEEDING: the infant takes only ARTIFICIAL FEEDING: the infant is given breast-
breast milk and no additional food, water, or other
milk substitutes and not breastfeeding at all.
fluids with the exception of medicines and vitamin or
mineral drops. REPLACEMENT FEEDING: the process of feeding
a child of an HIV-positive mother who is not
PARTIAL BREASTFEEDING or MIXED FEEDING: receiving any breast milk with a diet that provides all
the infant is given some breast feeds and some
the nutrients the child needs.
artificial feeds, either milk or cereal, or other food or
water. COMPLEMENTARY FEEDING: the process of
giving an infant food in addition to breast milk or
BOTTLE-FEEDING: the infant is feeding from a
infant formula, when either becomes insufficient to
bottle, regardless of its contents, including expressed
breast milk. satisfy the infant's nutritional requirements.
1-8 WHO/UNICEF
Key questions to compare the country Key questions to compare health facility
situation with WHO infant and young child data with WHO recommendations
feeding recommendations
Early initiation: Percentage of babies who start
Percentage of babies breastfeeding exclusively breastfeeding within 1 hour of birth
for the first six months of life (180 days) Rooming-in: Percentage of babies who “room-
in” on a 24-hour basis with their mothers after
Percentage of babies exclusively breastfeeding
delivery
by month, up to 6 months
Exclusive breastfeeding: Percentage of babies
Percentage of babies with appropriate who are exclusively breastfed from birth to
complementary feeding discharge
Median duration of breastfeeding (in months) Bottle-feeding: Percentage of babies who are
getting any feeds from bottles between birth and
discharge

Session 1
Handout 1.2a
The WHO Global Data Bank on Infant and

Young Child Feeding
The WHO Global Data Bank on Infant and Young Child Feeding is maintained by the
Department of Nutrition for Health and Development. The Data Bank has been restructured in
line with the latest breastfeeding and complementary feeding indicators and definitions, which
have been developed to broaden the nomenclature describing different types of breastfeeding
behaviour and to increase the coherence, reliability, and comparability of data.
The Data Bank pools information from national, regional, state, department and village level
surveys studies, and reviews dealing specifically with the prevalence of breastfeeding and
complementary feeding, breastfeeding practices at health facilities, policies and programmes.
Every effort is made to achieve worldwide coverage, which will permit:
monitoring of breastfeeding prevalence and complementary feeding prevalence, and

analysis of trends over time;
comparisons over time within countries, and between countries and regions;
assessment of breastfeeding and complementary feeding trends and practices as a basis
for future action;
evaluation of the impact of breastfeeding and complementary feeding promotion
programmes;
ready access to current data for use by policy- and decision-makers, scientists,
researchers, hospital administrators, health workers, and other interested parties.
For this purpose, it is necessary that global indicators and definitions for breastfeeding and
complementary feeding to be disseminated worldwide and that researchers and health
professionals supply the Data Bank with up-to-date data. Both conditions have to be fulfilled
if the Data Bank is to achieve its full potential and thereby contribute to the health of mothers
and infants everywhere.
To this end, a report is prepared every three to four years on infant and young child feeding
(IYCF) trends in countries for which data are available. It is hoped that the Data Bank will
help enable the competent national authorities to achieve the IYCF goals they have
established, while serving to motivate all concerned parties to strengthen programmes in
support breastfeeding and complementary feeding.
The Data Bank is accessible on the web at http://www.who.int/nutrition/en/.

Information can be accessed by country or region, indicators and year(s) of survey. If you
would like to provide data or other information on breastfeeding, complementary feeding and
infant and young child feeding practices in your country, you can use the datasheet Household
Survey Information and the Health Facility Survey Information provided as Handout 1.2b
1-10 WHO/UNICEF
Handout 1.2b
Household Survey Information (please attached original report)

COUNTRY:
Reference/source:
Survey characteristics Core Indicators for Breastfeeding and Complementary Feeding
Introduction
National, Region and sample Exclusive Continued of solid,
Early Minimum Minimum
regional, description breast- breast- semi-solid
Date of initiation of Sample Sample Sample Sample dietary Sample meal Sample
state or (disaggregated data available: survey
Sex
size
feeding size
feeding at 1 size
or soft size size size
village level breast- diversity frequency
urban/rural, under 6 year foods 6-8
survey region/state/department/village) feeding % % %
months % % months
%
Comments:

Session 1
Household Survey Information continued (please attached original report)

COUNTRY:
Reference/source:
Survey characteristics Core Indicators for Breastfeeding and Complementary Feeding
Mixed Replace-
Cont. feeding ment
National, Region and sample Children Duration Bottle EBF at 3
regional, breast- at 3 feeding at
description Date of ever Sample Sample of breast- Sample feeding Sample months% Sample Sample
state or
(disaggregated data available: survey
Sex
size feeding at size size size size months% size 3 Sample size
village level breast-fed feeding 0-23 HIV-exposed
urban/rural, 2 years infants HIV- months%
survey region/state/department/village) % (months) (monthts)%
% exposed HIV-exposed
infants infants
Comments:
1-12 WHO/UNICEF
Health Facility Survey Information (please attached original report)

COUNTRY:
Reference/source:
Survey characteristics Health Facility - Breastfeeding practices
National, Timely first

Breast-fed Exclusive Rooming-in
regional, Region and sample Date of Sample Sample Bottle-fed Sample suckling Sample Sample Pacifier use Sample
state or town survey
Sex rate size breatmilk- size size size rate size size
description rate rate rate %
level survey % fed rate % %
%
Comments:

Session 1
ADDITIONAL INFORMATION
Total Fertility Rate (women age 15–49):________ No. of hospitals with maternity facilities:________
Median maternal age at first birth:________ Proportion of births attended by trained health pers.:________
Median years of schooling (women age 15–49):________ Caesarean section rate:________
Proportion of women age 15-49 with BMI<18.5:________ No. of designated BFHI hospitals:________
Proportion of women age 15-49 with BMI>30:________ No. of hospitals with commitment to BFHI :________
Proportion of women age 15–49 with HIV/AIDS:________ (Baby friendly Hospital Initiative)
1-14 WHO/UNICEF
Handout 1.3a
Breastfeeding indicators for households1

Exclusive breastfeeding under 6 months:
Proportion of infants 0-5 months of age who are fed exclusively on breast milk
Infants 0-5 months of age who received only breast milk during the previous day
Infants 0-5 months of age
Early initiation of breastfeeding:

Proportion of children born in the last 24 months who were put to the breast within one hour of birth
Children born in the last 24 months who were put to the breast within one hour of birth
Children born in the last 24 months
Continued breastfeeding at 1 year:

Proportion of children 12 – 15 months of age who are fed breast milk
Children 12-15 months of age who received breast milk during the previous day
Children 12-15 months of age
Introduction of solid, semi-solid or soft foods:

Proportion of infants 6-8 months of age who receive solid, semi-solid or soft foods
Infants 6-8 months of age who received solid, semi-solid or soft foods during the previous day
Minimum dietary diversity:

Proportion of children 6-23 months of age who receive foods from ≥4 food groups during the previous
day
Children 6-23 months of age who received foods from ≥ 4 food groups during the previous day
1
USAID/AED/UCDAVIS/IFPRI/UNICEF/WHO. Indicators for assessing infant and young child feeding practices. Part I:
Definitions. Geneva, World Health Organization, 2008. http://whqlibdoc.who.int/publications/2008/9789241596664_eng.pdf

Session 1
Note: The 7 foods groups used for this indicator are:
- grains, roots and tubers

- legumes and nuts
- diary products (milk, yogurt, cheese)
- flesh foods (meat, fish, poultry and liver/organ meats)
- eggs
- vitamin-A rich fruits and vegetables
- other fruits and vegetable
Minimum meal frequency:

Proportion of breastfed and non-breastfed children 6-23 months of age who receive solid, semi-solid,
or soft foods (but also including milk feeds for non-breastfed children) minimum number of times or
more
The indicator will be calculated from the following two fractions:
Breastfed children 6-23 months of age who received solid, semi-solid or soft foods
the minimum number of times or more during the previous day
Breastfed children 6-23 months of age
and
Non-breastfed children 6-23 months of age who received solid, semi-solid or soft foods or milk
feeds the minimum number of times or more during the previous day
Non-breastfed children 6-23 months of age
Note: Minimum is defined as:
- 2 times for breastfed infants 6-8 months

- 3 times for breastfed children 9-23 months
- 4 times for non-breastfed children 6-23 months
Minimum acceptable diet:

Proportion of children 6-23. months of age who receive a minimum acceptable diet (apart from breast
milk).
This composite indicator will be calculated from the following two fractions:
Breastfed children 6-23 months of age who had at least the minimum dietary diversity
and the minimum feeding frequency during the previous day
Breastfed children 6-23 months of age
and
1-16 WHO/UNICEF
Non-breastfed children 6-23 months of age who received at least 2 milk feedings and had at
least the minimum dietary diversity
not including milk feeds and the minimum feeding frequency during the previous day
Consumption of iron-rich or iron-fortified foods:

Proportion of children 6-23 months of age who receive an iron-rich food or iron-fortified food that is
specially designed for infants and young children, or that is fortified in the home.
Children 6-23 months of age who received an iron-rich food

or a food that was specially designed for infants and young children and was fortified with iron,
or a food that was fortified in the home with a product that included iron during the previous day
Children ever breastfed:

Proportion of children born in the last 24 months who were ever breastfed
Children born in the last 24 months who were ever breastfed

Children born in the last 24 months
Continued breastfeeding at 2 years:

Proportion of children 20–23 months of age who are fed breast milk
Children 20-23 months of age who received breast milk during the previous day
Appropriate breastfeeding:
Proportion of children 0-23 months of age who are appropriately breastfed
The indicator is calculated from the following two fractions:
Infants 0-5 months of age who received only breast milk during the previous day
Infants 0-5months of age
and
Children 6-23 months of age who received breast milk, as well as solid, semi-solid or
soft foods during the previous day

Session 1
Predominant breastfeeding under 6 months:

Proportion of infants 0 – 5 months of age who are predominantly breastfed
Infants 0-5 months of age who received breast milk

as the predominant source of nourishment during the previous day
Duration of breastfeeding:
Median duration of breastfeeding among children les than 36 months of age
The age in months when 50% of children 0-35 months did not receive breast milk during the previous
day
Bottle feeding:
Proportion of children 0-23 months of age who are fed with a bottle
Children 0-23 months of age who were fed with a bottle during the previous day
Milk feeding frequency for non-breastfed children:

Proportion of non-breastfed children 6-23 months of age who receive at least 2 milk feedings

who received at least 2 milk feedings during the previous day
1-18 WHO/UNICEF
Handout 1.3b
Breastfeeding indicators for health facilities2

TITLE DEFINITION SOURCE
MATERNITY SERVICES
1 Exclusive breastfed Numerator: No. of infants exclusively breastfed by Maternal
by natural mother their natural mothers from birth to discharge interviews at
rate discharge
Denominator: No. of infants discharged
2 Breast-milk Numerator: No. of mother who received breast-milk Maternal
substitutes and substitutes, infant feeding bottles, or teats at any time interviews at
supplies receipt rate prior to discharge or during a prenatal visit to this discharge
facility
Denominator: No of infants discharged
3 Bottle-fed rate Numerator: No. of infants who received any food or Maternal
drink from a bottle in the 24 hours prior to discharge interviews at
discharge
4 Rooming-in rate Numerator: No. of infants rooming-in 24 hours a day, Maternal
beginning within 1 hr of birth, not separated from interviews at
mother for more than 1 hour at any time discharge
5 Breastfed rate Numerator: No. of infants breastfeeding in 24 hours Maternal
prior to discharge interviews at
discharge
6 Timely first-suckling Numerator: No. of infants who first suckled within 1 Maternal
rate hour of birth interviews at
discharge
Opt.1 Exclusively breast- Numerator: No. of infants exclusively breast-milk fed Maternal
milk fed rate from birth to discharge interviews at
discharge
Opt.2 Pacifier use rate Numerator: No. of infant who received pacifiers at Maternal
any time prior to discharge interviews at
discharge
2
From Indicators for assessing health facility practices that affect breastfeeding, Report of the Joint WHO/UNICEF
Informal Interagency Meeting 9-10 June 1992, WHO, Geneva, Switzerland. Geneva, World Health Organization, 1993
(WHO/CDR/93.1, UNICEF/SM/93.1), page 30.

Session 1
Handout 1.4
Possible sources of
infant and young child feeding data
How to obtain
Data source
MEASURE DHS, Macro International. Country reports are available on the web at
11785 Beltsville Drive, Suite 300
Calverton, Maryland, 20705 http://www.measuredhs.com/countries/
USA.
UNICEF. Multiple Indicator Cluster Survey. New Results from specific country surveys may be
York, UNICEF. available from the UNICEF country offices.
Information on the MICS, the questionnaires
and manuals and specific country reports are
also available on the UNICEF website:
http://www.childinfo.org/
WHO. WHO Global Data Bank on Infant and Data from the WHO Global Data Bank is
Young Child Feeding. Geneva, World Health available at the WHO/NHD website:
Organization.
http://www.who.int/nutrition/en/
For more information contact:
Department of Nutrition for Health and
Development
CH-1211 Geneva 27, Switzerland
Tel. 41-22-791-3315
Fax: 41-22-791-4156
E-mail: nutrition@who.int
UNAIDS Secretariat, Geneva, Switzerland Data on HIV prevalence by country can be

found on the UNAIDS/WHO website:
http://www.unaids.org/en/
WABA World Alliance for Breastfeeding Action http://www.waba.org.my/
IBFAN The International Baby Food Action http://www.ibfan.org/site2005/Pages/index2.ph

Network p?iui=1
La Leche League International http://www.llli.org/
National surveys and studies [please list:]
1-20 WHO/UNICEF
Session 2:
Benefits of breastfeeding
Objectives
At the conclusion of this session, participants will be able to:
List and explain at least three benefits of breastfeeding for each of the following: infant, mother,
family, and hospital.
Describe the benefits of breastfeeding in a hospital setting.
Give at least three risks related to artificial feeding.
Duration
Session: 1 hour
Teaching methods
Small group work

Lecture and discussion
Video (optional - may also be shown during free time)
Review slides. If possible, review references listed in this section, concentrating on the references
with data featured on the slides.
Prepare slides or transparencies and handouts whenever possible that present national data,
studies, and surveys. Include photo slides, if possible. Some photo slides that may be appropriate
for this session are included in the “slides” PowerPoint file accompanying this course. Consider
using them if not enough appropriate photo slides are available locally.
Decide whether to show a video, such as Breast is Best or others. If there is no time during the session
itself, consider showing videos during the lunch break or in the evening.
Training materials
Summaries
Available summaries of research studies presented in Session 2

Session 2
Handouts
2.2 Infant and young child feeding: recommendations for practice
2.3 Exclusive Breastfeeding: The Only Water Source Young Infants Need (LINKAGES FAQ
Sheet 5)
2.4 Health benefits of breastfeeding: a list of references. (a list of references copied, with
permission, from the UNICEF UK Baby-friendly Initiative website)
http://www.babyfriendly.org.uk/health.asp
Slides/Transparencies
2.1-2.28 and photo slides 2a – 2h
Microsoft PowerPoint files. The photo slides are included in the “slides” file in the order in which they
are listed in the Session Plan. The slides (in colour) can be used with a laptop computer and LCD
Video (optional)
One video to consider is Breast is Best (35 minutes). This video from Norway has many potential
training uses, including a sequence showing a newborn baby crawling along his mother's abdomen and
finding the nipple without assistance. It is available in a number of languages from Health Info/Video
Vital A/S, P.O. Box 5058, Majorstua, N-0301, Oslo, NORWAY (Tel: [47](22) 699644, Fax: [47](22)
600789) or e-mail: health-info@videovital.no . It can also be ordered through “Baby Milk Action” at
http://www.babymilkaction.org/shop/videos.html
Consider using a locally appropriate video, if one is available. Check with the BFHI authorities, the
country or regional UNICEF offices, the local IBFAN organization, La Leche League, or other
appropriate national or regional organizations to explore what is available.
Other Materials
Flipchart and markers
Blackboard
2-2 WHO/UNICEF
References
Aniansson G, Alm B, Andersson B, Hakansson A et al. A prospective coherent study on breast-

feeding and otitis media in Swedish infants. Pediat Infect Dis J, 1994, 13: 183-188.
Beral V. Breast cancer and breastfeeding: collaborative reanalysis of individual data from 47
epidemiological studies in 30 countries, including 50302 women with breast cancer and 96973 women
without the disease. Lancet, 2002, 360:187-95.
Betran AP, de Onis M, Lauer JA, Villar J. Ecological study of effect of breast feeding on infant
mortality in Latin America. BMJ, 2001, 323:1-5.
Fergusson DM, Beautrais AL, Silva PA. Breastfeeding and cognitive development in the first seven
years of life. Social Science and Medicine, 1982, 16:1705-1708. Howie PW, Forsyth JS, Ogston SA,
Clark A, Florey CV. Protective effect of breastfeeding against infection. BMJ, 1990, 300:11-15.
Kull I, Wickman M, Lilja G, Nordvall SL, Pershagen G. Breast feeding and allergic diseases in infants
- a prospective birth cohort study. Archives of Disease in Childhood, 2002, 87:478-481.
Lucas A, Morley R, Cole TJ, Lister G, Leeson-Payne C. Breast milk and subsequent intelligence
quotient in children born preterm. Lancet, 1992, Feb 1, 339(8788):261-264.
Morrow-Tlucak M, Haude RH, Ernhart CB. Breastfeeding and cognitive development in the first two
years of life. Social Science and Medicine,1988, 26:71-82.
Mortensen EL, Michaelsen KF, Sanders SA, Reinisch JM. The association between duration of
breastfeeding and adult intelligence. JAMA, 2002, 287:2365-2371.
Popkin BM, Adair L, Akin JS, Black R, et al. Breastfeeding and diarrheal morbidity. Pediatrics, 1990,
86(6): 874-882.
Riva E, Agostoni C, Biasucci G, Trojan S, Luotti D, Fiori L, et al. Early breastfeeding is linked to
higher intelligence quotient scores in dietary treated phenylketonuric children. Acta Pædiatr, 1996,
85:56-58.
Rodgers B. Feeding in infancy and later ability and attainment: a longitudinal study. Developmental
Medicine & Child Neurology, 1978, 20:421-426.
Saadeh R, Benbouzid D. Breast-feeding and child spacing: importance of information collection to

public health policy. Bulletin of the World Health Organization, 1990, 68(5) 625-631.
Scariati PD, Grummer-Strawn LM, Fein SB. A longitudinal analysis of infant morbidity and the extent
of breastfeeding in the United States. Pediatrics, 1997, 99(6).von Kries R, Koletzko B, Sauerwald T et
al. Breast feeding and obesity: cross sectional study. BMJ, 1999, 319:147-150.
Breastfeeding counselling: A training course. Geneva, World Health Organization, 1993

(WHO/CDR/93.6).
Breastfeeding and the use of water and teas. Division of Child Health and Development UPDATE
No.9, Geneva, World Health Organization, November 1997. (http://www.who.int/child-adolescent-
health/New_Publications/ NUTRITION/Water_Teas.pdf).

Session 2
2-4 WHO/UNICEF
Outline
1. Introductory discussion List the following categories in columns on a

flipchart or blackboard.
Exploration of participants’ views of the y infant
benefits of breastfeeding y mother
y family
y hospital
Divide the participants into four groups and

assign one category to each. Ask each group to
take five minutes to list the benefits of
breastfeeding for its assigned category. Ask each
group to report on their ideas. List their
responses under the various headings on the
flipchart.
Mention that a mini-version of the presentation

is reproduced in Handout 2.1 and included in the
2. Benefits of breastfeeding for the infant Show photo slide 2a or other photo slide with a
story.
Slide 2a shows two children from the same
family. The older child was hospitalized for
dehydration and malnutrition. He had stopped
breastfeeding earlier than is recommended
because the mother was told by a health worker
that his diarrhoea had been caused by her
breast milk. Since she was economically
disadvantaged, she could not afford the
formula, often diluted it and used contaminated
water to prepare it. The child had many more
diarrhoea episodes and became malnourished.
The mother became pregnant and decided to
breastfeed this next child. The photo was taken
when the older child was hospitalized and the
mother sat the younger child in the crib beside
him.

Session 2
Optimal nutrition. Show slide/transparency 2.1 and refer to handout

2.2.
Breast milk provides high quality
nutrients that are easily digested and Show slide/transparency 2.2. Highlight the
efficiently used by the baby’s body. differences between the three types of milk.
Breast milk also provides all the water
a baby needs. There is no need for any Show slide/transparency 2.3 and refer
additional liquid. Numerous studies participants to Handout 2.3 (LINKAGES Infant
indicate that, for infants breastfed Feeding Handout).
exclusively and on demand, the water
in the breast milk exceeds water
requirements. The solute levels in the
urine and blood of these infants - even
those living in very hot, dry climates --
were within normal ranges, indicating
adequate water intake.
Breast milk is a dynamic fluid that Show slide/transparency 2.4. Highlight the
changes to meet the infant’s needs. dynamic properties of breast milk.
Milk composition is influenced by the Show photo slide 2b to illustrate how milk
gestational age of the infant (preterm composition changes as the infant matures.
milk is different from full-term milk),
stage of lactation (colostrum differs Show photo slide 2c to show the difference
from transitional and mature milk, between foremilk and hindmilk.
which continues to change as time goes
by), and time frame of the feed
(foremilk differs from hindmilk, which
has a higher fat content).
Colostrum has special properties and is Show slide/transparency 2.5. Highlight the main
very important to the infant for a points.
variety of developmental, digestive,
and protective factors.
Breast milk is normally the only food Refer to Handout 2.3.

that infants need for the first 6 months
of life. Safe and appropriate
complementary foods should be given
from the sixth month of life while
breastfeeding continues.
Breast milk continues to be an Show slide/transparency 2.6.

important source of energy and high
quality nutrients through the second
year of life and beyond.
Protective effect of breastfeeding on infant Show slide/transparency 2.7.

morbidity.
2-6 WHO/UNICEF
Increased immunity.
Breast milk is a living fluid that protects

the baby against infection. During the first
year of a baby’s life, because the immune
system is not fully developed, the baby
depends on mother’s milk to fight
infections.
Reduced risk of diarrhoea. Optional: Show photo slide 2d, which shows a
baby fed breast-milk substitutes who has been
A study from the Philippines showed hospitalized for severe diarrhoea.
that artificially fed babies were up to
17 times more at risk of getting Show slide/transparency 2.8.
diarrhoea than exclusively breastfed
infants. Partially breastfed babies were Stress the importance of continued breastfeeding
more likely to have diarrhoea than during diarrhoeal episodes because of its
exclusively breastfed babies, but less nutritional value and the fact that it ensures a
likely than babies who received no more speedy recovery from illness.
breast milk (Popkin).
A study in Dundee, Scotland found that

Show slide/transparency 2.9.
breastfed infants had much less
diarrhoea. For example, between 0 and
13 weeks of age, almost 20% of bottle-
fed infants had diarrhoea compared
with only 3.6% of the breastfed infants
(Howie et al.).
A study of 1743 mother infant pairs in

the United States found a protective
effect against diarrhoeal disease if
infants were breastfed compared to
infants who were not breastfed. The
risk diminished the more breast milk
the infant drank (a dose response)
(Scariati et al.).
Reduced risk of respiratory infection.

Another study in Dundee, Scotland
found that breastfed infants had much
less respiratory illness. For example,
between 0 and 13 weeks of age, almost
39% of the bottle-fed infants had
respiratory illness compared to only
23% of the breastfed infants (Howie et
al.).

Session 2
Reduced risk of otitis media. Show slide/transparency 2.12.

A study in Sweden found that breastfed
infants had less otitis media than
artificially fed infants. For example, at
one to three months of age, 6% of the
weaned infants had otitis media,
compared to only 1% of the breastfed
infants (Aniansson et al.).
A study of 1743 mother infant pairs in Show slide/transparency 2.13.

the United States found a protective
effect against otitis media if infants
were breastfed compared to infants
who were not breastfed. The risk
diminished the more breast milk the
infant drank (a dose response) (Scariati
et al.).
Protective effects of breastfeeding on Show slide/transparency 2.14.

infant mortality.
Diarrhoeal disease and respiratory

Show slide/transparency 2.15 and 2.16.
infections.
In a study on the effects of

breastfeeding on infant mortality in
Latin America the authors conclude
that artificially-fed infants 0-3 months
of age were over 14 times more likely
to die of diarrhoeal disease and 4 times
more likely to die of acute respiratory
infections than exclusively breastfed
infants. Artificially-fed infants 4-11
months of age were almost 2 times
more likely to die of both diarrhoeal
disease and acute respiratory infection
than partially breastfed infants (Betran
et al.).
Breastfeeding reduces the risk of chronic Show slide/transparency 2.17.

disease.
Lower risk of allergies. Show slide/transparency 2.18.
It is generally agreed that allergies are Show photo slide 2e.

less common in completely breastfed
babies. A recent study in Sweden in
which a birth cohort of 4089 infants
was followed prospectively found that
exclusive and partial breastfeeding
reduced the risk of allergic disorders.
2-8 WHO/UNICEF
Children exclusively breastfed during

four months or more exhibited less
asthma (7.7% vs. 12%), less atopic
dermatitis (24% vs. 27%) and less
allergic rhinitis (6.5% vs. 9%) (Kull et
al.).
Lower risk of obesity.

A study in Germany found that among
9357 children aged 5 and 6 there was
an over 5 times difference in the
prevalence of obesity among those
children never breastfed compared to
those breastfed for over one year.
There was a dose effect with the longer
an infant had been breastfed the lower
prevalence of obesity at the age of 5
and 6 (von Kries et al.).
Breastfeeding has psychosocial and Slide/transparency 2.20.

developmental benefits.
Breastfeeding helps mother and baby Show photo slides 2f.

to bond. Close contact right after
delivery promotes development of a
loving relationship between mother
and baby. Babies cry less and mothers
respond better to their babies’ needs.
The effects of breastfeeding and breast Show slide/transparency 2.21.

milk on infant and child development
and IQ has been a subject of much
interest in the scientific field and the
findings over decades of research have
found consistently better
developmental outcomes and higher
IQs if breastfed (Ferguson et al. and
other studies).
Most recent long term study in Show slide/transparency 2.22.

Copenhagen found that duration of
breastfeeding was associated with
significantly higher IQ scores at 27.2
years. This study also found a positive
dose effect (Mortensen et al.).

Session 2
3. Benefits of breastfeeding for the mother Optional: Show slide 2g.
Protection of mother’s health. Show slide/transparency 2.23.
The oxytocin released during

breastfeeding helps the uterus to return
to its previous size and helps to reduce
postpartum bleeding.
Breastfeeding reduces the risk of breast Show slide/transparency 2.24.

and ovarian cancer in mothers.
A reanalysis of data from 47
epidemiological studies in 30 countries
found that the relative risk of breast
cancer decreased by 4.3% for every
year of breastfeeding (Beral).
Delaying new pregnancies.
During the first six months after birth,

if a woman is amenorrhoeic and fully
breastfeeding her infant, she has about
98% protection against another
pregnancy.
The longer the duration of Show slide/transparency 2.25.

breastfeeding, the longer the duration
of postpartum amenorrhoea, which
leads to longer birth intervals (Saadeh
and Benbouzid).
Dangers of artificial feeding: Show slide/transparency 2.26.

Interference with bonding
More diarrhoea and respiratory Emphasize the many risks associated with using
infections feeding bottles, water, formula and pacifiers both
Persistent diarrhoea in the hospital and later when the mother returns
Malnutrition - Vitamin A deficiency home. Stress the fact that the hospital has the
More allergy and milk intolerance responsibility to communicate both the benefits
Increased risk of some chronic diseases of breastfeeding and the risks of artificial feeding
Increased risk of overweight to all mothers.
Lower scores on intelligence tests (for
low-birth-weight babies)
Too frequent pregnancies for the
mother
Increased risk of anaemia, ovarian and
breast cancer for the mother
2-10 WHO/UNICEF
4. Benefits of breastfeeding for the family Show slide/transparency 2.27.
Better health and nutrition.
Breastfeeding benefits the whole family,

emotionally and nutritionally.
Economic benefits.
Breastfeeding costs less than artificial

feeding. Money spent on buying infant
formula can be used to buy nutritious food
for mother and family.
Health care.
Breastfeeding reduces health-care costs, Mention that data related to the economic
such as medical consultations, medicines, benefits of breastfeeding will be covered in
lab tests, hospitalization, etc. Session 6, Costs and savings.
5. Benefits of breastfeeding for the hospital Show slide/transparency 2.28.

Breastfeeding creates an emotionally
warmer and calmer atmosphere. Infants cry
less, are calmer; mothers can more easily
respond to their babies’ needs.
There is no need for nurseries when there is
rooming-in, which means more space for
patients and hospital staff. Special care
rooms may still be needed for very sick
babies.
Rooming-in reduces neonatal infections.
Exclusively breastfed infants have fewer
infections.
Less staff time is needed. Mothers are
directly responsible for the care of their
babies.
Rooming-in and breastfeeding support
increases hospital prestige and creates an
image of a facility doing its best for
mothers and babies.
There are fewer abandoned children.
Mothers who breastfeed are less likely to
abuse or abandon their babies.
Breastfeeding is the safest feeding method
during emergencies.

Session 2
6. Concluding discussion Optional: Show photo slide 2h – contented

mother and baby.
Refer participants to their folder and Handout

2.4 Benefits of Breastfeeding. This handout,
which comes from the UNICEF UK Baby
Friendly Initiative website, provides further
information on scientific studies showing the
benefits of breastfeeding. Ask participants for
any questions or comments.
7. Video (optional) Consider showing the video “Breast is Best” if

available, and/or other good videos, if time
permits. If there isn’t time during the session,
consider showings during lunch breaks or in the
evening.
2-12 WHO/UNICEF
Summaries of research studies

presented during Session 2
Slide/transparency: Study:
2.8 Popkin BM, Adair L, Akin JS, Black R, Briscoe J, Flieger W. Breast-feeding
and diarrheal morbidity. Pediatrics, 1990, Dec, 86(6):874-82.
2.9 and 2.11 Howie PW, Forsyth JS, Ogston SA, Clark A, Florey CD. Protective effect of
breast feeding against infection. BMJ, 1990, Jan 6, 300(6716):11-6.
2.10 and 2.13 Scariati PD, Grummer-Strawn LM, Fein SB. A longitudinal analysis of
infant morbidity and the extent of breastfeeding in the United States.
Pediatrics, 1997, Jun, 99(6):E5.
2.12 Aniansson G, Alm B, Andersson B, Hakansson A, Larsson P, Nylen O,

Peterson H, Rigner P, Svanborg M, Sabharwal H, et al. A prospective cohort
study on breast-feeding and otitis media in Swedish infants. Pediatr Infect
Dis J, 1994 Mar 13(3):183-8.
2.15 and 2.16 Betran AP, de Onis M, Lauer JA, Villar J. Ecological study of effect of
breast feeding on infant mortality in Latin America. BMJ, 2001, Aug 11,
323(7308):303-6.
2.18 Kull I, Wickman M, Lilja G, Nordvall SL, Pershagen G. Breastfeeding and

allergic diseases in infants – a prospective birth cohort study. Archives of
Disease in Childhood, 2002, 87:478-481.
2.19 von Kries R, Koletzko B, Sauerwald T, von Mutius E, Barnert D, Grunert V,

von Voss H. Breast feeding and obesity: cross sectional study. BMJ, 1999,
Jul 17, 319(7203):147-50.
2.21 Lucas A, Morley R, Cole TJ, Lister G, Leeson-Payne C. Breast milk and
subsequent intelligence quotient in children born preterm. Lancet, 1992, Feb
1, 339(8788):261-4.
2.21 Fergusson DM, Beautrais AL, Silva PA. Breast-feeding and cognitive
development in the first seven years of life. Social Science and Medicine,
1982, 16(19):1705-8.
2.21 Morrow-Tlucak M, Haude RH, Ernhart CB. Breastfeeding and cognitive

development in the first 2 years of life. Social Science and Medicine, 1988,
26(6):635-9.
2.21 Riva E, Agostoni C, Biasucci G, Trojan S, Luotti D, Fiori L, Giovannini M.

Early breastfeeding is linked to higher intelligence quotient scores in dietary
treated phenylketonuric children. Acta Paediatr, 1996, Jan, 85(1):56-8.
2.22 Mortensen EL, Michaelsen KF, Sanders SA, Reinisch JM. The association
between duration of breastfeeding and adult intelligence. JAMA, 2002,
May 8, 287(18):2365-71.

Session 2
2.24 Beral V, Bull D, Doll R, Peto R, Reeves G (Collaborative Group on

Hormonal Factors in Breast Cancer). Breast cancer and breastfeeding:
collaborative reanalysis of individual data from 47 epidemiological studies
in 30 countries, including 50 302 women with breast cancer and 96 973
women without the disease. Lancet, 2002, 360:187-95.
2.25 Saadeh R, Benbouzid D. Breast-feeding and child-spacing: importance of

information collection for public health policy. Bulletin of the World Health
Organization, 1990, 68(5):625-31.
2-14 WHO/UNICEF
Breastfeeding and diarrhoeal morbidity
Refers to Slide 2.8
Reference. Popkin BM, Adair L, Akin JS, Black R, Briscoe J, Flieger W. Breast-feeding and
diarrheal morbidity. Pediatrics, 1990, Dec, 86(6):874-82.
Methods. This study used a unique longitudinal survey of more than 3000 mother-infant pairs
observed from pregnancy through infancy. The sample is representative of infants from the Cebu
region of the Philippines. The sequencing of breastfeeding and diarrhoeal morbidity events was
carefully examined in a longitudinal analysis, which allowed for the examination of age-specific
effects of feeding patterns. Because the work controlled for a wide range of environmental causes of
diarrhoea, the results can be generalized to other populations with some confidence.
Findings. The addition to the breast-milk diet of even water, teas, and other nonnutritive liquids
doubled or tripled the likelihood of diarrhoea. Supplementation of breastfeeding with additional
nutritive foods or liquids further increased significantly the risk of diarrhoea; most benefits of
breastfeeding alone or in combination with nutritive foods/liquids became small during the second half
of infancy. Benefits of breastfeeding were slightly greater in urban environments.

Session 2
Protective effect of breastfeeding against infection
Refers to Slide 2.9 and 2.11
Reference. Howie PW, Forsyth JS, Ogston SA, Clark A, Florey CD. Protective effect of breast
feeding against infection. BMJ, 1990, Jan 6, 300(6716):11-6.
Objective. To assess the relations between breastfeeding and infant illness in the first two years of life
with particular reference to gastrointestinal disease.
Design. Prospective observational study of mothers and babies followed up for 24 months after birth.
Setting. Community setting in Dundee.
Methods. 750 pairs of mothers and infants, 76 of whom were excluded because the babies were
preterm (less than 38 weeks), low birth weight (less than 2500 g), or treated in special care for more
than 48 hours. Of the remaining cohort of 674, 618 were followed up for two years. Detailed
observations of infant feeding and illness were made at two weeks, and one, two, three, four, five, six,
nine, 12, 15, 18, 21, and 24 months by health visitors. The main outcome measure was the prevalence
of gastrointestinal disease in infants during follow up.
Findings. After confounding variables were corrected for babies who were breastfed for 13 weeks or
more (227) had significantly less gastrointestinal illness than those who were bottle fed from birth
(267) at ages 0-13 weeks (p less than 0.01; 95% confidence interval for reduction in incidence 6.6% to
16.8%), 14-26 weeks (p less than 0.01), 27-39 weeks (p less than 0.05), and 40-52 weeks (p less than
0.05). This reduction in illness was found whether or not supplements were introduced before 13
weeks, was maintained beyond the period of breastfeeding itself, and was accompanied by a reduction
in the rate of hospital admission. By contrast, babies who were breastfed for less than 13 weeks (180)
had rates of gastrointestinal illness similar to those observed in bottle fed babies. Smaller reductions in
the rates of respiratory illness were observed at ages 0-13 and 40-52 weeks (p less than 0.05) in babies
who were breastfed for more than 13 weeks. There was no consistent protective effect of breastfeeding
against ear, eye, mouth, or skin infections, infantile colic, eczema, or nappy rash.
Conclusions. Breastfeeding during the first 13 weeks of life confers protection against gastrointestinal
illness that persists beyond the period of breastfeeding itself.
2-16 WHO/UNICEF
A longitudinal analysis of infant morbidity

and the extent of breastfeeding in the United States
Reference. Scariati PD, Grummer-Strawn LM, Fein SB. A longitudinal analysis of infant morbidity
and the extent of breastfeeding in the United States. Pediatrics, 1997, Jun, 99(6):E5.
Background. Studies on the health benefits of breastfeeding in developed countries have shown
conflicting results. These studies often fail to account for confounding, reverse causality, and dose-
response effects. We addressed these issues in analyzing longitudinal data to determine if
breastfeeding protects US infants from developing diarrhoea and ear infections.
Methods. Mothers participating in a mail panel provided information on their infants at ages 2, 3, 4, 5,
6, and 7 months. Infants were classified as exclusively breastfed; high, middle, or low mixed breast-
and formula-fed; or exclusively formula-fed. Diarrhoea and ear infection diagnoses were based on
mothers’ reports. Infant age and gender; other liquid and solid intake; maternal education, occupation,
and smoking; household size; family income; and day care use were adjusted for in the full models.
Findings. The risk of developing either diarrhoea or ear infection increased as the amount of breast
milk an infant received decreased. In the full models, the risk for diarrhoea remained significant only
in infants who received no breast milk compared with those who received only breast milk (odds ratio
= 1.8); the risk for ear infection remained significant in the low mixed feeding group (odds ratio = 1.6)
and among infants receiving no breast milk compared with those who received only breast milk (odds
ratio = 1.7).
Conclusions. Breastfeeding protects US infants against the development of diarrhoea and ear
infection. Breastfeeding does not have to be exclusive to confer this benefit. In fact, protection is
afforded in a dose-response manner.

Session 2
A prospective cohort study on breastfeeding and otitis media

in Swedish infants.
Refers to Slide 2.12
Reference. Aniansson G, Alm B, Andersson B, Hakansson A, Larsson P, Nylen O, Peterson H,

Rigner P, Svanborg M, Sabharwal H, et al. A prospective cohort study on breast-feeding and otitis
media in Swedish infants. Pediatr Infect Dis J, 1994 Mar. 13(3):183-8.
Methods. This study analyzed the effect of breastfeeding on the frequency of acute otitis media. The
protocol was designed to examine each child at 2, 6, and 10 months of age. At each visit
nasopharyngeal cultures were obtained, the feeding pattern was recorded and the acute otitis media
(AOM) episodes were documented. The analysis was based on 400 children from whom complete
information was obtained. They represented 83% of the newborns in the study areas.
Findings. By 1 year of age 85 (21%) children had experienced 111 AOM episodes; 63 (16%) had 1
and 22 (6%) had 2 or more episodes. The AOM frequency was significantly lower in the breastfed
than in the non-breastfed children in each age group (P < 0.05). The first AOM episode occurred
significantly earlier in children who were weaned before 6 months of age than in the remaining
groups. The frequency of nasopharyngeal cultures positive for Haemophilus influenzae, Moraxella
catarrhalis and Streptococcus pneumoniae was significantly higher in children with AOM. At 4 to 7
and 8 to 12 months of age, the AOM frequency was significantly higher in children with day-care
contact and siblings (P < 0.05 and < 0.01, respectively). The frequency of upper respiratory tract
infections was increased in children with AOM but significantly reduced in the breastfed group.
2-18 WHO/UNICEF
Ecological study of effect of breastfeeding on infant mortality

in Latin America
Reference. Betran AP, de Onis M, Lauer JA, Villar J. Ecological study of effect of breast feeding on
infant mortality in Latin America. BMJ, 2001, Aug 11, 323(7308):303-6.
Objective. To estimate the effect of exclusive breastfeeding and partial breastfeeding on infant
mortality from diarrhoeal disease and acute respiratory infections in Latin America.
Design. Attributable fraction analysis of national data on infant mortality and breastfeeding.
Setting. Latin America and the Caribbean.
Main outcome measures. Mortality from diarrhoeal disease and acute respiratory infections and
nationally representative breastfeeding rates.
Findings. 55% of infant deaths from diarrhoeal disease and acute respiratory infections in Latin
America are preventable by exclusive breastfeeding among infants aged 0-3 months and partial
breastfeeding throughout the remainder of infancy. Among infants aged 0-3 months, 66% of deaths
from these causes are preventable by exclusive breastfeeding; among infants aged 4-11 months, 32%
of such deaths are preventable by partial breastfeeding. 13.9% of infant deaths from all causes are
preventable by these breastfeeding patterns. The annual number of preventable deaths is about 52 000
for the region.
Conclusions: Exclusive breastfeeding of infants aged 0-3 months and partial breastfeeding throughout
the remainder of infancy could substantially reduce infant mortality in Latin America. Interventions to
promote breastfeeding should target younger infants.

Session 2
Breastfeeding and allergic diseases in infants -

a prospective birth cohort study
Reference: Kull I, Wickman M, Lilja G, Nordvall SL, Pershagen G. Breastfeeding and allergic
diseases in infants – a prospective birth cohort study. Archives of Disease in Childhood 2002, 87:478-
481.
Aims: To investigate the effect of breastfeeding on allergic disease in infants up to 2 years of age.
Methods: A birth cohort of 4089 infants was followed prospectively in Stockholm, Sweden.
Information about various exposures was obtained by parental questionnaires when the infants were 2
months old, and about allergic symptoms and feeding at 1 and 2 years of age. Duration of exclusive
and partial breastfeeding was assessed separately. Symptom related definitions of various allergic
diseases were used. Odds ratios (OR) and 95% confidence intervals (CI) were estimated in a multiple
logistic regression model. Adjustments were made for potential confounders.
Results: Children exclusively breastfed during four months or more exhibited less asthma (7.7% v
12%, OR(adj) = 0.7, 95% CI 0.5 to 0.8), less atopic dermatitis (24% v 27%, OR(adj) = 0.8, 95% CI
0.7 to 1.0), and less suspected allergic rhinitis (6.5% v 9%, OR(adj) = 0.7, 95% CI 0.5 to 1.0) by 2
years of age. There was a significant risk reduction for asthma related to partial breastfeeding during
six months or more (OR(adj) = 0.7, 95% CI 0.5 to 0.9). Three or more of five possible allergic
disorders—asthma, suspected allergic rhinitis, atopic dermatitis, food allergy related symptoms, and
suspected allergic respiratory symptoms after exposure to pets or pollen—were found in 6.5% of the
children. Exclusive breastfeeding prevented children from having multiple allergic disease (OR(adj) =
0.7, 95% CI 0.5 to 0.9) during the first two years of life.
Conclusion: Exclusive breastfeeding seems to have a preventive effect on the early development of
allergic disease—that is, asthma, atopic dermatitis, and suspected allergic rhinitis, up to 2 years of age.
This protective effect was also evident for multiple allergic disease.
2-20 WHO/UNICEF
Breastfeeding and obesity: Cross sectional study
Reference. von Kries R, Koletzko B, Sauerwald T, von Mutius E, Barnert D, Grunert V, von Voss H.
Breast feeding and obesity: cross sectional study. BMJ, 1999, Jul 17, 319(7203):147-50.
Objective. To assess the impact of breastfeeding on the risk of obesity and risk of being overweight in
children at the time of entry to school.
Design. Cross sectional survey
Setting. Bavaria, southern Germany.
Methods. Routine data were collected on the height and weight of 134 577 children participating in
the obligatory health examination at the time of school entry in Bavaria. In a sub sample of 13 345
children, early feeding, diet, and lifestyle factors were assessed using responses to a questionnaire
completed by parents.
Subjects. 9357 children aged 5 and 6 who had German nationality.
Main outcome measures. Being overweight was defined as having a body mass index above the 90th
centile and obesity was defined as body mass index above the 97th centile of all enrolled German
children. Exclusive breastfeeding was defined as the child being fed no food other than breast milk.
Findings. The prevalence of obesity in children who had never been breastfed was 4.5% as compared
with 2.8% in breastfed children. A clear dose-response effect was identified for the duration of
breastfeeding on the prevalence of obesity: the prevalence was 3.8% for 2 months of exclusive
breastfeeding, 2.3% for 3-5 months, 1.7% for 6-12 months, and 0.8% for more than 12 months.
Similar relations were found with the prevalence of being overweight. The protective effect of
breastfeeding was not attributable to differences in social class or lifestyle. After adjusting for
potential confounding factors, breastfeeding remained a significant protective factor against the
development of obesity (odds ratio 0.75, 95% CI 0.57 to 0.98) and being overweight (0.79, 0.68 to
0.93).
Conclusions. In industrialised countries promoting prolonged breastfeeding may help decrease the
prevalence of obesity in childhood. Since obese children have a high risk of becoming obese adults,
such preventive measures may eventually result in a reduction in the prevalence of cardiovascular
diseases and other diseases related to obesity.

Session 2
Breast milk and subsequent intelligence quotient in children born preterm
Reference. Lucas A, Morley R, Cole TJ, Lister G, Leeson-Payne C. Breast milk and subsequent
intelligence quotient in children born preterm. Lancet, 1992, Feb 1, 339(8788):261-4.
Summary. There is considerable controversy over whether nutrition in early life has a long-term
influence on neurodevelopment. We have shown previously that, in preterm infants, mother’s choice
to provide breast milk was associated with higher developmental scores at 18 months. We now report
data on intelligence quotient (IQ) in the same children seen at 7 1/2-8 years.
Methods. IQ was assessed in 300 children with an abbreviated version of the Weschler Intelligence
Scale for Children (revised Anglicised).
Findings. Children who had consumed mother's milk in the early weeks of life had a significantly
higher IQ at 7 1/2-8 years than did those who received no maternal milk. An 8.3 point advantage (over
half a standard deviation) in IQ remained even after adjustment for differences between groups in
mother's education and social class (p less than 0.0001). This advantage was associated with being fed
mother's milk by tube rather than with the process of breastfeeding. There was a dose-response
relation between the proportion of mother's milk in the diet and subsequent IQ. Children whose
mothers chose to provide milk but failed to do so had the same IQ as those whose mothers elected not
to provide breast milk.
Conclusions. Although these results could be explained by differences between groups in parenting
skills or genetic potential (even after adjustment for social and educational factors), our data point to a
beneficial effect of human milk on neurodevelopment.
2-22 WHO/UNICEF
Breastfeeding and cognitive development in the first seven years of life
Reference. Fergusson DM, Beautrais AL, Silva PA. Breast-feeding and cognitive development in the
first seven years of life. Soc Sci Med, 1982, 16(19):1705-8.
Methods. The relationship between breastfeeding practices and childhood intelligence and language
development at ages 3, 5, and 7 years was examined in a birth cohort of New Zealand children.
Findings. The results showed that even when a number of control factors including maternal
intelligence, maternal education, maternal training in child rearing, childhood experiences, family
socio-economic status, birth weight and gestational age were taken into account, there was a tendency
for breastfed children to have slightly higher test scores than bottle-fed infants. On average, breastfed
children scored approximately two points higher on scales with a standard deviation of 10 than bottle-
fed infants when all control factors were taken into account.
Conclusions. It was concluded that breastfeeding may be associated with very small improvements in
intelligence and language development or, alternatively, that the differences may have been due to the
effects of other confounding factors not entered into the analysis.

Session 2
Breastfeeding and cognitive development in the first 2 years of life
Reference. Morrow-Tlucak M, Haude RH, Ernhart CB. Breastfeeding and cognitive development in
the first 2 years of life. Soc Sci Med, 1988, 26(6):635-9.
Method. The relationship between breastfeeding and cognitive development in the first 2 years of life
was examined in a cohort of children being followed in a study of risk factors in development.
Findings. A significant difference between bottle-fed children, children breastfed less than or equal to
4 months, and those breastfed greater than 4 months was found on the Mental Development Index of
the Bayley Scales at ages 1 and 2 years, favouring the breastfed children. At age 6 months, the
direction of the relationship was the same but did not reach significance. Supplementary regression
analyses examining the strength of the relationship between duration of breastfeeding and cognitive
development similarly showed a small but significant relationship between duration of breastfeeding
and scores on the Bayley at 1 and 2 years. Alternative explanations for the results are discussed.
2-24 WHO/UNICEF
Early breastfeeding is linked to higher intelligence quotient scores

in dietary treated phenylketonuric children
Reference. Riva E, Agostoni C, Biasucci G, Trojan S, Luotti D, Fiori L, Giovannini M.

Early breastfeeding is linked to higher intelligence quotient scores in dietary treated phenylketonuric
children. Acta Paediatr, 1996, Jan, 85(1):56-8.
Background. Strict control of phenylalanine intake is the main dietary intervention for
phenylketonuric children. Whether other dietary-related factors improve the clinical outcome for
treated phenylketonuric children in neurodevelopmental terms, however, remains unexplored.
Methods. We retrospectively compared the intelligence quotient (IQ) score of 26 school-age

phenylketonuric children who were either breastfed or formula fed for 20-40 days prior to dietary
intervention.
Findings. Children who had been breastfed as infants scored significantly better (IQ advantage of 14.0
points, p = 0.01) than children who had been formula fed. A 12.9 point advantage persisted also after
adjusting for social and maternal education status (p = 0.02). In this sample of early treated term
infants with phenylketonuria there was no associated between IQ scores and the age at treatment onset
and plasma phenylalanine levels during treatment.
Conclusion. We conclude that breastfeeding in the prediagnostic stage may help treated infants and
children with phenylketonuria to improve neurodevelopmental performance.

Session 2
The association between duration of breastfeeding and adult intelligence
Reference. Mortensen EL, Michaelsen KF, Sanders SA, Reinisch JM. The association between
duration of breastfeeding and adult intelligence. JAMA, 2002, May 8, 287(18):2365-71.
Content. A number of studies suggest a positive association between breastfeeding and cognitive
development in early and middle childhood. However, the only previous study that investigated the
relationship between breastfeeding and intelligence in adults had several methodological
shortcomings.
Objective. To determine the association between duration of infant breastfeeding and intelligence in
young adulthood.
Design, setting and participants. Prospective longitudinal birth cohort study conducted in a sample
of 973 men and women and a sample of 2280 men, all of whom were born in Copenhagen, Denmark,
between October 1959 and December 1961. The samples were divided into 5 categories based on
duration of breastfeeding, as assessed by physician interview with mothers at a 1-year examination.
Main outcome measures. Intelligence, assessed using the Wechsler Adult Intelligence Scale (WAIS)
at a mean age of 27.2 years in the mixed-sex sample and the Borge Priens Prove (BPP) test at a mean
age of 18.7 years in the all-male sample. Thirteen potential confounders were included as covariates:
parental social status and education; single mother status; mother's height, age, and weight gain during
pregnancy and cigarette consumption during the third trimester; number of pregnancies; estimated
gestational age; birth weight; birth length; and indexes of pregnancy and delivery complications.
Findings. Duration of breastfeeding was associated with significantly higher scores on the Verbal,
Performance, and Full Scale WAIS IQs. With regression adjustment for potential confounding factors,
the mean Full Scale WAIS IQs were 99.4, 101.7, 102.3, 106.0, and 104.0 for breastfeeding durations
of less than 1 month, 2 to 3 months, 4 to 6 months, 7 to 9 months, and more than 9 months,
respectively (P =.003 for overall F test). The corresponding mean scores on the BPP were 38.0, 39.2,
39.9, 40.1, and 40.1 (P =.01 for overall F test).
Conclusion. Independent of a wide range of possible confounding factors, a significant positive

association between duration of breastfeeding and intelligence was observed in 2 independent samples
of young adults, assessed with 2 different intelligence tests.
2-26 WHO/UNICEF
Breast cancer and breastfeeding: collaborative reanalysis

of individual data from 47 epidemiological studies in 30 countries
Reference. Beral V, Bull D, Doll R, Peto R, Reeves G (Collaborative Group on Hormonal Factors in
Breast Cancer). Breast cancer and breastfeeding: collaborative reanalysis of individual data from 47
epidemiological studies in 30 countries, including 50 302 women with breast cancer and 96 973
women without the disease. Lancet, 2002, 360: 187-95.
Background. Although childbearing is known to protect against breast cancer, whether or not
breastfeeding contributes to this protective effect is unclear.
Methods. Individual data from 47 epidemiological studies in 30 countries than included information
on breastfeeding patterns and other aspects of childbearing were collected, checked and analysed
centrally, for 50,302 women with invasive breast cancer and 96,973 controls. Estimates of the relative
risk for breast cancer associated with breastfeeding in parous women were obtained after stratification
by fine divisions of age, parity, and women’s ages when their first child was born, as well as by study
and menopausal status.
Findings. Women with breast cancer had, on average, fewer births than did controls (2.2 vs 2.6)
Furthermore, fewer parous women with cancer than parous controls had ever breastfed (71% vs 79%),
and their average lifetime duration of breastfeeding was shorter (9.8 vs 15.6 months). The relative risk
of breast cancer decreased by 4.3% (95% CI 2.9-5.8; p<0.0001) for every 12 months of breastfeeding
in addition to a decrease of 7.0% (5.0-9.0; p<0.0001) for each birth. The size of the decline in the
relative risk of breast cancer associated with breastfeeding did not differ significantly for women in
developed and developing countries, and did not vary significantly by age, menopausal status, ethnic
origin, and number of births a woman had, her age when her first child was born, or any of nine other
personal characteristics examines. It is estimated that the cumulative incidence of breast cancer in
developed countries would be reduced by more than half, from 6.3 to 2.7 per 100 women by age 70, if
women had the average number of births and lifetime duration of breastfeeding that had been
prevalent in developing countries until recently. Breastfeeding could account for almost two-thirds of
this estimated reduction in breast cancer incidence.
Interpretation. The longer women breastfeed the more they are protected against breast cancer. The
lack of or short lifetime duration of breastfeeding typical of women in developed countries makes a
major contribution to the high incidence of breast cancer in these countries.

Session 2
Breastfeeding and child-spacing:

Importance of information collection for public health policy
Reference. Saadeh R, Benbouzid D. Breast-feeding and child-spacing: importance of information

collection for public health policy. Bulletin of the World Health Organization, 1990, 68(5):625-631.
Summary. The presence of lactational amenorrhoea cannot be fully relied upon to protect the
individual mother against becoming pregnant. Nevertheless, the use of breastfeeding as a birth-spacing
mechanism has important implications for global health policy. This article identifies the information
that should be collected and examined as a basis for developing guidelines on how to reduce the dual
protection afforded by postpartum lactational amenorrhoea and other family planning methods, and
discusses when such methods should be introduced.
2-28 WHO/UNICEF
Handout 2.1

Summary of differences between milks

Benefits of breastfeeding for the infant
Human milk Animal milks Infant formula
correct amount, easy too much, difficult to
Provides superior nutrition for Protein partly corrected
to digest digest
optimum growth. enough essential fatty lacks essential fatty
Fat no lipase
Provides adequate water for acids, lipase to digest acids, no lipase
hydration.
Water enough extra needed may need extra
Protects against infection and
allergies. Anti-infective
present absent absent
properties
Promotes bonding and
development. Adapted from: Breastfeeding counselling: A training course. Geneva, World Health
Organization, 1993 (WHO/CDR/93.6).
No water necessary Breast milk composition differences

Urine (dynamic)
Temperature Relative osmolarity
Country °C Humidity % (mOsm/l) Gestational age at birth
Argentina 20-39 60-80 105-199 (preterm and full term)
India 27-42 10-60 66-1234 Stage of lactation

Jamaica 24-28 62-90 103-468
(colustrum and mature milk)
Peru 24-30 45-96 30-544 During a feed

(Normal osmolarity: 50-1400 mOsm/l) (foremilk and hindmilk)
Adapted from: Breastfeeding and the use of water and teas. Geneva, World Health
Organization, 1997.
Colostrum Breast milk in second year of life

Property Importance 100%
Antibody-rich protects against infection and %
allergy daily 80%
Many white cells protects against infection needs
Purgative clears meconium; helps prevent provided 60%
jaundice by
Growth factors helps intestine mature; prevents 40%
500 ml 95%
allergy, intolerance
breast 20% 38% 45%
Vitamin-A rich reduces severity of some 31%
infection (such as measles and milk
diarrhoea); prevents vitamin A- 0%
related eye diseases Energy Protein Vitamin A Vitamin C
From: Breastfeeding counselling: A training course. Geneva, World Health Organization, 1993
(WHO/CDR/93.6).

Session 2
Risk of diarrhoea by feeding method

for infants aged 0-2 months, Philippines
20
17.3
Protective effect of breastfeeding 15 13.3
on infant morbidity 10
5 3.2
1.0
0
Breast milk only Breast milk & Breast milk & No breast milk
non-nutritious nutritious
liquids supplements
Adapted from: Popkin BM, Adair L, Akin JS, Black R, et al. Breastfeeding and diarrheal
Transparency 2.7 morbidity. Pediatrics, 1990, 86(6): 874-882. Transparency 2.8
Percentage of babies bottle-fed and breastfed for Percentage of infants 2-7 months of age reported
the first 13 weeks that had diarrhoeal illness at as experiencing diarrhoea, by feeding category
various weeks of age during the first year, Scotland in the preceding month in the U.S.
12 11.4
Percent with diarrhoea
25 22.3 22.4
19.5 19.1 10
20 8.5
15 12.9 11.9
8
6.4
Percent 6 5.4 Diarrhea
10 7.1 4.8
5 3.6 4
0 2
0-13 14-26 27-39 40-52 0

Breast milk High mixed Middle Low mixed Formula
Incidence of diarrhoeal illness by age in weeks only (89-99) Mixed (1-57) only (0)
(100) (58-88)
Bottle-fed Breastfed
Adapted from: Scariati PD, Grummer-Strawn LM, Fein SB. A longitudinal analysis of infant
Adapted from: Howie PW, Forsyth JS, Ogston SA, Clark A, Florey CV. Protective effect morbidity and the extent of breastfeeding in the United States. Pediatrics, 1997, 99(6).
of breastfeeding against infection. Br Med J, 1990, 300: 11-15.
Percentage of babies bottle-fed and breastfed for the

Frequency of acute otitis media in relation
first 13 weeks that had respiratory illness at various
to feeding pattern and age, Sweden
weeks of age during the first year, Scotland
Percent with acute otitis
20 20
Percent with respiratory
60 54.1
47.1 14
50 45.5 42.4 15 13
38.9 40
media
40 36.2
10
illness
7
6
30 23.1 5
4
5
20 1
10 0
0 1-3 4-7 8-12
0-13 14-26 27-39 40-52 months
Incidence of respiratory illness by age in weeks breastfed mixed fed weaned
Bottle-fed Breastfed Adapted from: Aniansson G, Alm B, Andersson B, Hakansson A et al. A prospective coherent
study on breast-feeding and otitis media in Swedish infants. Pediat Infect Dis J, 1994, 13: 183-
Adapted from: Howie PW, Forsyth JS, Ogston SA, Clark A, Florey CV. Protective effect of
188.
breastfeeding against infection. Br Med J, 1990, 300: 11-15. Transparency 2.11 Transparency 2.12
2-30 WHO/UNICEF
Percentage of infants 2-7 months of age reported

as experiencing ear infections, by feeding
category in the preceding month in the U.S.
14 13.2
12 11.1
10 9.4 Protective effect of breastfeeding

Percent
8
6.6 6.6
Ear Infection
on infant mortality
6
0
Breast High Middle Low mixed Formula
milk only mixed mixed (1-57) only (0)
(100) (89-99) (58-88)
Adapted from: Scariati PD, Grummer-Strawn LM, and Fein SB. A longitudinal analysis of
infant morbidity and the extent of breastfeeding in the United States. Pediatrics, 1997, 99(6).
Relative risks of death from diarrhoeal disease Relative risks of death from acute respiratory
by age and breastfeeding category in Latin America infections by age and breastfeeding category
in Latin America
16 15.1 4.5
4
14 4
12 exclusive 3.5
2.9 exclusive
10 breastfeeding 3 breastfeeding
partial 2.5 2.1 partial
8
breastfeeding breastfeeding
2
6 no breastfeeding
4.1 1.5 no breastfeeding
4 1 1
2.2 1
2 1 1
0.5
0
Diarrhoea 0-3 mo Diarrhoea 4-11 mo 0
ARI 0-3 mo 4-11 mo
Adapted from: Betran AP, de Onis M, Lauer JA, Villar J. Ecological study of effect of
breast feeding on infant mortality in Latin America. BMJ, 2001, 323: 1-5. Adapted from: Betran AP, de Onis M, Lauer JA, Villar J. Ecological study of effect of
breast feeding on infant mortality in Latin America. BMJ, 2001, 323: 1-5.
Breastfeeding decreases the risk of allergic

disorders – a prospective birth cohort study
Type of feeding Asthma Atopic Allergic

Breastfeeding reduces the risk of dermatitis rhinitis
chronic disease Children exclusively 7.7% 24% 6.5%

breastfed 4 months or
more
Children breastfed for 12% 27% 9%
a shorter period
Adapted from Kull I. et al. Breastfeeding and allergic diseases in infants - a prospective birth
cohort study. Archives of Disease in Childhood 2002: 87:478-481.

Session 2
Breastfeeding decreases the prevalence

of obesity in childhood at age five and six years,
Germany
5 4.5
4.5
4 3.8 Breastfeeding has psychosocial
Prevalence (%)
3.5
3
0 months and developmental benefits
2.3 2 months
2.5
1.7 3-5 months
2
1.5 6-12 months
1
0.5
0
months breastfeeding
Adapted from: von Kries R, Koletzko B, Sauerwald T et al. Breast feeding and obesity:
cross sectional study. BMJ, 1999, 319:147-150.
Intelligence quotient by type of feeding

Duration of breastfeeding associated with
BF 12.9 points higher IQ scores in young adults, Denmark
BF 2 points higher than FF
higher than FF Study in 9.5 108
year-olds 106
Study in 3-7
1996 106
year-olds
1982 104 < 1 months
BF 8.3 points 104
102.3 2-3 months
higher than FF 101.7
102 4-6 months
Study in 7.5-8
BF 2.1 points year-olds 99.4 7-9 months
100
higher than FF 1992 > 9 months
Study in 6 months 98
to 2 year- olds References:
1988 BM 7.5 points •Fergusson DM et al. Soc
96
higher than no BM SciMed 1982 Duration of breastfeeding in months
•Morrow-Tlucak M et al.
Study in 7.5-8 SocSciMed 1988
BF = breastfed year-olds •Lucas A et al. Lancet 1992 Adapted from: Mortensen EL, Michaelsen KF, Sanders SA, Reinisch JM. The association
FF = formula fed •Riva Eet al. Acta Paediatr 1996 between duration of breastfeeding and adult intelligence. JAMA, 2002, 287: 2365-2371.
BM = breast milk 1992
Breast cancer and breastfeeding:

Benefits of breastfeeding for the mother Analysis of data from 47 epidemiological studies
in 30 countries
1.2
Protects mother’s health

Relative risk of breast cancer
à helps reduces risk of uterine bleeding and 0.8
helps the uterus to return to its previous size 0.6
0.4
à reduces risk of breast and
0.2
ovarian cancer
0
Helps delay a new pregnancy Lifetime duration of breastfeeding(years)
0 1 2 3 4 5 6
Helps a mother return to pre-pregnancy weight
Adapted from: Beral V et al. (Collaborative group on hormonal factors in breast cancer). Breast
cancer and breastfeeding: collaborative reanalysis of individual data from 47 epidemiological
studies in 30 countries… Lancet 2002; 360: 187-95.
2-32 WHO/UNICEF
Relationship between duration of breastfeeding Risks of artificial feeding

and postpartum amenorrhoea (in months)
Interferes with bonding
More diarrhoea and More allergy and

respiratory infections milk intolerance
Persistent diarrhoea Increased risk of some

chronic diseases
Malnutrition
Vitamin A deficiency Overweight
More likely to die Lower scores on

intelligence tests
Mother
May become Increased risk of anaemia,
Adapted from: Saadeh R, Benbouzid D. Breast-feeding and child spacing: importance of pregnant sooner ovarian and breast cancer
information collection to public health policy. Bulletin of the WHO, 1990, 68(5) 625-631. Adapted from: Breastfeeding counselling: A training course. Geneva, World
Transparency 2.25 Health Organization, 1993 (WHO/CDR/93.6). Slide 2.26
Benefits of breastfeeding for the family Benefits of breastfeeding for the hospital
Better health, nutrition, and well-being Warmer and calmer emotional

Economic benefits environment
No nurseries, more hospital space
à breastfeeding costs less than artificial
feeding Fewer neonatal infections
Less staff time needed
à breastfeeding results in lower
medical care costs Improved hospital image and prestige
Fewer abandoned children
Safer in emergencies

Session 2
Handout 2.2
Infant and young child feeding:

recommendations for practice1
The Expert Consultation recommends exclusive breastfeeding for 6 months, with introduction of
complementary foods and continued breastfeeding thereafter. This recommendation applies to
populations. The Expert Consultation recognizes that some mothers will be unable to, or chose not to,
follow this recommendation. These mothers should also be supported to optimize their infants’
nutrition.
The proportion of infants exclusively breastfed at 6 months can be maximized if potential problems
are addressed:
The nutritional status of pregnant and lactating mothers.
Micronutrient status of infants living in areas with high prevalence of deficiencies such as iron,
zinc, and vitamin A.
The routine primary health care of individual infants, including assessment of growth and of
clinical signs of micronutrient deficiencies.
The Expert Consultation also recognizes the need for complementary feeding at 6 months of age and
recommends the introduction of nutritionally adequate, safe, and appropriate complementary foods, in
conjunction with continued breastfeeding.
The Expert Consultation recognizes that exclusive breastfeeding to 6 months is still infrequent.
However, it also notes that there have been substantial increases over time in several countries,
particularly where lactation support is available. A prerequisite to the implementation of these
recommendations is the provision of adequate social and nutritional support to lactating women.
1
From The optimal duration of exclusive breastfeeding, Report of an expert consultation, Geneva, Switzerland 28-30 March 2001,
Department of Nutrition for Health and Development and Department of Child and Adolescent Health and Development, Geneva, World
Health Organization, 2001, page 2 (WHO/NHD/01.09, WHO/FCH/CAH/01.24).
(http://www.who.int/nutrition/publications/optimal_duration_of_exc_bfeeding_report_eng.pdf ).
2-34 WHO/UNICEF
Handout 2.3
Exclusive breastfeeding:
The only water source young infants need
FAQ Sheet 5 Frequently Asked Questions (FAQ) October 2002

Healthy newborns enter the world well hydrated and remain so if breastfed exclusively, day and night,
even in the hottest, driest climates. Nevertheless, the practice of giving infants water during the first six
months—the recommended period for exclusive breastfeeding—persists in many parts of the world,
with dire nutritional and health consequences. This FAQ discusses these consequences and the role of
breastfeeding in meeting an infant’s water requirements.
Why is exclusive The reasons given for water supplementation

of infants vary across cultures. Some of the
Q breastfeeding
recommended for the
most common reasons are:
• necessary for life
first six months? • quenches thirst
• relieves pain (from colic or earache)
International guidelines recommend exclusive • prevents and treats colds and
breastfeeding for the first six months based on constipation
scientific evidence of the benefits for infant • soothes fretfulness.
survival, growth, and development. Breast
milk provides all the energy and nutrients that Cultural and religious beliefs also influence
an infant needs during the first six months. water supplementation in early infancy.
Exclusive breastfeeding reduces infant deaths Proverbs passed down from generation to
caused by common childhood illnesses such as generation advise mothers to give babies
diarrhea and pneumonia, hastens recovery water. Water may be viewed as the source of
during illness, and helps space births. life—a spiritual and physiological necessity.
Some cultures regard the act of offering water
Is early supplementation to the newborn as a way of welcoming the
child into the world.
Q with water a common
practice? And if so, why?
The practice of giving water and other liquids
such as teas, sugar water, and juices to
breastfed infants in the first months is
widespread throughout the world, as illustrated
in Figure 1. This practice often begins in the
first month of life. Research conducted in the
outskirts of Lima, Peru showed that 83 percent
of infants received water and teas in the first
month. Studies in several communities of the
Gambia, the Philippines, Egypt, and
Guatemala reported that over 60 percent of
newborns were given sugar water and/or teas.

Session 2
The advice of health care providers also

influences the use of water in many
communities and hospitals. For example, a
study in a Ghanaian city found that 93 percent
of midwives thought that water should be
given to all infants beginning on the first day
of life. In Egypt many nurses advised mothers
to give sugar water after delivery.
How do breastfed babies

Q get enough water?
Depending on temperature, humidity, and the
infant’s weight and level of activity, the
average daily fluid requirements for healthy
infants ranges from 80–100 ml/kg in the first
week of life to 140–160 ml/kg between 3–6
months. These amounts are available from
breast milk alone if breastfeeding is exclusive What about infants in
and unrestricted (on-demand day and night) for Q hot, dry climates?
two reasons:
Water in breast milk exceeds the infant’s water
Breast milk is 88 percent water. The water requirements in normal conditions and is
content of breast milk consumed by an adequate for breastfed infants in hot, dry
exclusively breastfed baby meets the water climates. Studies indicate that healthy,
requirements for infants and provides a exclusively breastfed infants in the first six
considerable margin of safety. Even though a months of life do not require additional fluids
newborn gets little water in the thick yellowish even in countries with extremely high
first milk (colostrum), no additional water is temperatures and low humidity. Solute levels
necessary because a baby is born with extra in the urine and blood of exclusively breastfed
water. Milk with higher water content usually babies living in these conditions were within
“comes in” by the third or fourth day. Figure 2 normal ranges, indicating adequate water
shows the principal components of breast milk. intakes.
Breast milk is low in solutes. One of the Can giving water to an

major functions of water is to flush out,
through the urine, excess solutes. Dissolved
substances (for example, sodium, potassium,
Q infant before six
months be harmful?
nitrogen, and chloride) are referred to as
solutes. The kidneys—though immature up to Offering water before the age of six months
the age of approximately three months—are can pose significant health hazards.
able to concentrate excess solutes in the urine
to maintain a healthy, balanced body Water supplementation increases the risk of
chemistry. Because breast milk is low in malnutrition. Displacing breast milk with a
solutes, the infant does not need as much water fluid of little or no nutritional value can have a
as an older child or adult. negative impact on an infant’s nutritional
status, survival, growth, and development.
2-36 WHO/UNICEF
Consumption of even small amounts of water which should only be given upon advice of a
or other liquids can fill an infant’s stomach and health worker.2
reduce the baby’s appetite for nutrient-rich
breast milk. Studies show that water How can programs
supplementation before the age of six months
address the common
can reduce breast milk intake by up to 11
percent. Glucose water supplementation in the
Q practice of water
first week of life has been associated with supplementation?
greater weight loss and longer hospital stays.
To address the widespread practice of water
Water supplementation increases the risk of supplementation in early infancy, program
illness. Water and feeding implements are managers should understand the cultural
vehicles for the introduction of pathogens. reasons for this practice, analyze existing data,
Infants are at greater risk of exposure to conduct household trials of improved
diarrhea-causing organisms, especially in practices, and develop effective
environments with poor hygiene and communication strategies for targeted
sanitation. In the least developed countries, audiences. Health care providers and
two in five people lack access to safe drinking community volunteers need to be informed
water. Breast milk ensures an infant’s access to that breast milk meets the water requirements
an adequate and readily available supply of of an exclusively breastfed baby for the first
clean water. six months. They may also require training on
how to communicate messages and negotiate
Research in the Philippines confirms the behavior change. Examples of messages
benefits of exclusive breastfeeding and the developed in breastfeeding promotion
harmful effect of early supplementation with programs that address local beliefs and
non-nutritive liquids on diarrheal disease. attitudes about the water needs of infants are
Depending on age, an infant was two to three shown in the box.
times more likely to experience diarrhea if
water, teas, and herbal preparations were fed in
addition to breast milk than if the infant was
exclusively breastfed. Providing accurate information,
tailoring messages to address the
Should water be given to
beliefs and concerns of different
Q breastfed infants who
have diarrhea?
audiences, and negotiating with
mothers to try out a new behavior
In the case of mild diarrhea, increased can help establish exclusive
frequency of breastfeeding is recommended. breastfeeding as a new
When an infant has moderate to severe community norm.
diarrhea, caregivers should immediately seek
the advice of health workers and continue to
breastfeed, as recommended in the Integrated
Management of Childhood Illness (IMCI)
guidelines. Infants that appear dehydrated may
require Oral Rehydration Therapy (ORT),
2
Oral Rehydration Solution (ORS), used in ORT, helps replace
water and electrolytes lost during episodes of diarrhea. Super
ORS, with a carbohydrate base of rice or cereal for better
absorption, has been developed to improve treatment.

Session 2
Communicating the Message “Don’t Give Water”
The following messages have been used in programs to convince mothers, their families, and
health workers that exclusively breastfed infants do not need to be given water in the first six
months. The most effective ways of communicating the messages depend on the audience and the
practices, beliefs, concerns, and constraints to good practices in a particular setting.
Make clear the meaning of exclusive breastfeeding
• Exclusive breastfeeding means giving only breast milk. This means no water, liquids, teas,
herbal preparations, or foods through the first six months of life. (It is important to name the
drinks and foods commonly given in the first six months. One program found that women did
not think the advice “do not give water” applied to herbal teas or other fluids).
Take ideas often associated with water and apply them to colostrum
• Colostrum is the welcoming food for newborns. It is also the first immunization, protecting a
baby from illness.
• Colostrum cleans the newborn’s stomach. Sugar water is not needed.
Explain why exclusively breastfed babies do not need water
• Breast milk is 88 percent water.
• Every time a mother breastfeeds, she gives her baby water through her breast milk.
• Breast milk has everything a baby needs to quench thirst and satisfy hunger. It is the best
possible food and drink that can be offered a baby so the baby will grow to be strong and
healthy.
Point out the risks of giving water
• Giving water to babies can be harmful and cause diarrhea and illness. Breast milk is clean and
pure and protects against disease.
• An infant’s stomach is small. When the baby drinks water, there is less room left for the
nourishing breast milk that is necessary for the infant to grow strong and healthy.
Link good breastfeeding practices to adequate fluid intake
• When a mother thinks her baby is thirsty, she should breastfeed immediately. This will give
the baby all the water that is needed.
• The more often a woman breastfeeds, the more breast milk is produced, which means more
water for the baby.
2-38 WHO/UNICEF
What are the water complementary foods (0.6 kcal/g). Reducing

Q needs of children after the amount of water added to these foods could
improve the nutritional status of children in
six months of age? this age group.
Guidelines for water intake after six months Related LINKAGES Publications
are less clear than for the first half of infancy.
At six months complementary foods—foods • Facts for Feeding: Birth, Initiation of
given in addition to breast milk to meet an Breastfeeding, and the First Seven Days
infant’s increased nutrient requirements— after Birth, 2002.
should be introduced. The types of foods a
child consumes will affect the child’s water • Facts for Feeding: Breastmilk: A Critical
needs. For the most part, the water Source of Vitamin A for Infants and Young
requirements of infants 6–11 months can be Children, 2000.
met through breast milk. Additional water can
be provided through fruits or fruit juices, • Facts for Feeding: Recommended Practices
vegetables, or small amounts of boiled water to Improve Infant Nutrition during the First
offered after a meal. Six Months, 2001.
Caution should be taken to ensure that water • Quantifying the Benefits of Breastfeeding:
and other liquids do not replace breast milk. A Summary of the Evidence, 2002.
Water can also replace or dilute the nutrient
content of energy-dense complementary foods. • Recommended Feeding and Dietary
Gruels, soups, broths, and other watery foods Practices to Improve Infant and Maternal
given to infants usually fall below the Nutrition, 2001.
recommended energy density for

Session 2
References
Almroth SG. and Bidinger P. No need for water supplementation for exclusively breastfed infants
under hot and arid conditions. T Roy Soc Trop Med H 1990; 84:602–4.
Armelini PA, Gonzalez CF. Breastfeeding and fluid intake in a hot climate. Clin Pediatr 1979; 18:
424–5.
Brown K, et al. (1989). Infant-feeding practices and their relationship with diarrheal and other diseases
in Huascar (Lima), Peru. Pediatrics 1989 Jan;83(1):31–40.
Glover J and Sandilands M. Supplementation of breastfeeding infants and weight loss in hospital. J
Hum Lact 1990 Dec;6(4):163–6.
Goldberg NM, Adams E. Supplementary water for breast-fed babies in a hot and dry climate – not
really a necessity.Arch Dis Child 1983; 58:73–74.
Hosssain M et al. Prelacteal infant feeding practices in rural Egypt. J Trop Pediatr 1992 Dec;
38(6):317–22.
Popkin BM et al. Breast-feeding and diarrheal morbidity. Pediatrics 1990 Dec;86(6):874–82.
Sachdev HPS et al. Water supplementation in exclusively breastfed infants during summer in the
tropics. Lancet 1991 April; 337:929–33.
Victora C et al. Infant feeding and deaths due to diarrhea: A case-control study. Am J Epidemiol 1989
May;129(5):1032–41.
World Health Organization. Breastfeeding and the use of water and teas. Division of Child Health and
Development Update, No. 9 (reissued Nov. 1997).
Exclusive Breastfeeding: The Only Water Source Young Infants Need: Frequently Asked Questions is a publication of LINKAGES:
Breastfeeding, LAM, Related Complementary Feeding, and Maternal Nutrition Program, and was made possible through support provided to the
Academy for Educational Development (AED) by the GH/HIDN of the United States Agency for International Development (USAID), under the
terms of Cooperative Agreement No. HRN-A-00-97-00007-00. The opinions expressed herein are those of the author(s) and do not necessarily
reflect the views of USAID or AED.
2-40 WHO/UNICEF
Handout 2.4
UNICEF UK BABY FRIENDLY INITIATIVE:

Health benefits of breastfeeding
There has been significant reliable evidence produced over recent years to show
that breastfeeding has important advantages for both infant and mother, even in
the industrialised countries of the world.
Below is a selected list of recently-published studies describing differences in
health outcome associated with method of infant feeding. The studies have all
adjusted for social and economic variables. All were conducted in an
industrialised setting.
We also provide a list of additional health issues with which breastfeeding has
been associated by some researchers. Many of these require further investigation
to clarify any protective effect of breastfeeding and are included here for the
interest and information of readers.
To receive updates by e-mail from the Baby Friendly Initiative on research into
breastfeeding click here. http://www.babyfriendly.org.uk/subscribe/
This page was last updated on 3 March 2004
Artificially-fed babies are at greater risk of:
gastro-intestinal infections
respiratory infections
necrotising enterocolitis
urinary tract infections
ear infections
allergic disease (eczema, asthma and wheezing)
insulin-dependent diabetes mellitus
and breastfed babies may have better:
neurological development
Other studies of health and breastfeeding:
cardiovascular disease in later life
childhood cancer
breastfeeding, bed sharing and cot death
breastfeeding and HIV transmission
breastfeeding and dental health
Women who breastfed are at lower risk of:
breast cancer
ovarian cancer
hip fractures and bone density
Other potential protective effects of breastfeeding (more research needed)
for the infant:
multiple sclerosis
acute appendicitis
tonsillectomy
for the mother:
rheumatoid arthritis
Source: http://www.babyfriendly.org.uk/

Session 2
Gastro-intestinal infections
Howie PW et al. (1990). Protective effect of breastfeeding against infection. BMJ 300: 11-16.
[Abstract]
674 infants were investigated for the relationship between infant feeding and infectious illness. The
incidence of gastro-intestinal illness in infants who were exclusively breastfed for 13 weeks or more
was 2.9% (after adjusting for confounders). Those who were partially breastfed had an incidence of
15.7% and those who were exclusively artificially fed 16.7%. Therefore bottle-fed infants were at five
times the risk of developing gastro-intestinal illness. Interestingly, the study also noted that
breastfeeding exclusively for 13 weeks or more was associated with significant protection beyond the
period of breastfeeding itself. However, no significant reduction in the incidence of otitis media was
found.
Respiratory infections
Wilson AC et al. (1998). Relation of infant diet to childhood health: seven year follow up cohort
of children in Dundee infant feeding study. BMJ316: 21-25. [Abstract]
This study followed infants from the above cohort into childhood. Subjcts were studied at 7 years of
age. After adjustment for significant confounding variables, the estimated probability of ever having
respiratory illness was 17% [95% CI: 15.9%-18.1%] for those children exclusively breastfed for at least
15 weeks, 31% [26.8%-35.2%] for those partially breastfed and 32% [30.7%-33.7%] for those who
were artificially fed. This means that the bottle-fed infants were at almost twice the risk of developing
respiratory illness at any time during the first 7 years of life. This study also found solid feeding before
15 weeks was associated with an increased probability of wheeze during childhood (21.0% [19.9% to
22.1%] v 9.7% [8.6% to 10.8%]) as well as increased percentage body fat and weight in childhood.
Systolic blood pressure was raised significantly in children who were exclusively bottle fed compared
with children who received breast milk (mean 94.2 (93.5 to 94.9) mm Hg v 90.7 (89.9 to 91.7) mm Hg).
Oddy WH et al (2003). Breast feeding and respiratory morbidity in infancy: a birth cohort study.
Archives of Disease in Childhood. 88:224-228 [Abstract]
This study of 2602 children in Australia has found that hospital, doctor, or clinic visits and hospital
admissions for respiratory illness and infection in the first year of life are significantly lower among
babies who are predominantly breastfed. Stopping predominant breastfeeding before six months and
stopping breastfeeding before eight months was associated with a significantly increased risk of
wheezing lower respiratory illnesses. Upper respiratory tract infections were significantly more
common if predominant breastfeeding was stopped before 2 months or if partial breastfeeding was
stopped before 6 months.
Galton Bachrach VR et al (2003). Breastfeeding and the risk of hospitalisation for respiratory
disease in infancy. A meta-analysis. Arch Pediatr Adolesc Med 157:237-243 [Abstract]
This meta-analysis of studies from developed countries concludes that the risk of severe respiratory
tract illness resulting in hospitalisation is more than tripled among infants who are not breastfed,
compared with those who are exclusively breastfed for 4 months (relative risk = 0.28; 95% CI 0.14 -
0.54).
See also:
Wright AL et al. (1989) Breast feeding and lower respiratory tract illness in the first year of life. BMJ
299: 946-9.
Necrotising Enterocolitis (NEC)

Lucas A & Cole TJ (1990). Breast milk and neonatal necrotising enterocolitis. Lancet 336: 1519-
1522. [Abstract]
926 preterm infants were studied, 51 of whom developed NEC. Exclusively formula fed infants were 6
to 10 times more likely to develop NEC than those who received breast milk. Although NEC is rare in
babies over 30 weeks gestation, it was 20 times more common if the baby had received no breast
milk.
2-42 WHO/UNICEF
Urinary tract infection

Pisacane A, Graziano L & Zona G (1992). Breastfeeding and urinary tract infection. J Pediatr
120: 87-89. [Abstract]
128 hospitalised infants with urinary tract infection were compared with 128 hospitalised control
infants. All infants were less than 6 months old. The infants were matched for age, gender, social
class, birth order and maternal smoking habits, Infants who were exclusively bottle fed at the time of
admission to the hospital were more than five times as likely to have urinary tract infections compared
to those who were breastfed.
Ear infections
Duncan B et al. (1993). Exclusive breast feeding for at least 4 months protects against otitis
media. Pediatrics 5: 867-872. [Abstract]
1013 infants were studied during the first year of life to assess the relationship between infant feeding
and acute and recurrent otitis media. 467 infants had at least one episode and 169 had recurrent otitis
media. Infants exclusively breastfed for at least 4 months had 50% fewer episodes of otitis media and
those partially breastfed had 40% fewer episodes.
Aniansson G et al. (1994). A prospective cohort study on breast feeding and otitis media in
Swedish infants. Pediatr Infect Dis J 13: 183-188 [Abstract]
. 400 infants were studied at 2, 6, 10 and 12 months of age. Breastfed babies had significantly lower
incidence of acute otitis media at every stage.
See also:
Paradise JL, Elster BA, Tan L (1994) Evidence in infants with cleft palate that breast milk
protects against otitis media. Pediatrics 94: 853-60.
Niemelä M et al (2000) Pacifier as a risk factor for acute otitis media: a randomized, controlled
trial of parental counseling. Pediatrics 106: 483-488.
Allergic disease (eczema, asthma and wheezing)

Saarinen UM, Kajosaari M (1995). Breastfeeding as prophylaxis against atopic disease:
prospective follow-up study until 17 years old. Lancet 346: 1065-1069. [Abstract]
150 children were studied up to the age of 17 years to determine the effect on atopic disease of
breastfeeding. The subjects were divided into three groups: prolonged (>6 months) intermediate (1-6
months) and short or no (<1 month) breastfeeding. They were followed up at 1, 3, 5, 10 and 17 years.
The prevalence of manifest atopy throughout follow-up was highest in the group who had little or no
breastfeeding. Breastfeeding for longer than 1 month without other milk supplements was associated
with a significant reduction in the incidence of food allergy at 3 years of age, and also respiratory
allergy at 17 years of age. Six months of breastfeeding was associated with significantly less eczema
during the first 3 years and less substantial atopy in adolescence.
Lucas A et al. (1990). Early diet of preterm infants and development of allergic or atopic
disease: Randomised prospective study. BMJ 300: 837-840. [Abstract]
Preterm infants were randomly allocated to receive preterm formula or banked human milk, alone or
as supplements to the mother's own milk. The use of human milk was associated with a significantly-
reduced incidence of allergic disease, particularly eczema at 18 months in those with a family history
of atopic disease. In those without a family history there was no effect.
Oddy WH et al. (1999) Association between breastfeeding and asthma in 6 year old children:
findings of a prospective birth cohort study. BMJ 319: 815-819. [Abstract]
An Australian study followed 2187 children from birth to age 6 years and found that the introduction of
milk other than breastmilk before 4 months of age was a significant risk factor for asthma (odds ratio
1.25; 95% CI 1.02-1.52) after adjustment for confounders. It was also a risk factor for wheeze three or
more times since 1 year of age (1.41; 1.14-1.76), wheeze in the past year (1.31; 1.05 to 1.64), sleep
disturbance due to wheeze within the past year (1.42; 1.07-1.89) and positive skin prick test reaction
to at least one common aeroallergen (1.30; 1.04-1.61).
Oddy WH et al (2002). Maternal asthma, infant feeding, and the risk of asthma in childhood. J
Allergy Clin Immunol 110: 65-7. [Abstract]

Session 2
Children aged 6 years were more likely to be asthma sufferers if they had not been exclusively
breastfed for at least 4 months, regardless of their mother's asthma status (odds ratio, 1.35; 95% CI
1.00-1.82).
See also:
Kull I et al (2002). Breast feeding and allergic diseases in infants--a prospective birth cohort study.
Arch Dis Child 87: 478-481.
Wilson AC et al. (1998). Relation of infant diet to childhood health: seven year follow up cohort of
children in Dundee infant feeding study. BMJ 316: 21-25.(summarised above).
Wright AL et al (1995) Relationship of infant feeding to recurrent wheezing at age 6 years. Arch
Pediatr Adolesc Med 149: 758-63.
Insulin-dependent diabetes mellitus

Gerstein HC (1994). Cows' milk exposure and type 1 diabetes mellitus. Diabetes Care 17: 13-19.
[Abstract]
This analysis pooled results from 19 studies of the relationship between infant feeding and insulin
dependent diabetes mellitus (IDDM) selected to minimise bias. It concluded that early onset IDDM
patients were more likely than healthy controls to have been breastfed for less than 3 months. In
separate analyses it also found the IDDM patients were more likely to have been exposed to cows'
milk protein before 4 months of age. It estimated that up to 30% of type 1 diabetes cases could be
prevented by removing cows' milk products from the diet of 90% of the population in the first 3 months.
Karjalainen J et al. (1992). A bovine albumin peptide as a possible trigger of insulin-dependent
diabetes mellitus. New Engl J Med 327: 302-307. [Abstract]
This study found that newly diagnosed diabetic children had a much higher level of IgG anti-BSA
(bovine serum albumin) than controls. This antibody to a cows' milk protein, BSA, has some structural
homology with the pancreatic islet b-cell surface antigen p69. The authors speculated that anti-BSA
antibodies attack b-cells in genetically-predisposed children.
Virtanen SM et al. (1991). Infant feeding in children <7 years of age with newly diagnosed IDDM.
Diabetes Care 14: 415-417. [Abstract]
This case-control study involving nearly 700 diabetic children found that the risk of insulin dependent
diabetes was doubled in children who were exclusively breastfed for less than 2 months and doubled
among those introduced to dairy products at less than 2 months of age. The risk was lowest in those
exclusively breastfed for longest. In multivariate analyses, the introduction of cows' milk products was
the most important risk factor. This suggests, along with the previous study, that formula feeding in
infancy plays a part in the pathogenesis of juvenile onset diabetes mellitus.
See also:
Paronen J et al (2000) Effect of cow's milk exposure and maternal type 1 diabetes on cellular and
humoral immunization to dietary insulin in infants at genetic risk for type 1 diabetes. Finnish Trial to
Reduce IDDM in the Genetically at Risk Study Group. Diabetes 49: 1657-65.
Young TK et al (2002). Type 2 Diabetes Mellitus in Children: Prenatal and Early Infancy Risk Factors
Among Native Canadians. Arch Pediatr Adolesc Med 156: 651-655.
Mayer EJ et al (1988) Reduced risk of IDDM among breast-fed children. The Colorado IDDM Registry.
Diabetes 37: 1625-32
.
Other studies of interest (requiring further substantiation) on health benefits for the infant:
Pisacane A et al (1994) Breast feeding and multiple sclerosis. BMJ 308: 1411-2.
Pisacane A et al (1995) Breast feeding and acute appendicitis. BMJ 310: 836-7.
Pisacane, A et al. (1996) Breast feeding and tonsillectomy. BMJ 312: 746-747.
2-44 WHO/UNICEF
Neurological development
Anderson JW et al (1999) Breastfeeding and cognitive development: a meta-analysis. Am J Clin
Nutr 70: 525-35. [Abstract]
A meta-analysis of observed differences from 20 studies in cognitive development between breast-fed
and formula-fed children, which found - after adjustment for appropriate key cofactors - that
breastfeeding was associated with significantly higher scores for cognitive development and that the
developmental benefits of breastfeeding increased with duration of feeding. After adjustment for
covariates, the increment in cognitive function was 3.16 (95% CI: 2.35, 3.98) points. Significantly
higher levels of cognitive function were seen in breastfed than in formula-fed children at 6-23 months
of age and these differences were stable across successive ages. Low-birth-weight infants showed
larger differences (5.18 points; 95% CI: 3.59, 6.77) than did normal-birth-weight infants (2.66 points;
95% CI: 2.15, 3.17).
Lucas A et al. (1992). Breastmilk and subsequent intelligence quotient in children born
preterm. Lancet 339: 261-264. [Abstract]
300 children who had been born preterm were studied at the age of 7-8 years. After controlling for
social class, maternal education, birth weight, gestational age, birth rank, infant sex and maternal age
it was discovered that those children who had been fed breast milk in the early weeks of life had an
8.3 point advantage in intelligence quotient (I.Q.) over those who had received artificial milk. This
advantage was associated with being fed mother's milk by tube rather than with the process of
breastfeeding. There was a dose-response relation between the proportion of breast milk in the diet
and subsequent I.Q. Children whose mothers chose to provide breast milk but failed to do so had the
same I.Q. as those whose mothers elected to feed artificially.
Morrow-Tlucak M, Haude RH & Ernhart CB (1988). Breastfeeding and cognitive development in
the first two years of life. Soc Sci Med 26: 71-82. [Abstract]
This study measured cognitive development in children at the age of 2 years. It adjusted for ethnic
group, smoking, alcohol consumption, maternal intelligence quotient and attitude. Using the Bayley
scale, it showed that those breastfed for four months or less had a 3.7 point advantage over those
artificially fed. Those fed for over four months were at a 9.1 point advantage. As with the above study,
this study shows a dose response relationship between the duration of breastfeeding and the
subsequent I.Q.
Vestergaard M et al (1999) Duration of breastfeeding and developmental milestones during the
latter half of infancy. Acta Paediatr 88: 1327-32. [Abstract]
Aiming to reduce the role of environmental influence, this study examined infants before 1 year of age.
Motor skills and early language development were evaluated at 8 months of age in 1656 healthy,
singleton, term infants, with a birth weight of at least 2500g. The proportion of infants who mastered
the specific milestones increased consistently with increasing duration of breastfeeding. The relative
risk for the highest versus the lowest breastfeeding category was 1.3 (95% CI: 1.0-1.6) for crawling,
1.2 (95% CI: 1.1-1.3) for pincer grip and 1.5 (95% CI: 1.3-1.8) for polysyllable babbling. Little change
was found after adjustment for confounding.
Mortensen EL et al (2002). The association between duration of breastfeeding and adult
intelligence. JAMA 287: 2365-71. [Abstract]
Babies who are breastfed for longest grow up to have significantly increased intelligence as adults
according to this study among two samples of Danish adults born between 1959 and 1961.
See also:
Uauy and Peirano (1999) Breast is best: human milk is the optimal food for brain development. Am J
Clin Nutr 70: 433-434.
Fewtrell MS et al (2002). Double-blind, randomized trial of long-chain polyunsaturated fatty acid
supplementation in formula fed to preterm infants. Pediatrics 110: 73-82.

Session 2
Breast cancer
Collaborative Group on Hormonal Factors in Breast Cancer (2002). Breast cancer and
breastfeeding: collaborative reanalysis of individual data from 47 epidemiological studies in 30
countries, including 50 302 women with breast cancer and 96 973 women without the disease.
Lancet 360: 187-95. [Abstract]
A review of 47 breast cancer studies that included information on breastfeeding patterns found that
the longer women breastfeed, the more they are protected against breast cancer. The relative risk of
breast cancer decreased by 4·3% (95% CI 2·9-5·8; p<0·0001) for every 12 months of breastfeeding.
The relative risk remained after controlling for developed versus developing country location, women's
age, menopausal status, ethnic origin, parity, her age when her first child was born, or any of nine
other personal characteristics examined.
The study group estimate that the cumulative incidence of breast cancer in developed countries would
be reduced by more than half (from 6·3 to 2·7 per 100 women by age 70) if women had the average
number of births and lifetime duration of breastfeeding that had been prevalent in developing countries
until recently. Breastfeeding could account for almost two-thirds of this estimated reduction in breast
cancer incidence.
United Kingdom National Case-Control Study Group (1993). Breast feeding and risk of breast
cancer in young women. BMJ 307: 17-20. [Abstract]
This study of women living in 11 UK health districts matched 755 cases with 675 controls. It showed
that the risk of developing breast cancer before the age of 36 was negatively correlated with both the
duration of breastfeeding and number of babies breastfed. Adjustment was made for use of oral
contraceptives, nulliparity, age at first birth, family history and age at menarche. Cases and controls
were similar in respect of marital status, age at leaving school and alcohol consumption.
Newcomb PA et al. (1994). Lactation and a reduced risk of premenopausal breast cancer. New
Engl J Med 330: 81-87. [Abstract]
This multi-centre trial in the USA included more than 14000 pre- and post-menopausal women. It
concluded that breast cancer risk was 22% lower among pre-menopausal women who had ever
breastfed than among those who had not. Total duration of lactation was also associated with a
reduction in the risk of breast cancer among the pre-menopausal women. The authors of the study
estimated that if all women with children breastfed for a total of 4-12 months, breast cancer among
pre-menopausal women could be reduced by 11%. In addition, they suggested that if women with
children breastfed for a lifetime total of 24 months or longer, the incidence of this form of breast cancer
might be reduced by almost 25%.
See also:
Furberg H et al (1999). Lactation and breast cancer risk. Int J Epidemiol 28: 396-402.
Layde PM et al (1989) The independent associations of parity, age at first full term pregnancy, and
duration of breastfeeding with the risk of breast cancer. Cancer and Steroid Hormone Study Group. J
Clin Epidemiol 42: 963-73.
Michels KB et al (1996) Prospective assessment of breastfeeding and breast cancer incidence among
89,887 women. Lancet 347: 431-6 (this study found no reduced risk).
Ovarian cancer
Rosenblatt KA et al. (1993). Lactation and the risk of epithelial ovarian cancer - The WHO
Collaborative Study of Neoplasia and Steroid Contraceptives. Int J Epidemiol 22: 499-503
[Abstract]
This multinational study showed a 20-25% decrease in the risk of ovarian cancer among women who
lactated for at least 2 months per pregnancy, compared to those who had not. Little or no further
decrease in risk was seen with increasing duration of lactation.
See also:
Gwinn ML et al (1990) Pregnancy, breast feeding, and oral contraceptives and the risk of epithelial
ovarian cancer. J Clin Epidemiol 43: 559-68.
2-46 WHO/UNICEF
Hip fractures and bone density

Cumming RG & Klineberg RJ (1993). Breastfeeding and other reproductive factors and the risk
of hip fractures in elderly women. Int J Epidemiol 22: 684-691.
In this study of 311 cases of hip fracture in women over the age of 65 years, it was found that parous
women who had not breastfed had twice the risk of hip fracture as nulliparous women and those who
had breastfed (after controlling for confounders).
Polatti F et al (1999). Bone mineral changes during and after lactation. Obstet Gynecol 94: 52-6.
Among 308 women who breastfed fully for 6 months, bone mineral density decreased during this time,
but had increased by 18 months to a level higher than baseline.
See also:
Melton LJ 3d et al (1993) Influence of breastfeeding and other reproductive factors on bone mass later
in life. Osteoporos Int 3: 76-83.
Sowers M et al (1993) Changes in bone density with lactation. JAMA 269: 3130-5.
Kalkwarf HJ, Specker BL (1995) Bone mineral loss during lactation and recovery after weaning.
Obstet Gynecol 86: 26-32.
Sowers M et al (1995) A prospective study of bone density and pregnancy after an extended period of
lactation with bone loss. Obstet Gynecol 85: 285-9.
Kalkwarf HJ (1999) Hormonal and dietary regulation of changes in bone density during lactation and
after weaning in women. J Mammary Gland Biol Neoplasia 4: 319-29.
Other studies of interest (requiring further substantiation) on health benefits for the mother:
Brun JG, Nilssen S, Kvale G (1995) Breast feeding, other reproductive factors and rheumatoid
arthritis. A prospective study. Br J Rheumatol 34: 542-6.
Risk factors for cardiovascular disease

Toscke AM et al. (2001) Overweight and obesity in 6- to 14-year-old Czech children in 1991:
Protective effect of breast-feeding. J Pediatr 141: 764-9.
Data were collected in 1991 on 33768 children aged 6 to 14 years in the Czech Republic. Children
who had ever been breastfed were less likely to be obese or overweight than those who had never
been breastfed. After controlling for parental education, parental obesity, maternal smoking, high birth
weight, watching television, number of siblings and physical activity, the adjusted odds ratio for
breastfeeding were 0.80 for being overweight (95% CI, 0.71 to 0.90) and 0.80 for being obese (95%
CI, 0.66 to 0.96).
von Kries R et al. (1999) Breastfeeding and obesity: cross sectional study. BMJ 319: 147-150.
In a study of 9357 German five and six year old children, those who had never been breastfed were
more likely to be overweight or obese than those who had been breastfed. A dose response effect
was identified - 4.5% of children who had never been breastfed were obese compared with 2.3% of
children breastfed for 3-5 months, 1.7% of children breastfed for 6-12 months and 0.8% of children
breastfed for more than 12 months. After adjusting for potential confounding factors, breastfeeding
remained a significant protective factor against the development of obesity (odds ratio 0.75, 95% CI
0.57 to 0.98) and being overweight (0.79, 0.68 to 0.93). The study authors note that obese children
have a high risk of becoming obese adults and suggest that increased breastfeeding duration may
eventually result in a reduction in the prevalence of cardiovascular diseases and other diseases
related to obesity.
Ravelli AC et al (2000) Infant feeding and adult glucose tolerance, lipid profile, blood pressure,
and obesity. Arch Dis Child 82: 248-52.
Of 625 subjects aged 48-53 years born around the time of a severe period of famine in Amsterdam
(1944-45), those were bottle fed at hospital discharge had greater risk factors for cardiovascular
disease than those who were exclusively breast fed. They had a higher mean 120 minute plasma
glucose concentration after a standard oral glucose tolerance test, a higher plasma low density
lipoprotein (LDL) cholesterol concentration, a lower high density lipoprotein (HDL) cholesterol
concentration, and a higher LDL/HDL ratio. Systolic blood pressure and body mass index were not
affected by the method of infant feeding.

Session 2
Armstrong J et al (2002). Breastfeeding and lowering the risk of childhood obesity. Lancet 359:
2003-04.
A study of 32200 Scottish children aged 39-42 months found that the prevalence of obesity was
significantly lower among those who had been breastfed, after adjusting for socioeconomic status,
birthweight and gender (odds ratio 0.70, 95% CI 0.61-0.80).
See also:
Gillman MW et al (2001). Risk of overweight among adolescents who were breastfed as infants. JAMA
285: 2461-7.
Hediger ML et al (2001). Association between infant breastfeeding and overweight in young children.
JAMA 285: 2453-60.
Wilson AC et al. (1998). Relation of infant diet to childhood health: seven year follow up cohort of
children in Dundee infant feeding study. BMJ 316: 21-25. (summarised above)
Marmot MG et al (1980) Effect of breast-feeding on plasma cholesterol and weight in young adults. J
Epidemiol Community Health 34: 164-7.
Stettler N et al (2002). Infant weight gain and childhood overweight status in a multicenter, cohort
study. Pediatrics 109: 194-9.
Childhood cancers
Shu XO et al (1999) Breast-feeding and risk of childhood acute leukemia. J Natl Cancer Inst 91:
1765-72.
Information regarding breastfeeding was obtained through telephone interviews with mothers of 1744
children with acute lymphoblastic leukaemia (ALL) and 1879 matched control subjects, aged 1-14
years, and of 456 children with acute myeloid leukaemia (AML) and 539 matched control subjects,
aged 1-17 years. Ever having breastfed was found to be associated with a 21% reduction in risk of
childhood acute leukaemia (odds ratio [OR] for all types combined = 0.79; 95% confidence interval [CI]
= 0.70-0.91). The inverse associations were stronger with longer duration of breastfeeding. The
authors acknowledge the need for further investigation.
Mathur GP et al (1993) Breastfeeding and childhood cancer. Indian Pediatr 30: 651-7.
Total duration of breastfeeding and of exclusive breastfeeding was studied and compared in 99
childhood cancer cases and 90 controls. The difference between the average duration of
breastfeeding in cases and controls was significant for all cancers (p<0.05) and for lymphoma
(p<0.01). When average duration of exclusive breastfeeding was compared, the difference was highly
significant for all cancers (p<0.001) and for lymphoma (p<0.001). Cases and controls were not
different with respect to their age, sex, birth year, birth order, age and educational status of mothers,
smoking of fathers and socioeconomic status but a positive family history of cancer was present in 4
cases compared with only 1 control.
See also:
Davis MK (1998) Review of the evidence for an association between infant feeding and childhood
cancer. Int J Cancer Suppl 11: 29-33.
Breastfeeding, bed-sharing and cot death (SIDS)
Research has found associations between breastfeeding and reduced risk of Sudden Infant Death
Syndrome (SIDS or cot death) as well as between bed-sharing and successful breastfeeding. Babies
sharing a bed with their mother are at greater risk of cot death if a parent smokes, but there is no
increased risk for non-smokers.
Blair PS et al (1999) Babies sleeping with parents: case-control study of factors influencing the
risk of sudden infant death syndrome. BMJ319: 1457-62.
A three year, case-control study of 325 babies who died and 1300 control infants concluded that there
is no association between infants sharing the parental bed and an increased risk of sudden infant
death syndrome among parents who do not smoke or infants older than 14 weeks.
There was an increased risk for infants who shared the bed for the whole sleep or were taken to and
found in the parental bed (9.78, 95% CI: 4.02 - 23.83), but which was not significant for infants of
parents who did not smoke or for older infants (>14 weeks). This risk also became non-significant after
adjustment for recent maternal alcohol consumption (>2 units), use of duvets (>4 togs), parental
2-48 WHO/UNICEF
tiredness (infant slept 4 hours for longest sleep in previous 24 hours), and overcrowded housing
conditions (>2 people per room of the house). Infants who slept in a separate room from their parents
were at greater risk (10.49; 4.26 - 25.81), as were infants who co-slept with a parent on a sofa (48.99;
5.04 - 475.60).
See also:
Klonoff-Cohen H, Edelstein SL (1995) Bed sharing and the sudden infant death syndrome. BMJ 311:
1269-72.
Ford RP et al (1993) Breastfeeding and the risk of sudden infant death syndrome. Int J
Epidemiol 22: 885-90.
The New Zealand Cot Death Study reviewed data on 356 infant deaths classified as SIDS and 1529
control infants over 3 years. Cases stopped breastfeeding sooner than controls: by 13 weeks, 67%
controls were breastfed versus 49% cases. A reduced risk for SIDS in breastfed infants persisted
during the first 6 months after controlling for confounding demographic, maternal and infant factors.
Infants exclusively breastfed at discharge from hospital (OR = 0.52, 95% CI: 0.35-0.71) and during the
last 2 days (OR = 0.65, 95% CI: 0.46-0.91) had a significantly lower risk of SIDS than infants not
breastfed.
Klonoff-Cohen HS et al (1995) The effect of passive smoking and tobacco exposure through
breast milk on sudden infant death syndrome. JAMA 273: 795-8.
A total of 200 parents of infants who died of SIDS between 1989 and 1992 were compared with 200
control parents who delivered healthy infants. There was an increased risk of SIDS associated with
passive smoking (OR = 3.50 [95% CI, 1.81 to 6.75]). Breast-feeding was protective for SIDS among
nonsmokers (OR = 0.37) but not smokers (OR = 1.38), after adjusting for potential confounders.
See also:
Alm B et al (2002). Breast feeding and the sudden infant death syndrome in Scandinavia, 1992-95.
Arch Dis Child 86: 400-402.
Gilbert RE et al (1995) Bottle feeding and the sudden infant death syndrome. BMJ 310: 88-90. (bottle
feeding found not to be associated with increased risk)
McVea KLSP et al (2000) The role of breastfeeding in sudden infant death syndrome. J Hum Lact 16:
13-20.
Hooker E, Ball HL, Kelly PJ (2001). Sleeping like a baby: attitudes and experiences of
bedsharing in northeast England. Med Anthropol 19: 203-222.
An anthropological investigation in the north-east of England found that 65% of parents practiced co-
sleeping with their infants, finding it a convenient care strategy. Breastfeeding was significantly
associated with co-sleeping.
McKenna JJ, Mosko SS, Richard CA (1997). Bedsharing promotes breastfeeding.
Pediatrics100: 214-9.
The effect of mother-infant bed-sharing on nocturnal breastfeeding behaviour was studied in 20
routinely bedsharing and 15 routinely solitary sleeping mother-infant pairs when the infants were 3 to 4
months old. All pairs were healthy and exclusively breastfeeding at night. The most important finding
was that routinely bed-sharing infants breastfed approximately three times longer during the night than
infants who routinely slept separately: this reflected a two-fold increase in the number of breastfeeding
episodes and 39% longer episodes. The authors suggest that, by increasing breastfeeding,
bedsharing might be protective against SIDS, at least in some contexts.
See also:
Mosko S, Richard C, McKenna J (1997). Infant arousals during mother-infant bed sharing: implications
for infant sleep and sudden infant death syndrome research. Pediatrics 100: 841-9.
Ball HL, Hooker E, Kelly PJ (1999). Where will the baby sleep? Attitudes and practices of new and
experienced parents regarding co-sleeping with their newborn infants. American Anthropologist 101:
143-51.
UNICEF UK Baby Friendly Initiative's Sample policy on bed sharing.

Session 2
HIV-1 transmission
The HIV virus can be transmitted through breastfeeding. Unfortunately, most research has failed to
define exclusive breastfeeding properly, with many studies comparing risk of infection between
formula fed babies and babies receiving any breast milk. The first study to compare properly-defined
exclusive breastfeeding with mixed feeding and artificial feeding found no significant difference in HIV
infection between breastfed and artificially-fed babies.
Coutsoudis A et al. (1999) Influence of infant-feeding patterns on early mother-to-child

transmission of HIV-1 in Durban, South Africa: a prospective cohort study. Lancet 354: 471-
476.
Babies born to 549 HIV-1-infected South African women were assessed at 3 months of age. After
adjustment for potential confounders, exclusive breastfeeding carried a significantly lower risk of HIV-1
transmission than mixed feeding (hazard ratio 0.52 [95% CI 0.28-0.98]) and a similar risk to no
breastfeeding (0.85 [0.51-1.42]). The authors call for further research but point out that exclusively
breastfed babies had a (non-significant) lower probability of infection than those never breastfed and
suggest that this may be due to virus acquired during delivery being neutralised by immune factors in
breast milk. They propose that mixed feeding carries the highest risk due to the beneficial immune
factors in breast milk being counteracted by damage to the infant’s gut and disruption of immune
barriers caused by contaminants in mixed feeds.
There is an editorial on this subject in the same issue of the Lancet (Newell M-L (1999) Infant feeding
and HIV-1 transmission. Lancet 354: 442-3) and correspondence in a subsequent issue (Infant
feeding patterns and HIV-1 transmission. Lancet 354: 1901-1904).
Coutsoudis A et al. (2001) Method of feeding and transmission of HIV-1 from mothers to
children by 15 months of age: prospective cohort study from Durban, South Africa. AIDS 15:
379-87.
Babies of HIV-infected mothers who were breastfed exclusively for three months or more were found
to be at no greater risk of HIV infection during the first six months than those never breastfed. 551
HIV-infected mothers and their babies were included in the study. Exclusive breastfeeding, defined as
a time dependent variable, carried a significantly lower risk of HIV infection than mixed feeding
(hazard ratio 0.56, 95% CI 0.32-0.98, p=0.04) and a similar risk to no breastfeeding (HR 1.19, 95% CI
0.63-2.22, p=0.59). The authors suggest that other foods and fluids introduced to the gut of mixed-fed
babies damage the bowel and facilitate the entry into the body tissues of the HIV present in these
mothers' breast milk. This is supported by the finding that, if mothers continued to breastfeed along
with other foods once the period of exclusive breastfeeding had ended, new HIV infections began to
occur. The investigators call for further research.
See also:
Coutsoudis A et al (2002). Free formula milk for infants of HIV-infected women: blessing or curse?
Health Policy and Planning 17: 154-160.
Nicoll A, Newell ML, Peckham C, Luo C, Savage F (2000) Infant feeding and HIV-1 infection. AIDS 14:
Suppl 3: S57-74.
Latham MC, Preble EA (2000) Appropriate feeding methods for infants of HIV infected mothers in sub-
Saharan Africa. BMJ 320: 1656-1660.
Information on single bottle pasteurisers
2-50 WHO/UNICEF
Dental health
Labbok MH, Hendershot GE (1987) Does breastfeeding protect against malocclusion? An

analysis of the 1981 Child Health Supplement to the National Health Interview Survey. Am J
Prev Med 3: 227-32.
Data on 9698 children aged between 3 and 17 years were analysed retrospectively to assess the
association between breastfeeding and dental malocclusion. After controlling for confounding factors,
increased duration of breastfeeding was associated with a decline in the prevalence of malocclusion.
Palmer B (1998) The influence of breastfeeding on the development of the oral cavity: a
commentary. J Hum Lact 14:93-8.
An investigation of 600 skulls preserved from ancient cultures in US museums found that nearly all
had perfect occlusions (correct alignment of teeth, allowing a proper bite). As the skulls were from
people living before the advent of artificial feeding, they would all have been breastfed. The author
notes that good occlusion and well formed dental arches were much less common among his own
dental patients and among a sample of modern skulls studied.
See also:
Paunio P, Rautava P & Sillanpaa M. (1993) The Finnish Family Competency Study: the effects of
living conditions on sucking habits in 3-year old Finnish children and the association between these
habits and dental occlusion. Acta Odontol Scand 51: 23-29.
Ogaard B, Larsson E & Lindsten R (1994) The effect of sucking habits, cohort, sex, intercanine arch
widths and breast or bottle feeding on posterior crossbite in Norwegian and Swedish 3-year old
children. Amer J Ortho & Dentofac Orthopedics 106: 161-66.
Valaitis R et al. (2000) A systematic review of the relationship between breastfeeding and early
childhood caries. Can J Public Health 91: 411-7.
Reviews of the benefits of breastfeeding
American Academy Work Group on Breastfeeding (1997). Policy Statement on Breastfeeding and the
use of human milk. Pediatrics 100: 1035-9.
Heinig M J & Dewey K G (1997). Health effects of breastfeeding for mothers: a critical review. Nutrition
Research Reviews 10: 35-56.
Heinig M J & Dewey K G (1996). Health advantages of breastfeeding for infants: a critical review.
Nutrition Research Reviews 9: 89-110.
Standing Committee on Nutrition of the British Paediatric Association (1994). Is breastfeeding
beneficial in the UK? Arch Dis Child 71: 376-380.

Session 2
2-52 WHO/UNICEF
Session 3:
The Baby-friendly Hospital Initiative
Objectives
Describe the history and implementation of the WHO/UNICEF Baby-friendly Hospital

Initiative (BFHI) and relevant experience of participants in their institutions and country.
Describe the guidelines health facilities should follow related to the International Code of
Marketing of Breast-milk Substitutes.
Describe the WHO/UNICEF Global Criteria and the Self-appraisal Tool.
Describe the BFHI assessment and designation process.
Discuss the importance of monitoring and reassessing adherence to the “10 steps”.
Discuss the health facility decision-maker's role in supporting the BFHI.
Discuss key aspects of the Global Strategy for IYCF and BFHI’s role within it.
Duration
Total: 1 hour
Teaching methods
Presentation
Discussion
Video or slide show (optional)
Work with the national breastfeeding coordinator and committee and/or WHO and UNICEF
country and regional offices to prepare up-to-date information on the status of BFHI nationally,
including transparencies if possible.
Collect examples of completed self-appraisal tools to gain a general understanding of the BFHI
status of health facilities in the country. Make sure that the information on particular hospitals is
kept confidential.

Session 3
Review the Global Criteria, self-appraisal tool, and assessment and reassessment processes, in
preparation for a brief presentation during the session. A copy of the revised Global Criteria and
self appraisal tool is attached as Handouts 3.4 and 3.5. Information and links for downloading the
revised BFHI course and assessment documents are available at the UNICEF website,
http://www.unicef.org/nutrition/index_24850.html?q=printme.
Review the WHO/UNICEF document, Global Strategy for Infant and Young Child Feeding.
Geneva, Switzerland, 2003.
(http://www.who.int/nutrition/publications/infantfeeding/en/index.html; http://www.who.int/child-
adolescent-health/NUTRITION/global_strategy.htm). Read in particular sections 30, 31 and 34,
pages 13-19, which focus on the importance of continuing to support the Baby-friendly Hospital
Initiative and implementation of the Ten Steps to Successful Breastfeeding, as well as monitoring
and reassessing facilities that are already designated and expanding the Initiative to include
clinics, health centres, and paediatric hospitals.
Training materials
Handouts

3.2 Breastfeeding: An issue on the world’s agenda
3.3 The International Code of Marketing of Breast-milk Substitutes: summary of main points
3.4 Baby-friendly Hospital Initiative, Section 1 Background and Implementation, Section 1.2:
Hospital Level Implementation, and Section 1.3: The Global Criteria for the BFHI, WHO and
UNICEF, 2008. (http://www.unicef.org/nutrition/index_24850.html?q=printme ).
3.5 Baby-friendly Hospital Initiative, Section 4 Hospital Self-Appraisal and Monitoring, 4.1: The
Hospital Self-Appraisal Tool, WHO and UNICEF, 2008,
(http://www.unicef.org/nutrition/index_24850.html?q=printme)
3.6 WHO/UNICEF breastfeeding and young child feeding courses
3.7 The Baby-friendly Hospital Initiative: Guidelines and Tools for Monitoring and Reassessment
3.1 Goals of the Baby-friendly Hospital Initiative

3.2-3 Ten steps to successful breastfeeding
3.4-5 Key dates in the history of breastfeeding and BFHI
3.6-12 The International Code: Summary and role of Baby-friendly hospitals
3.13 The route to Baby-friendly designation
3.14-15 Differences between monitoring and reassessment
3.16-17 The role of the hospital administrator in BFHI
3.18-21 The Global Strategy for IYCF and the further strengthening of BFHI
3-2 WHO/UNICEF
The Baby-Friendly Hospital Initiative
Additional materials to be distributed
The following documents, which can be purchased from the World Health Organization, Geneva or
the appropriate WHO regional office, should be distributed to all participants:
Protecting, Promoting and Supporting Breastfeeding: The Special Role of Maternity Services. A
Joint WHO/UNICEF Statement. World Health Organization, Geneva, 1989.
The International Code of Marketing of Breast-milk Substitutes. World Health Organization,

Geneva, 1981.
Suggested additional audio-visual programmes
Slide set or video on “Baby-friendly” in the country or region where the course is being given
(optional, if available).
References
Global Strategy for Infant and Young Child Feeding. Geneva, World Health Organization, 2003.
(http://www.who.int/nutrition/publications/infantfeeding/en/index.html; http://www.who.int/child-
adolescent-health/NUTRITION/global_strategy.htm).
Global strategy for infant and young child feeding: The optimal duration of exclusive breastfeeding.
Fifty-fourth World Health Assembly, Provisional agenda item 13.1, A54/INF.DOC./4. Geneva, World
Health Organization, 1 May 2001. (http://www.who.int/gb/EB_WHA/PDF/WHA54/ea54id4.pdf).
Horton S, Sanghvi T, Phillips M, Fiedler J, Perez-Escamilla. Breastfeeding promotion and priority

setting in health. Health Policy and Planning, 1996, 11(2):156-168.
International Baby Food Action Network. Protecting infant health: A health workers’ guide to the
international code of marketing of breast-milk substitutes. 7th ed. Penang, Malaysia, IBFAN, 1993.
International code of marketing of breast-milk substitutes. Geneva, World Health Organization, 1981.
Kramer MS, Kakuma R. The optimal duration of exclusive breastfeeding A systematic review.
Geneva, World Health Organization, 2002 (WHO/NHD/01.08; WHO/FCH/CAH/01.23).
New data on the prevention of mother-to-child transmission of HIV and their policy implications.
Conclusions and recommendations. WHO technical consultation on behalf of the
UNFPA/UNICEF/WHO/UNAIDS Inter-Agency Task Team on Mother-to-Child Transmission of HIV.
Geneva, 11-13 October 2000. Geneva, World Health Organization, 2001 (WHO/RHR/01.28).
Protecting, promoting and supporting breastfeeding: The special role of maternity services. A joint
WHO/UNICEF statement. Geneva, World Health Organization, 1989.
Report of the expert consultation on the optimal duration of exclusive breastfeeding, Geneva,
Switzerland, 28-30 March 2001. Geneva, World Health Organization, 2001 (WHO/NHD/01.09;
WHO/FCH/CAH/01.24).
Resolution WHA 39.28: Infant and Young Child Feeding. Geneva, World Health Organization, 1992.
Resolution WHA 47.5: Infant and Young Child Nutrition. Geneva, World Health Organization, 1994.

Session 3
Saadeh R et al., eds. Breastfeeding: the technical basis and recommendations for action. Geneva,
World Health Organization, 1993 (WHO/NUT/MCH/93.1).
The Baby-friendly Hospital Initiative: Revised, Updated and Expanded for Integrated Care, Section 1:
Background and Implementation; Section 2: Strengthening and sustaining BFHI: A course for
decision-makers; Section 3:Breastfeeding Promotion and Support in a Baby-friendly Hospital; a 20-
hour course; Section 4:Hospital Self-Appraisal and Monitoring; Section 5: External Assessment and
Reassessment, New York, New York, UNICEF, and Geneva, WHO, 2008.
(http://www.unicef.org/nutrition/index_24850.html?q=printme).
The International Code of Marketing of Breast-milk Substitutes: Frequently Asked Questions, Geneva,
World Health Organization, 2006. (http://www.who.int/child-adolescent-
health/publications/NUTRTION/ISBN_92_4_159429_2.htm).
Additional information from regional/country offices, national breastfeeding committees, local

Wellstart Associates, IBFAN groups, or other sources.
3-4 WHO/UNICEF
Outline
1. The Baby-friendly Hospital Initiative Mention that a mini-version of the presentation is

(BFHI) - Description and key dates reproduced in Handout 3.1 and included in the
BFHI is a global movement, spearheaded
by WHO and UNICEF that aims to give
every baby the best start in life by
creating a health care environment where
breastfeeding is the norm.
BFHI has two main goals: Show slide/transparency 3.1.
To transform hospitals and maternity

facilities through implementation of
the “Ten Steps”.
To end the practice of distribution of
free and low-cost supplies of breast-
milk substitutes to maternity wards
and hospitals.
The joint WHO/UNICEF statement on Refer participants to the Joint Statement, which
breastfeeding and maternity services has they have received as a handout for the course.
become the centrepiece for the BFHI. Describe briefly the information included in the
Maternity wards and hospitals applying booklet.
the principles described in the joint
statement are being designated Baby-
friendly to call public attention to their
support for sound infant feeding practices.
The “Ten steps to successful Show slides/transparencies 3.2 and 3.3.

breastfeeding” are a convenient yardstick
to measure the standards of maternity Mention that the Ten Steps are listed in the Joint
services. Statement.
Brief background, reviewing steps in the Show slides/transparencies 3.4 and 3.5.
history and development of the BFHI and
related events: Refer participants to Handout 3.2 “Breastfeeding -
An issue on the world’s agenda”, which describes
1979 - Joint WHO/UNICEF Meeting on this history in more detail.
Infant and Young Child Feeding
(Geneva) Mention that the Innocenti Declaration included
four targets – the appointment of a national
1981 - Adoption of the International breastfeeding coordinator and establishment of a
Code of Marketing of Breast- multisectoral national breastfeeding committee,
milk Substitutes ensuring that every facility providing maternity
services fully practices all “Ten Steps” set out in
1989 - Protecting, Promoting and the Joint WHO/UNICEF Statement, taking action
Supporting Breastfeeding: The to give effect to the principles and aim of the
Special Role of Maternity International Code of Marketing of Breast-Milk
Services. A Joint Substitutes, and enacting imaginative legislation
WHO/UNICEF Statement protecting the breastfeeding rights of working

Session 3
Convention on the Rights of the women and establishing means for its
Child enforcement. Enforcement of the Code and
implementation of the “Ten Steps” were key to
1990 - Innocenti Declaration the BFHI, launched two years later. In 2005 a
follow-up Declaration stressed the importance of
- World Summit for Children revitalizing BFHI, expanding it, and identifying
sufficient resources for its continuation.
1991 - Launching of the Baby-friendly
Hospital Initiative As part of the effort to revitalize BFHI and
expand it, the BFHI documents were revised in
2000 - WHO Expert Consultation on 2007, with updated information and new modules
HIV and Infant Feeding related to HIV and infant feeding and mother-
friendly care.
2001 - WHO Consultation on the
optimal duration of exclusive This session will explore the key components of
breastfeeding (about 6 months) the Code of Marketing and Baby-friendly
Hospital Initiative and the role hospital
2002 - Endorsement of the Global administrators can play in supporting both the
Strategy for Infant and Young Code and BFHI. In many settings with high HIV
Child Feeding by World Health prevalence there is a need to address issues related
Assembly to HIV within the Baby-friendly Initiative. These
issues are addressed in this course in Sessions 4
2005 - Innocenti Declaration 2005 and 5.
2007 - Revision of the BFHI documents The launching of the Global Strategy for Infant
and Young Child Feeding will be reviewed at the
end of the session, exploring how it reinforces the
importance of both the Code and the “Ten Steps”
of BFHI.
2. International Code of Marketing of Breast- Note: This overview on “The Code” can come
milk Substitutes – summary and the role of here or later in the session (following the
Baby-friendly hospitals discussion of monitoring and reassessment or at
the end) if it will be given by a different presenter.
Aim - The aim of the Code is to Show slides/transparencies 3.7 and 3.8.
contribute to the provision of safe and
adequate nutrition for infants, by the Refer participants to the International Code of
protection and promotion of Marketing of Breast-milk Substitutes
breastfeeding, and by ensuring the proper
use of breast-milk substitutes, when these
are necessary, on the basis of adequate
information and through appropriate
marketing and distribution.
Scope - The Code applies to the

marketing, and practices related thereto,
of the following products: breast-milk
substitutes, including infant formula;
other milk products, foods and beverages,
3-6 WHO/UNICEF
including bottle-fed complementary

foods, when marketed or otherwise
represented to be suitable, with or without
modification, for use as a partial or total
replacement of breast milk; feeding
bottles and teats. It also applies to their
quality and availability, and to
information concerning their use.
WHO and UNICEF are striving to put an

end to the distribution of free and low-
cost supplies of products within the scope
of the International Code anywhere in the
health care system.
Main points in the International Code Show slides/transparencies 3.9 and 3.10.
include:
Refer participants to handout 3.3, “The
No advertising of breast-milk International Code of Marketing of Breast-milk
substitutes and other products to the Substitutes: Summary of main points” which
public. presents the main provisions of the International
Code and their rationale.
No donations of breast-milk
substitutes and supplies to maternity
hospitals.
No free samples to mothers.
No promotion in the health services.
No company personnel to advise
mothers.
No gifts or personal samples to health
workers.
No use of space, equipment or
educational materials sponsored or
produced by companies when
teaching mothers about infant
feeding.
No pictures of infants or other
pictures idealizing artificial feeding
on the labels of the products.
Information to health workers should
be scientific and factual.
Information on artificial feeding,
including that on labels, should
explain the benefits of breastfeeding
and the costs and dangers associated
with artificial feeding.

Session 3
Unsuitable products, such as

sweetened condensed milk, should
not be promoted for babies.
Cessation of free and low-cost supplies is Show slides/transparencies 3.11 and 3.12 and
an essential element for achieving baby- review the guidelines listed.
friendly status. Baby-friendly hospitals
and their administrators and staff have an Mention that samples include all products that
important role to play in upholding the might interfere with the successful initiation and
Code: establishment of breastfeeding, such as feeding
bottles, teats, pacifiers, infant formula and other
Free or low-cost supplies of breast- kinds of formula such as preterm formula.
milk substitutes should not be
accepted in health care facilities.
Breast-milk substitutes should be
purchased by the health care facility
in the same way as other foods and
medicines, for at least wholesale
price.
Promotional material for infant foods
or drinks other than breast milk
should not be permitted in the facility.
Pregnant women should not receive
materials that promote artificial
feeding.
Feeding with breast-milk substitutes
should be demonstrated by health
workers only, and only to pregnant
women, mothers, or family members
who need to use them.
Breast-milk substitutes in the health
facility should be kept out of the sight
of pregnant women and mothers.
The health facility should not allow
sample gift packs with breast-milk
substitutes or related supplies that
interfere with breastfeeding to be
distributed to pregnant women or
mothers.
Financial or material inducements to
promote products within the scope of
the Code should not be accepted by
health workers or their families.
Manufacturers and distributors of
products within the scope of the Code
should disclose to the institution any
contributions made to health workers
such as fellowships, study tours,
research grants, conferences, or the
like. Similar disclosures should be
3-8 WHO/UNICEF
made by the recipient.

Discussion of current marketing tactics of Ask the participants what kind of marketing
formula companies in the participants’ tactics formula companies are currently using in
health facilities and how to deal with their hospitals and what suggestions they have for
them. dealing with them.
3. WHO/UNICEF Global Criteria for BFHI Refer participants to handout 3.4 Baby-friendly
Hospital Initiative, Section 1 Background and
Description of how the Global Criteria Implementation, WHO and UNICEF, revised
used in the BFHI assessment process 2008, which includes a copy of the Global
were developed: Criteria. Ask the participants to look at the criteria
Challenge of finding objective and discuss a few of them.
methods for measuring each of the
Ten Steps. Importance of questioning
mothers and observing hospital
practices.
The Global Criteria were used to
develop both the Self-appraisal Tool
and tools for the external assessment
process.
The Global Criteria, self-appraisal
tool, course and assessment tools
were revised in 2007. They now
include criteria and modules related
to mother-friendly childbirth practices
and HIV and infant feeding.
Importance of using the Global
Criteria versus nationally developed
criteria.
4. Use of the WHO/UNICEF Hospital Self- Ask participants to take a brief look at the Self-
appraisal Tool Appraisal Tool which is included in Handout 3.5,
“Baby-friendly Hospital Initiative, Section 4:
The Hospital Self-appraisal Tool can be Hospital Self-Appraisal and Monitoring.” Indicate
used by a health facility to take a quick that the questions were developed to provide an
initial look at where it is in the process of initial determination (through self-appraisal) of
creating an institutional environment how well the hospital meets the criteria for each
supportive of breastfeeding. It includes of the Ten Steps. It also includes questions on The
simple “yes” or “no” answers and does Code of Marketing, mother-friendly care, and
not require interviews with mothers or HIV and infant feeding.
staff. Hospitals and health facilities can
apply it themselves without an external Pass out an extra copy of the self-appraisal tool
assessor. (Handout 3.5) to each health facility team. Ask
the participants to get together with others from
If most answers to the self-appraisal tool their health facility and fill out the self-appraisal
are “yes” and at least 75% of the mothers tool before the first session in the morning (unless
who delivered in the last year exclusive they filled it in before coming to the course and/or
breastfed from birth to discharge or, if brought it with them). Each group will analyze its
not, it was because of acceptable medical results and share them during the session on
reasons, the hospital may wish to consider “Appraising policies and practices” (Session 7).
taking further steps towards being

Session 3
assessed by an external team and, if it Note: If it will flow better, Session 7 on

passes, being designated as baby-friendly. “Appraising policies and practices” can be given
following Session 3, giving the participants a
A hospital with many “no” answers to the chance to assess how their own facilities are
self-appraisal questions or with low doing on implementing the Ten Steps before
exclusive breastfeeding may wish to Sessions 4 and 5.
develop a plan of action for making
changes which will lead to more
successful support of breastfeeding.
When improvements have been made the
hospital can conduct another self-
appraisal and ask for an external
assessment, if ready.
5. Hospital assessment and designation Show slide/transparency 3.13 “The Route to

Baby- friendly Designation” and discuss the
The process generally includes the process. (If the process is somewhat different in
following steps: your country, adapt accordingly.)
Request by hospital for external Emphasize that all Ten Steps need to be fulfilled
assessment. (not 8 out of 10, for example) and that no free or
low-cost supplies of products within the scope of
Assessment, usually requiring a team the International Code are allowed. The criteria on
of 2-4 trained assessors for 1 to 2 mother-friendly care also need to be met, after
days depending on the size of the facilities have had a chance to train their staff on
hospital. this component. If the national authority decided
Informal report and feedback of that the HIV criteria should be included in the
general results to hospital Initiative, these criteria should be met as well.
representatives, including
achievements and steps still needing Discuss the fact that the “Certificate of
further work. Commitment” is issued to a hospital that, upon
official assessment, is not yet found to be fully
Report of results and complying with the standard, i.e. the Global
recommendations to the national Criteria. This means that the hospital is
BFHI coordination group that makes committed within a specific period of time to
the final decisions concerning status draw up a plan of action and make the required
of hospitals. changes so as to become truly baby-friendly.
Designation of hospital as baby-

friendly or award of a Certificate of
Commitment.
If hospital still needs to make
changes, collaboration with national
BFHI coordination group to
determine technical support needed.
6. BFHI training
Most hospitals will need to arrange for

further training of its staff as part of the
process of becoming baby-friendly. At
least 20 hours of training on breastfeeding
3-10 WHO/UNICEF
promotion and support is usually needed,

including a minimum of three hours of
supervised clinical experience.
UNICEF, WHO and other groups have Refer participants to Handout 3.6
developed training materials which can be “WHO/UNICEF Breastfeeding Courses.”
used for training staff. These courses are Mention that the materials for training maternity
listed on a one-page summary. services staff have been revised and that the
updated “20-hour course”, “Section 3:
Breastfeeding Promotion and Support in a Baby-
Friendly Hospital, is available on the UNICEF
website,
http://www.unicef.org/nutrition/index_24850.html
?q=printme Mention any support for training that
may be available from the regional or country
UNICEF offices or through the national authority
for IYCF or BFHI coordination group.
7. Monitoring and reassessment
Once a hospital has been designed Baby-

friendly it is important to maintain the
hospital’s support for successful
breastfeeding.
Monitoring and/or reassessing the

hospital’s adherence to the Ten Steps can
help administrators and staff members
determine how they are doing and where
further work may be needed to maintain
standards.
Monitoring can either be instituted by the

hospital itself or can be arranged by the
national BFHI coordination group.
Reassessment is usually an external

process, much like the original
assessment, but often not as extensive.
There are several key differences between Show slides/transparencies 3.14 and 3.15.
monitoring and reassessment.
The BFHI guidelines and tools for Pass out Handout 3.7, a description of
monitoring and reassessing baby-friendly WHO/UNICEF’s monitoring and reassessment
hospitals were revised in early 2007 and guidelines and tools, and briefly go over the
are available as part of the updated BFHI contents and how the tools can be used.
documents.
Guidelines and tools for monitoring are

Session 3
included in BFHI Section 4, Hospital

Self-Appraisal and Monitoring, Section
4.2.
Guidelines and a tool for reassessment are

included in BFHI Section 5: External
Assessment and Reassessment, Section
5.3.
8. The role of the hospital administrator in Show slides/transparencies 3.16 and 3.17.
BFHI
Mention that in situations where there is high HIV
Become familiar with the BFHI process. prevalence, hospital administrators need to
consider additional issues, as they implement
Decide where responsibility for BFHI lies BFHI. These issues will be explored in Sessions 4
within the hospital structure. This can be and 5.
a coordinating committee, working group,
multidisciplinary-team, etc.
Establish the process within the hospital

for working with the identified
responsible body.
Work with key hospital staff to fill in the

self-appraisal tool using the Global
Criteria and interpret results.
Support staff in decisions taken to achieve

‘baby-friendliness’.
Facilitate any BFHI-related training that

may be needed.
Collaborate with the national BFHI

coordination group and ask for an
external assessment team when the
hospital is ready for assessment.
Encourage staff to sustain adherence to

the Ten Steps, arranging for refresher
training and periodic monitoring and
reassessment.
3-12 WHO/UNICEF
9. The Global Strategy for Infant and Young Show slide/transparency 3.18.
Child Feeding
The Global Strategy for Infant and Young Child

Feeding aims to revitalize efforts to promote,
protect and support appropriate infant and young
child feeding.
It builds upon past initiatives, in particular the

Innocenti Declaration and the Baby-friendly
Hospital Initiative and addresses the needs of
all children including those living in difficult
circumstances, such as infants of mothers
living with HIV, low-birth-weight infants and
infants in emergency situations.
Its aim is “to improve – through optimal

feeding – the nutritional status, growth and
development, health, and thus the survival of
infants and young children”.
The strategy reaffirms the relevance and Show slide/transparency 3.19.

urgency of the operational targets of the
Innocenti Declaration, including the
implementation of the “Ten steps to
successful breastfeeding” in all maternity
services and giving effect to the principles
and aim of the International Code, which
formed the basis for BFHI.
The strategy has five additional

operational targets, asking that all
governments:
Develop, implement, monitor and

evaluate a comprehensive policy on
IYCF.
Ensure that the health and other
relevant sectors protect, promote and
support exclusive breastfeeding for
six months and continued
breastfeeding up to two years of age
or beyond, while providing women
access to the support they require.
Promote timely, adequate, safe and
appropriate complementary feeding
with continued breastfeeding.
Provide guidance on feeding infants
and young children in exceptionally
difficult circumstances.

Session 3
Consider what new legislation or

other suitable measures may be
required, as part of a comprehensive
policy on infant and young child
feeding, to give effect to the
principles and aim of the International
Code of Marketing of Breast-milk
Substitutes and to subsequent relevant
Health Assembly resolutions.
(see full wording of targets in Global Strategy)
The Global Strategy stresses “that Show slides/transparencies 3.20 and 3.21.
hospital routines and procedures (should)
remain fully supportive of the successful
initiation and establishment of
breastfeeding through implementation of
the Baby-friendly Hospital Initiative,
monitoring and reassessing already
designated facilities, and expanding the
Initiative to include clinics, health centres
and paediatric hospitals.”
It also urges that support be given for

feeding infants and young children in
exceptionally difficult circumstances,
with one aspect of this being to adapt the
BFHI by taking account of HIV/AIDS
and by ensuring that those responsible for
emergency preparedness are well trained
to support appropriate feeding practices
consistent with the Initiative’s universal
principles.
10. Overview of global and regional BFHI Show current information on the number of baby-
progress friendly hospitals in the world and/or region, if
available.
3-14 WHO/UNICEF
11. Current status of the national BFHI Ask either a national BFHI representative or a
knowledgeable WHO or UNICEF representative
Description of the current status of the working in the country to describe the current
national BFHI, including, for example: status of the Initiative.
Number of hospitals committed to Ask the same presenter to describe future plans
becoming baby-friendly (having for the Initiative. Ask participants for any
certificates of commitment, if used in questions, comments, or suggestions. Allow
the country). adequate time for discussion.
Number of hospitals designated baby-
Mention, again, that in situations where there is
friendly.
high HIV prevalence, hospitals implementing
Any monitoring or reassessment BFHI need to consider additional issues which fill
process in place. be explored in Sessions 4 and 5.
Brief description of the country’s future

plans for BFHI.
12. Country experience with BFHI (optional) If it is appropriate and of interest, arrange for a
brief “case study” presentation. An administrator
Brief case study of “BFHI in Action,” or decision-maker from a local hospital that has
such as: become baby-friendly can describe “how they did
it”. Alternatively, a slide set or video showing
Experience of a local hospital that has experience elsewhere can be shown.
become baby-friendly, or
Leave time for any questions at the end.
Presentation of the experience of
another country.

Session 3
Handout 3.1

Every facility providing maternity services and

Goals of care for newborn infants should follow these
the Baby-friendly Hospital Initiative Ten steps to successful breastfeeding
1. To transform hospitals and maternity facilities 1. Have a written breastfeeding policy that is routinely
communicated to all health care staff.
through implementation of the “Ten steps”.
2. Train all health care staff in skills necessary to implement
2. To end the practice of distribution of free and low- this policy.
cost supplies of breast-milk substitutes to 3. Inform all pregnant women about the benefits and
maternity wards and hospitals. management of breastfeeding.
4. Help mothers initiate breastfeeding within a half-hour of
birth.
5. Show mothers how to breastfeed, and how to maintain
lactation even if they should be separated from their infants.
Every facility providing maternity services and

care for newborn infants should follow these
Key dates in the history of breastfeeding
Ten steps to successful breastfeeding and BFHI
6. Give newborn infants no food or drink other than breast 1979 – Joint WHO/UNICEF Meeting on Infant and Young
milk, unless medically indicated. Child Feeding, Geneva
7. Practise rooming-in — allow mothers and infants to remain 1981 – Adoption of the International Code of Marketing of
together — 24 hours a day. Breast-Milk Substitutes
8. Encourage breastfeeding on demand. 1989 – Protecting, promoting and supporting breast-
feeding. The special role of maternity services. A
9. Give no artificial teats or pacifiers (also called dummies or
Joint WHO/UNICEF Statement.
soothers) to breastfeeding infants.
– Convention on the Rights of the Child
10. Foster the establishment of breastfeeding support groups
and refer mothers to them on discharge from the hospital or
1990 – Innocenti Declaration
clinic. – World Summit for Children
Key dates in the history of breastfeeding

and BFHI The International code of marketing
1991 – Launching of Baby-friendly Hospital Initiative of breast-milk substitutes:
2000 – WHO Expert Consultation on HIV and
Infant Feeding
Summary and role of Baby-friendly
2001 – WHO Consultation on the optimal duration of
exclusive breastfeeding hospitals
2002 – Endorsement of the Global Strategy for Infant
and Young Child Feeding by the WHA
2005 – Innocenti Declaration 2005
2007 – Revision of BFHI documents
3-16 WHO/UNICEF
Scope
Aim
Marketing, practices related, quality and availability,
To contribute to the provision of safe and adequate and information concerning the use of:
nutrition for infants by:
breast-milk substitutes, including infant formula
the protection and promotion of breastfeeding, and
other milk products, foods and beverages, including
ensuring the proper use of breast-milk substitutes, bottle-fed complementary foods, when intended for
when these are necessary, on basis of adequate use as a partial or total replacement of breast milk
information and through appropriate marketing and
distribution. feeding bottles and teats
Summary of the main points of the

Summary of the main points of the
International Code
International Code
No use of space, equipment or education materials
sponsored or produced by companies when teaching
No advertising of breast-milk substitutes and other mothers about infant feeding.
products to the public
No pictures of infants, or other pictures idealizing
No donations of breast-milk substitutes and supplies artificial feeding on the labels of the products.
to maternity hospitals
Information to health workers should be scientific and
No free samples to mothers factual.
No promotion in the health services Information on artificial feeding, including that on
labels, should explain the benefits of breastfeeding
No company personnel to advise mothers and the costs and dangers associated with artificial
feeding.
No gifts or personal samples to health workers
Unsuitable products, such as sweetened condensed
milk, should not be promoted for babies.
The role of administrators and staff The role of administrators and staff
in upholding the International Code in upholding the International Code
Free or low-cost supplies of breast-milk substitutes should Breast-milk substitutes in the health facility should be kept
not be accepted in health care facilities. out of the sight of pregnant women and mothers.
Breast-milk substitutes should be purchased by the health The health facility should not allow sample gift packs with
care facility in the same way as other foods and medicines, breast-milk substitutes or related supplies that interfere
and for at least wholesale price. with breastfeeding to be distributed to pregnant women or
mothers.
Promotional material for infant foods or drinks other than
breast milk should not be permitted in the facility. Financial or material inducements to promote products
within the scope of the Code should not be accepted by
Pregnant women should not receive materials that health workers or their families.
promote artificial feeding.
Manufacturers and distributors of products within the
Feeding with breast-milk substitutes should be scope of the Code should disclose to the institution any
demonstrated by health workers only, and only to pregnant contributions made to health workers such as fellowships,
women, mothers, or family members who need to use study tours, research grants, conferences, or the like.
them. Similar disclosures should be made by the recipient.

Session 3
Differences between
The route to Baby-friendly designation
monitoring and reassessment
Meets most Global Criteria and Recognizes need for
has at least 75% of mothers improvements but is unable to
exclusively breastfeeding from OR meet the standard at this point Monitoring Reassessment
birth to discharge
Measures progress on the Evaluates whether the
“10 steps” hospital meets the Global
Invites external assessment team to carry Requests Certificate of Commitment and Criteria for the “10 steps”
out formal evaluation proceeds to analyse areas which need to
be modified
Identifies areas needing Same, but also used to
improvement and helps in decide if hospital should
Meets the global Is unable to meet the
criteria for Baby- Global Criteria at this Implements plan of action to planning actions remain designated “Baby-
friendly designation time raise standard, then carries
out further self-assessment friendly”
in preparation for evaluation
by the external assessors Can be organized by the Is usually organized by the
Awarded Baby- Awarded Certificate of
friendly Status Commitment and hospital or by the national national BFHI coordination
encouraged to make
necessary modifications prior
BFHI coordination group group
to re-assessment
Differences between
The role of
the hospital administrator in BFHI
Monitoring Reassessment Become familiar with the BFHI process
Can be performed by Must be performed by Decide where responsibility lies within the hospital
monitors “internal” to “external” assessors structure. This can be a coordinating committee,
the hospital or from working group, multidisciplinary team, etc.
outside Somewhat more costly,
as requires “external” Establish the process within the hospital of working
Quite inexpensive if assessors with the identified responsible body
performed “internally”
Usually scheduled less Work with key hospital staff to fill in the self-appraisal
frequently tool using the Global Criteria and interpret results
Can be done frequently
The role of Global Strategy on Infant and Young Child

the hospital administrator in BFHI Feeding (IYCF): Aim
Support staff in decisions taken to achieve “Baby-
friendliness”
To improve – through optimal feeding – the
Facilitate any BFHI-related training that may be nutritional status, growth and development, health,
needed
and thus the survival of infants and young children.
Collaborate with national BFHI coordination group and
ask for an external assessment team when the
hospital is ready for assessment
Encourage staff to sustain adherence to the “10
steps”, arranging for refresher training and periodic
3-18 WHO/UNICEF
Operational targets in the strategy Further strengthening of BFHI

Develop, implement, monitor, and evaluate a comprehensive policy
on IYCF; The Global Strategy urges that hospital routines
Ensure that the health and other relevant sectors protect, promote and procedures remain fully supportive of the
and support exclusive breastfeeding for six months and continued
breastfeeding up to two years of age or beyond, while providing
successful initiation and establishment of
women access to the support they require; breastfeeding through the:
Promote timely, adequate, safe, and appropriate complementary
feeding with continued breastfeeding;
implementation of the Baby-friendly Hospital
Initiative
Provide guidance on feeding infants and young children in
exceptionally difficult circumstances; monitoring and reassessing already designated
Consider what new legislation or other suitable measures may be facilities; and
required, as part of a comprehensive policy on IYCF, to give effect to
the principles and aim of the International Code of Marketing and to
subsequent relevant Health Assembly resolutions.
expanding the Initiative to include clinics, health
center, and paediatric hospitals
It also urges that support be given for feeding

infants and young children in exceptionally
difficult circumstances,
with one aspect of this being to adapt the BFHI by
taking account of HIV/AIDS,
and by ensuring that those responsible for
emergency preparedness are well trained to
support appropriate feeding practices consistent
with the Initiative’s universal principles.
Transparency 3.21

Session 3
Handout 3.2
Breastfeeding: an issue on the world’s
agenda
Joint WHO/UNICEF Meeting on Infant and Young Child Feeding
The Joint WHO/UNICEF Meeting on Infant and Young Child Feeding took place at WHO
Geneva from 9 to 12 October 1979. It was held as part of the two organizations’ on going programmes
on the promotion of breastfeeding and improvement of infant and young child nutrition.
The participants included representatives of governments, the United Nations system and
technical agencies, non governmental organizations active in the area, the infant food industry and
scientists working in the field. A total of some 150 participants were present.
The meeting was conducted in plenary and five working groups. There was one background
document prepared by WHO and UNICEF (FHE/ICF/79.3). The themes of the working groups were:
• encouraging and supporting breastfeeding;

• promotion and support of appropriate weaning practices;
• information, education, communication, and training;
• health and social status of women in relation to infant and young child feeding;
• appropriate marketing and distribution of breast-milk substitutes.
International Code of Marketing of Breast-milk Substitutes
Efforts to promote breastfeeding and to overcome problems that might discourage it are a part
of the overall nutrition and child health programmes of the World Health Organization (WHO) and
UNICEF, and are a key element of primary health care as a means of achieving health for all by the
year 2000. As early as 1974, the 27th World Health Assembly noted the general decline in
breastfeeding in many parts of the world. The Assembly found this decline to be related to the
promotion of manufactured breast-milk substitutes, and urged “member countries to review sales
promotion activities on baby foods and to introduce appropriate remedial measures, including
advertisement codes and legislation where necessary”.
The issue was taken up again by the 31st World Health Assembly, which recommended, in
May 1978, “regulating inappropriate sales promotion of infant foods that can be used to replace breast
milk”. Years of discussion and debate resulted in the drafting and adoption, on 21 May 1981, of the
International Code of Marketing of Breast-milk Substitutes.
The Code seeks mainly to “contribute to the provision of safe and adequate nutrition for
infants by protecting and promoting breastfeeding and by ensuring that breast-milk substitutes not be
marketed or distributed in ways that may interfere with breastfeeding”. But it also recognizes, in its
preamble, the interconnectedness of breastfeeding and infant nutrition and that malnutrition is linked
to “wider problems of lack of education, poverty, and social injustice”. The Code points out that the
health of infants and young children cannot be isolated from the health and nutrition of women, their
socio-economic status and their roles as mothers. In taking this broad view of breastfeeding, the Code
helped set the stage for breastfeeding’s inclusion in a series of other social rights documents.
3-20 WHO/UNICEF
Convention of the Rights of the Child
Adopted by the General Assembly of the United Nations on 20 November 1989, the
Convention on the Rights of the Child recalls the basic principles of the United Nations and the
provisions of relevant human rights treaties and proclamations, and makes children the focus of these.
In seeking to ensure the health of children, it makes it a condition that all segments of society,
particularly parents, should have access to education about, and be supported in, the use of
breastfeeding. In calling for universal ratification of the Convention by 1995, former UNICEF
Executive Director James P. Grant cited breastfeeding as part of the “revolution for children”, noting
that “the scientific rediscovery of the miracle of mother’s milk means that more than a million
children’s lives a year could be saved by effective breastfeeding”.
Protecting, Promoting and Supporting Breastfeeding: The Special Role of Maternity Services.
A Joint WHO/UNICEF Statement
The joint WHO/UNICEF statement has been prepared to increase awareness of the critical
role that health services play in promoting breastfeeding, and to describe what should be done to
provide mothers with appropriate information and support. It is intended for use, after adaptation to
suit local circumstances, by policy-makers and managers as well as by clinicians, midwives, and
nursing personnel.
Focusing on the brief period of prenatal, delivery, and perinatal care provided in maternity
wards and clinics, the statement encourages those concerned with the provision of maternity services
to review policies and practices that affect breastfeeding. It outlines practical steps that they can take
to promote and facilitate the initiation and establishment of breastfeeding by mothers in their care.
Innocenti Declaration
Born of the policy-makers’ meeting on “Breastfeeding in the 1990s: a Global Initiative”,

jointly sponsored by WHO and UNICEF in August 1990, the Innocenti Declaration on the Protection,
Promotion and Support of Breastfeeding spells out clearly the benefits of breastfeeding. It calls for
policies and the attainment of a “breastfeeding culture” enabling women to breastfeed their children
exclusively for the first four to six months, and then up to two years of age and beyond. The
Declaration asks that national authorities integrate breastfeeding programmes into their overall health
and development policies.
Its four targets include the appointment of a national breastfeeding coordinator and
establishment of a multisectoral national breastfeeding committee, ensuring that every facility
providing maternity services fully practices all “Ten Steps” set out in the Joint WHO/UNICEF
Statement, taking action to give effect to the principles and aim of all Articles of the International
Code of Marketing of Breast-Milk Substitutes and subsequent World Health Assembly resolutions,
and enacting imaginative legislation protecting the breastfeeding rights of working women and
establishing means for its enforcement.

Session 3
World Summit for Children
The World Summit for Children was convened in New York on 30 September 1990. 71 heads
of state and 58 other observer delegations met for two days to talk about children. The Summit
adopted the World Declaration on the Survival, Protection, and Development of Children and related
Plan of Action containing specific 27 time-bound goals for children and development in the 1990s,
including a cluster of food and nutrition targets. It stated that: “For the young child and the pregnant
woman, provision of adequate food during pregnancy and lactation; promotion, protection and support
of breastfeeding and complementary feeding practices, including frequent feeding; growth monitoring
with appropriate follow-up actions; and nutritional surveillance are the most essential needs.” National
plans of action were to report on how the Summit goals were to be met all over the world. The World
Summit and the World Declaration and its related Plan of Action reaffirmed the importance of
achieving optimal infant and young child feeding practices, laying the foundation for future initiatives
to promote, protect and support these practices.
Launching of the “Baby-friendly Hospital Initiative”
The Forty-fifth World Health Assembly (4-14 May 1992) in its resolution 45.34 welcomes the
leadership of the Executive Heads of WHO and UNICEF in organizing the “Baby-friendly” hospital
initiative, with its simultaneous focus on the role of health services in protecting, promoting and
supporting breastfeeding, and on the use of breastfeeding as a means of strengthening the contribution
of health services to safe motherhood, child survival, and primary health care in general, and endorses
this initiative as a most promising means of increasing the prevalence and duration of breastfeeding.
World Declaration on Nutrition
Signatories to the World Declaration on Nutrition, adopted in December 1992 at the

International Conference on Nutrition, pledge, in article 19, “to reduce substantially within this decade
social and other impediments to optimal breastfeeding”. The Plan of Action for Nutrition, adopted at
the same Conference, endorses breastfeeding under sections on preventing and managing infectious
diseases and preventing and controlling specific micronutrient deficiencies. It also calls for the
promotion of breastfeeding by asking governments and the international community to provide
maximum support for women to breastfeed, whether they are formally or informally working, and
under a variety of other conditions.
WHO Expert Consultation on HIV and Infant Feeding
WHO’s Department of Reproductive Health and Research, in collaboration with the HIV/STI
Initiative and the Department of Child and Adolescent Health and development, convened a Technical
Consultation on new data on the prevention of MTCT and their policy implications. The objective was
to review recent scientific data and update current recommendations on the provision of ARVs and
infant feeding counselling. The Technical Consultation focused on these two components, although it
3-22 WHO/UNICEF
was recognized that many other components are important for a comprehensive package for MTCT-
prevention.
The conclusions and recommendations of the meeting related to infant feeding addressed (1)
risks of breastfeeding and replacement feeding, (2) cessation of breastfeeding, (3) infant feeding
counselling, (4) breast health, and (5) maternal health.
WHO Consultation on the optimal duration of exclusive breastfeeding
WHO convened in 28-30 March 2001 an expert consultation on the optimal duration of
exclusive breastfeeding. The objectives to the consultation were:
• To review the scientific evidence on the optimal duration of exclusive breastfeeding.

• To formulate recommendations for practice on the optimal duration of exclusive
breastfeeding.
• To formulate recommendations for research needs in this area.
The report of the Expert Consultation summarizes the objectives of the consultation as well as
the findings, recommendations for practice, and research. The agenda of the consultation and list of
participants in the consultation is included.
WHO Global Strategy for Infant and Young Child Feeding
Over the past decades, the evidence of biological requirements for appropriate nutrition,
recommended feeding practices and factors impeding appropriate feeding has grown steadily.
Moreover, much has been learned about interventions that are effective in promoting improved
feeding. For example, recent studies in Bangladesh, Brazil and Mexico have demonstrated the impact
of counselling, in communities and health services, to improve feeding practices, food intake, and
growth.
The Global Strategy for Infant and Young Child Feeding aims to revitalize efforts to promote,
protect, and support appropriate infant and young child feeding. It builds upon past initiatives, in
particular the Innocenti Declaration and the Baby-friendly Hospital Initiative, and addresses the needs
of all children including those living in difficult circumstances, such as infants of mothers living with
HIV, low-birth-weight infants, and infants in emergency situations.
The strategy specifies not only responsibilities of governments, but also of international
organisations, non-governmental organisations, and other concerned parties. It engages all relevant
stakeholders and provides a framework for accelerated action, linking relevant intervention areas and
using resources available in a variety of sectors.
Innocenti Declaration 2005
The event, “Celebrating Innocenti 1990-2005: Achievements, Challenge and Future

Imperatives” was held on 22 November 2005, in Florence, Italy, to celebrate the 15 years since the
original “Innocenti Declaration”. It was jointly organized by the Regional Authority of Tuscany and

Session 3
the UNICEF Innocenti Research Centre with a wide partnership, including the Italian National
Committee for UNICEF, UN organizations, as well as non-governmental organizations like the World
Alliance for Breastfeeding Action, the International Baby Food Action Network among others and an
international expert panel.
The meeting highlighted the achievements of the last 15 years and issued the “Innocenti
Declaration 2005 on Infant and Young Child Feeding”. Statements in the Declaration related to BFHI
include that:
All governments revitalize the Baby-friendly Hospital Imitative (BFHI), maintaining the
Global Criteria as the minimum requirement for all facilities, expanding the Initiative’s
application to include maternity, neonatal and child health services and community-based
support for lactating women and caregivers of young children.
Multilateral and bilateral organizations and international financial institutions identify and
budget for sufficient financial resources and expertise to support governments in formulating,
implementing, monitoring and evaluating their policies and programmes on optimal infant
and young child feeding, including revitalizing the BFHI.
3-24 WHO/UNICEF
Handout 3.3
The International Code of

Marketing of Breast-milk Substitutes
Summary of main points1
No advertising of breast-milk substitutes and other products to the public.

No donations of breast-milk substitutes and supplies to maternity hospitals.
No free samples to mothers.
No promotion in the health services.
No company personnel to advise mothers.
No gifts or personal samples to health workers.
No use of space, equipment or educational materials sponsored or produced by companies when
teaching mothers about infant feeding.
No pictures of infants or other pictures idealizing artificial feeding on the labels of the products.
Information to health workers should be scientific and factual.
Information on artificial feeding, including labels, should explain the benefits of exclusive
breastfeeding and the costs and dangers associated with artificial feeding.
Unsuitable products, such as sweetened condensed milk, should not be promoted for babies.
1
Adapted from UNICEF UK Baby-friendly Initiative, Course in Lactation Management and Breastfeeding Promotion, Module 5 by A.
Radford.

Session 3
3-26 WHO/UNICEF
Handout 3.4

for Integrated Care
SECTION 1
2009
Original BFHI guidelines developed 1992

Session 3
SECTION 1.2
HOSPITAL LEVEL IMPLEMENTATION
Breastfeeding rates
The Baby-friendly Hospital Initiative (BFHI) seeks to provide mothers and babies with a
good start for breastfeeding, increasing the likelihood that babies will be breastfed exclusively
for the first six months and then given appropriate complementary foods while breastfeeding
continues for two years or beyond.
For purposes of assessing a maternity facility, the number of women breastfeeding
exclusively from birth to discharge may serve as an approximate indicator of whether
protection, promotion, and support for breastfeeding are adequate in that facility. The
maternity facility’s annual statistics should indicate that at least 75% of the mothers who
delivered in the past year are either exclusively breastfeeding or exclusively feeding their
babies human milk from birth to discharge or, if not, this is because of acceptable medical
reasons (in settings where HIV status is known, if mothers have made fully informed
decisions to replacement feed, these can be considered “acceptable medical reasons”, and thus
counted towards the 75% exclusive breastfeeding goal). If fewer than 75% of women who
deliver in a facility are breastfeeding exclusively from birth to discharge, the managers and staff
may wish to study the results from the Self Appraisal, consider the Global Criteria carefully,
and work, through the Triple A process of assessment, analysis, and action, to increase their
exclusive breastfeeding rates. Once the 75% exclusive breastfeeding goal has been achieved,
an external assessment visit should be arranged.
The BFHI cannot guarantee that women who start out breastfeeding exclusively will continue
to do so for the recommended 6 months. However, research studies have shown that delay in
initiation of breastfeeding and early supplemental feeding in hospital are associated with less
exclusive breastfeeding thereafter. By establishing a pattern of exclusive breastfeeding during
the maternity stay, hospitals are taking an essential step towards longer durations of exclusive
breastfeeding after discharge.
If hospital staff believes that antenatal care provided elsewhere contributes to rates of less
than 75% breastfeeding after the birth, or that community practices need to be more
supportive of breastfeeding, they may consider how to work with the antenatal caregivers to
improve antenatal education on breastfeeding and with breastfeeding advocates to improve
community practices (see Section 1.5 for a discussion of strategies for fostering Baby-friendly
Communities).
Supplies of breast-milk substitutes
Research has provided evidence that clearly shows that breast-milk substitute marketing
practices influence health workers’ and mothers’ behaviours related to infant feeding.
Marketing practices prohibited by The International Code of Marketing of Breast-milk
Substitutes (the Code) have been shown to be harmful to infants, increasing the likelihood that
they will be given formula and other items under the scope of The Code and decreasing
optimal feeding practices. The 1991 UNICEF Executive Board called for the ending of free
and low-cost supplies of formula to all hospitals and maternity wards by the end of 1992.
Compliance with The Code is required for health facilities to achieve Baby-friendly status.
Questions have been added to the Self-Appraisal Tool that will help the national BFHI
coordination groups and maternity facilities determine how well their maternity services are
3-28 WHO/UNICEF
complying with The Code and subsequent WHA resolutions and what actions are needed to
achieve full compliance.
Support for non-breastfeeding mothers
This revised version of the assessment includes specific questions related to the training staff
has received on providing support for “non-breastfeeding mothers” and what actual support
these mothers have received. The inclusion of these questions does NOT mean that the BFHI
is promoting formula feeding but, rather, that the Initiative wants to help insure that ALL
mothers, regardless of feeding method, get the feeding support they need.
New Global Criteria and questions have been added to insure that practices are in place for
mother-friendly labour and delivery. These practices are important, in their own right, for the
physical and psychological health of the mothers themselves, and also have been shown to
enhance infants’ start in life, including breastfeeding. Many countries have explored options
for including mother-friendly criteria within the Initiative, in some cases re-terming their
national initiatives as “mother and baby friendly”. Other countries have adopted full “mother-
friendly” initiatives. New self-appraisal and assessment questions on this topic offer a way for
countries that have not done so already to add a component focused on the key “mother-
friendly” criteria needed for an optimal “continuum of care” for both mother and child from
the antenatal to postpartum period1. These criteria should be required only after health
facilities have trained their staff on policies and practices related to mother-friendly care.
The increasing prevalence of HIV among women of childbearing age in many countries has made
it important to give guidance on how to offer appropriate information and support for women
related to HIV within the BFHI. Thus, as mentioned earlier, components on HIV and infant
feeding have been added to the 20-hour Course and to the Global Criteria and assessment tools.
The course material aims to raise the awareness of participants as to why BFHI continues to be
important in areas of high HIV prevalence and ways to assist mothers who are HIV-positive as
part of regular care in the health facility. This 20-hour course does not train participants to
counsel women who are HIV-positive on infant feeding decisions. Another course and
counselling aids are available from WHO for that specialized training and counselling.
It is recommended that the BFHI national authorities and coordination groups in each country
work with other relevant national decision-makers to determine whether the HIV components
of the assessment will be required and whether this requirement will be for all facilities or
only those meeting specified criteria. The decision should be based on the prevalence of HIV
among pregnant women and mothers and, therefore, the need for information and support on
this issue. If this information is not available, surveys may be necessary to determine what
percentages of pregnant women and mothers using the antenatal and delivery services in
maternity facilities are HIV positive. It is suggested that if a maternity facility has a
prevalence of more than 20% HIV positive clients, and/or has a PMTCT2 programme, this
component of the assessment should be required. If prevalence is over 10%, the use of this
component is strongly advised. National decision-makers in countries with high HIV
1.See the website for the Coalition for Improving Maternity Services (CIMS) http://www.motherfriendly.org/MFCI/ for a description of The
Mother-Friendly Childbirth Initiative.
2 Prevention of mother-to-child-transmission (of HIV/AIDS).

Session 3
prevalence may decide to include additional HIV-related criteria and questions, depending on
their needs.
The Global Criteria, Self-Appraisal Tool and Hospital External Assessment Tool all have
HIV-related items added in such a way that they can be included or not, depending on the need.
The HIV and Infant Feeding criteria are listed separately in the Global Criteria. The questions
related to HIV in both the Self-Appraisal and the various interviews in the Assessment Tool
are either presented in separate sections or at the end of the respective interviews. There is a
separate Summary Sheet in the Assessment Tool to display the HIV-related results.
A handout that provides guidance for “Applying the Ten Steps in facilities with high HIV
prevalence” is attached as Annex 1 of Section 1.2.
The Baby-friendly Hospital designation process
The BFHI is initiated at national level, with the BFHI national authority and coordination
group, UNICEF, WHO, breastfeeding, nutrition and other health groups, and others interested
parties as catalysts. The Global Criteria and Self-Appraisal Tool are available to all who are
interested in accessing it on the UNICEF website. UNICEF and WHO will encourage the
national authorities and BFHI coordination groups to access it and encourage health facilities
to join or continue to participate in the Initiative. For details on country level implementation,
please read Section 1.1 of this document.
At the facility level the assessment and designation process includes a number of steps, with
facilities following differing paths, depending on the outcomes at various stages of the
process. Once a facility has used the Self-Appraisal Tool to conduct a “self assessment” of
whether it meets baby-friendly standards and has studied the Global Criteria to determine
whether an external assessment is likely to give the same results, it will decide whether or not
it is ready for external assessment.
If the facility determines that it is ready for external assessment in some countries the next
step would be an optional or required pre-assessment visit during which an outside consultant
explores the readiness of the hospital for a full assessment, using the Self-Appraisal Tool and
Global Criteria. This could be done through an on site visit or by means of an extensive
telephone interview/survey, if travel costs are prohibitive. This can be a quite useful
intermediate step, as many hospitals overrate their compliance with the Global Criteria and
this type of visit, followed by working on any further improvements needed, can save a lot of
time, money, and anguish both for the hospital and the national BFHI coordination group.
If a facility has used the Self-Appraisal Tool, studied the Global Criteria, and received
feedback during a pre-assessment visit or telephone interview, if scheduled, and determined
that it does not yet meet the BFHI standards and recognizes its need for improvement, it
should analyse its deficiencies and develop plans to address them. This may include
scheduling the 20-hour Course (presented in Section 3 of these BFHI materials) for its
maternity staff, if this training has not been given or was conducted very long ago.
The facility may also request a Certificate of Commitment while it is working to become
Baby-friendly, if the BFHI coordination group supplies this for facilities at this stage of the
process. When it is ready, the facility should then request an external assessment, following
the process described in the paragraph above.
The next step, as mentioned above, would be for a facility to request or invite an external
assessment. The BFHI coordination group may review the Self Appraisal results, any
supporting documents that it requires, and the results from a pre-assessment visit or telephone
3-30 WHO/UNICEF
interview, if one has been made, to help determine if the facility is ready. The external
assessment will determine whether the facility meets the Global Criteria for a Baby-friendly
Hospital. If so, the BFHI coordination group should award the facility the Global BFH Award
and Plaque for a specified period.
If the facility, on the other hand, does not meet the Global Criteria, it would be awarded a
Certificate of Commitment to becoming Baby-friendly and would be encouraged or supported
to further analyse problem areas and take whatever actions are needed to comply, then
inviting another assessment. Whether this second assessment would be a full one, or only
partial, focusing on those criteria on which the facility did not originally comply, would
depend on the decision made by the assessors and BFHI coordination group at the time of the
original assessment.
If the national BFHI coordination group finds that hospitals that have been assessed as failing
at times do not agree with the conclusions reached by the assessors, it might consider setting
up an appeal process, when necessary, with a review of results by panels of assessors not
involved in the original assessments.
Reassessments should be scheduled for baby-friendly hospitals, after the specified period for the
Award. If the facility passes the reassessment, it should be given a renewal. If not, it needs to work to
address any identified problems and then apply again for reassessment.

Session 3
SECTION 1.3
THE GLOBAL CRITERIA FOR THE BFHI
Criteria for the 10 Steps and other components

The Global Criteria for the Baby-friendly Hospital Initiative serve as the standard for
measuring adherence to each of the Ten Steps for Successful Breastfeeding and the
International Code of Marketing of Breast-milk Substitutes. The criteria listed below for each
of the Ten Steps and the Code are the minimum global criteria for baby-friendly designation.
Additional criteria are provided for ”Mother-friendly care” and “HIV and Infant Feeding”. It
is recommended that the criteria for “Mother-friendly care” be implemented gradually, after
maternity staff has received necessary training on this topic. Relevant decision-makers in each
country should decide whether the criteria on HIV and infant feeding should be required,
depending on the prevalence of HIV among women using the maternity facilities.
The BFHI Self-Appraisal Tool, presented in Section 4 of this series, gives maternity facilities
a tool for making a preliminary assessment of whether they are fully implementing the Ten
Steps, adhering to the International Code of Marketing, and meeting criteria related to mother-
friendly care and HIV and infant feeding. The Global Criteria actually describe how “baby-
friendliness” will be judged during the external assessment, and thus can be very useful for
maternity staff to study as they work to get ready for assessment. The Global Criteria are
listed both here and after the respective sections of the Self Appraisal Tool, for easy reference
during self-appraisal.
It is important that the hospital consider adding the collection of statistics on infant feeding
and implementation of the Ten Steps into its maternity record-keeping system, if it has not done
so already. It is best if this data collection process be integrated into whatever information
gathering system is already in place. If the hospital needs guidance on how to gather this data
and possible forms to use, responsible staff can refer to the sample data-gathering tools
available in Section 4.2: Guidelines and Tools for Monitoring BFHI.
3-32 WHO/UNICEF


include the labour and delivery area, antenatal care in-patient wards and clinic/consultation
rooms, post partum wards and rooms, all infant care areas, including well baby observation
areas (if there are any), and any special care baby units. The summaries are displayed in the
language(s) and written with wording most commonly understood by mothers and staff.

training at the hospital, prior to arrival, or though well-supervised self-study or on-line courses
that covers all 10 Steps, the Code and subsequent WHA resolutions, and mother-friendly care. It
is likely that at least 20 hours of targeted training will be needed to develop the knowledge and
skills necessary to adequately support mothers. At least three hours of supervised clinical
experience are required.
how to teach the preparation of various feeding options, and

Session 3

(Continued from previous page)
how to minimize the likelihood that breastfeeding mothers will be influenced to use formula.
The type and percentage of staff receiving this training is adequate, given the facility’s needs.
correctly.
* These include staff members providing clinical care for pregnant women, mothers and their babies.
** These include staff members providing non-clinical care for pregnant women, mother and their babies or
having contact with them in some aspect of their work.
3-34 WHO/UNICEF
breastfeeding.

If the hospital has an affiliated antenatal clinic or an in-patient antenatal ward:
and sustained skin-to-skin contact, early initiation of breastfeeding, rooming-in on a 24 hour
Out of the randomly selected pregnant women in their third trimester who have come for at
least two antenatal visits:

Session 3

Place babies in skin-to-skin contact with their mothers immediately following

birth for at least an hour. Encourage mothers to recognize when their babies are
ready to breastfeed and offer help if needed.

Out of the randomly selected mothers with vaginal births or caesarean sections without
general anaesthesia in the maternity wards:
( Note: It is preferable that babies be left even longer than an hour, if feasible, as they may take
longer than 60 minutes to breastfeed).
At least 80% also confirm that they were encouraged to look for signs for when their
babies were ready to breastfeed during this first period of contact and offered help, if
needed.
desired, the staff can assist the mother with placing her baby so it can move to her breast and
latch when ready).
If any of the randomly selected mothers have had caesarean deliveries with general
anaesthesia, at least 50% should report that their babies were placed in skin-to-skin contact with
them as soon as the mothers were responsive and alert, with the same procedures followed.
At least 80% of the randomly selected mothers with babies in special care report that they
have had a chance to hold their babies skin-to-skin or, if not, the staff could provide
justifiable reasons why they could not.
Observations of vaginal deliveries, if necessary to confirm adherence to Step 4, show that in
at least 75% of the cases babies are placed with their mothers and held skin-to-skin within
five minutes after birth for at least 60 minutes without separation, and that the mothers are
shown how to recognize the signs that their babies are ready to breastfeed and offered help, or
there are justified reasons for not following these procedures.
3-36 WHO/UNICEF
STEP 5. Show mothers how to breastfeed and how to maintain lactation, even if they

confirm that in 75% of the cases, the demonstrations were accurate and complete, and the
mothers were asked to give “return demonstrations”
breastfeeding and are able to describe or demonstrate correct techniques for both or, if not,
Out of the randomly selected mothers (including caesarean):
need to breastfeed or express their milk 6 times or more every 24 hours to keep up their supply.

Session 3
STEP 6. Give newborn infants no food or drink other than breast milk, unless

exclusively breastfed or exclusively fed expressed breast milk from birth to discharge or, if
not, that there were documented medical reasons.
based guidelines.
The hospital has an adequate facility/space and the necessary equipment for giving
demonstrations of how to prepare formula and other feeding options away from breastfeeding
mothers.
At least 80 % of the randomly selected mothers who have decided not to breastfeed report that

24 hours a day.

room with them without separation or, if not, there were justifiable reasons.
3-38 WHO/UNICEF

STEP 9. Give no artificial teats or pacifiers (also called dummies or soothers)


Observations in the postpartum wards/rooms and any well baby observation areas indicate
that at least 80% of the breastfeeding babies observed are not using bottles or teats or, if they
are, their mothers have been informed of the risks.


Mothers are given information on where they can get support if they need help with
feeding their babies after returning home, and the head/director can also mention at least
one source of information.
The facility fosters the establishment of and/or coordinates with mother support groups
and other community services that provide breastfeeding/infant feeding support to
mothers, and can describe at least one way this is done.
The staff encourages mothers and their babies to be seen soon after discharge (preferably
2-4 days after birth and again the second week) at the facility or in the community by a
skilled breastfeeding support person who can assess feeding and give any support needed
and can describe an appropriate referral system and adequate timing for the visits.
discharge, if appropriate, on how and where mothers can find help on feeding their infants
after returning home and includes information on at least one type of help available.
Out of the randomly selected mothers at least 80% report that they have been given
information on how to get help from the facility or how to contact support groups, peer
counsellors or other community health services if they have questions about feeding their
babies after return home and can describe at least one type of help that is available.

Session 3

No employees of manufacturers or distributors of breast-milk substitutes, bottles, teats or
pacifiers have any direct or indirect contact with pregnant women or mothers.
money, or support for in-service education or events from manufacturers or distributors of
breast-milk substitutes, bottles, teats or pacifiers.
No pregnant women, mothers or their families are given marketing materials or samples or gift
packs by the facility that include breast-milk substitutes, bottles/teats, pacifiers, other infant
feeding equipment or coupons.
the display of posters or other materials provided by manufacturers or distributors of breast-

milk substitutes, bottles, teats and dummies or any other materials that promote the use of these
products;
any direct or indirect contact between employees of these manufacturers or distributors and
pregnant women or mothers in the facility;
distribution of samples or gift packs with breast-milk substitutes, bottles or teats or of
marketing materials for these products to pregnant women or mothers or members of their
families;
acceptance of free gifts (including food), literature, materials or equipment, money or support
for in-service education or events from these manufacturers or distributors by the hospital;
demonstrations of preparation of infant formula for anyone that does not need them, and
acceptance of free or low cost breast-milk substitutes or supplies.
formulas and other supplies, are purchased by the health care facility for the wholesale price or
more.
dieticians work indicate that no materials that promote breast-milk substitutes, bottles, teats or
dummies, or other designated products as per national laws, are displayed or distributed to mothers,
pregnant women, or staff.
3-40 WHO/UNICEF

Note. These criteria should be required only after health facilities have trained their staff on policies
and practices related to mother-friendly care.
and/or emotional support during labour and birth, as desired.
Allowing women to drink and eat light foods during labour, as desired.
mother.
can help a mother be more comfortable and in control during labour and birth
that make it more likely that breastfeeding will get off to a good start.
Aat least 70% report that the staff has told them women can have companions of their
choice with them throughout labour and birth and at least one reason it could be helpful.
breastfeeding.

Session 3

Note: The national BFHI coordination group and/or other appropriate national decision-makers will
determine whether or not maternity services should be assessed on whether they provide support related to
HIV and infant feeding.

confidentiality.
Mothers who are HIV positive or concerned that they are at risk are referred to
community support services for HIV testing and infant feeding counselling, if they exist.
the risks of HIV transmission during pregnancy, labour and delivery and breastfeeding
and its prevention.
the importance of testing and counselling for HIV.
local availability of feeding options.
the dangers of mixed feeding for HIV transmission.
facilities/provision for counselling HIV positive women on advantages and
disadvantages of different feeding options; assisting them in exclusive breastfeeding or
formula feeding (note: may involve referrals to infant feeding counsellors).
how to assist HIV positive mothers who have decided to breastfeed; including how to
transition to replacement feeds at the appropriate time.
how to minimize the likelihood that a mother whose status is unknown or HIV negative
issue. (these include the routes by which HIV-infected women can pass the infection to their
of mixed feeding. Continued on next page
3-42 WHO/UNICEF

At least 80% can describe at least one measure that can be taken to maintain
At least 80% are able to mention at least two policies or procedures that help prevent
transmission of HIV from an HIV positive mother to her infant during feeding within the
first six months.
At least 80% are able to describe two issues that should be discussed when counselling
an HIV positive mother who is deciding how to feed her baby.
Out of the randomly selected pregnant women who are in their third trimester and have had at
least two antenatal visits or are in the antenatal in-patient unit:
At least 70% report that a staff member has talked with them or given a talk about
At least 70% report that the staff has told them that a woman who is HIV-positive can
At least 70% can describe at least one thing the staff told them about why testing and
counselling for HIV is important for pregnant women.
At least 70% can describe at least one thing the staff told them about what women who
do not know their HIV status should consider when deciding how to feed their babies.

Session 3
3-44 WHO/UNICEF
Handout 3.5

for Integrated Care
SECTION 4
HOSPITAL SELF-APPRAISAL
AND MONITORING
2009
Original BFHI guidelines developed 1992

Session 3
4.1. The Hospital Self-Appraisal Tool

Using the hospital self-appraisal tool to assess policies and practices
Any hospital or health facility with maternity services that is interested in becoming Baby-friendly
should - as a first step - appraise its current practices with regard to the Ten Steps to Successful
Breastfeeding. This Self-Appraisal Tool has been developed for use by hospitals, maternity facilities,
and other health facilities to evaluate how their current practices measure up to the Ten Steps, and how
they practice other recommendations of the 1989 WHO/UNICEF Joint Statement titled Protecting,
Promoting and Supporting Breastfeeding: The Special Role of Maternity Services. It also assists
facilities in determining how well they comply with the International Code of Marketing of Breast-
milk Substitutes and subsequent relevant World Health Assembly resolution, whether they provide
mother-friendly care , and how well they support HIV-positive women and their infants.
In many cases, it is useful if the hospital decision-makers and policy-maker attend an orientation to the
goals and objectives of the Baby-friendly Hospital Initiative (BFHI), before the self appraisal. An
orientation session can be developed, using Session 3: “The Baby-friendly Hospital Initiative”, in
Section 2: Strengthening and sustaining the Baby-friendly Hospital Initiative: A course for decision-
makers and/or Session 15 “Making your hospital baby-friendly” in Section 3: Breastfeeding promotion
and support in a Baby-friendly Hospital: A course for maternity staff, along with a review of the Self-
appraisal tool and Global Criteria for BFHI discussed in the following pages.
The Self-appraisal tool that follows will permit the director and heads of relevant units in a hospital or
other health facility giving maternity care to make an initial appraisal or review of its practices in
support of breastfeeding. Completion of this initial self-appraisal checklist is the first stage of the
process, but does not in itself qualify the hospital for designation as Baby-friendly.
The Global Criteria, which guide the external assessment of whether the hospital qualifies as Baby-
friendly, should also be reviewed by staff when reflecting upon the effectiveness of their breastfeeding
programme. For ease of reference, the Global Criteria for each of the Steps, for the Code, mother-
friendly care and HIV and infant feeding are reproduced with the respective sections in the Self-
appraisal tool. The Self-appraisal tool also includes four Annexes:
Annex 1, a checklist to assist in appraising the hospital’s breastfeeding or infant feeding
policy;
Annex 2, a list of the main points in the International Code of Marketing and the role of
administrator and staff in upholding it;
Annex 3, a set of recommendations for HIV and infant feeding, and
Annex 4, acceptable medical reasons for use of breast-milk substitutes.
Nationally determined criteria and local experience may cause national and institutional authorities
responsible for BFHI to consider the addition of other relevant queries to this global self appraisal
tool. Whatever practices are seen by a facility to discourage breastfeeding may be considered during
the process of self-appraisal.
If it does not do so already, it is important that the hospital consider adding the collection of statistics
on feeding and implementation of the Ten Steps into its maternity record-keeping system, preferably
integrated into whatever information gathering system is already in place. If the hospital needs
guidance on how to gather this data and possible forms to use, responsible staff can refer to the sample
data-gathering tools available in this document in Section 4.2: Guidelines and tools for monitoring
BFHI.
3-46 WHO/UNICEF
Analysing the Self-Appraisal Results
Under ideal circumstances, most of the questions in this tool will be answered as “yes”. Numerous
negative answers will suggest divergence from the recommendations of the WHO/UNICEF Joint
Statement and its Ten Steps to successful breastfeeding. In addition to answering the questions in the
Self appraisal, the hospital could consider doing some informal testing of staff and mothers, using the
Global Criteria listed for the various steps as a guide, to determine if they meet the required standards.
When a facility can answer most of the questions with “yes”, it may then wish to take further steps
towards being designated as a Baby-friendly Hospital. In some countries, a pre-assessment visit is the
next step, with a local consultant visiting the health facility and working with managers and staff to
make sure the facility is ready for assessment.
Then a visit by an external assessment team is arranged, in consultation with the national BFHI
coordination group. The external assessors will use the Hospital external assessment tool to determine if
the hospital meets the criteria for “Baby-friendly” designation.
A hospital with many “no” answers on the Self-appraisal tool or where exclusive breastfeeding or
breast-milk feeding from birth to discharge is not yet the norm for at least 75%3 of newborns delivered
in the maternity facility may want to develop an action plan. The aim is to eliminate practices that
hinder initiation of exclusive breastfeeding and to expand those that enhance it.
Action
Results of the self-appraisal should be shared with the national BFHI coordination group. If
improvements in knowledge and practices are needed before arranging for an external assessment,
training may be arranged for the facility staff, facilitated by senior professionals who have attended a
national or international training-of-trainers course in lactation management and/or have received
national or international certification as lactation consultants.
In many settings, it has been found valuable to develop various cadres of specialists who can provide
help with breastfeeding, both in health care facilities and at the community level. Through community-
based health workers (village health workers, traditional birth attendants, etc.) and mother support
groups, mothers can be reached with education and support in their home settings, a vital service
wherever exclusive and sustained breastfeeding have become uncommon.
It is useful if a “breastfeeding support” or BFHI committee or team is organized at the health facility at
the time of the self-appraisal, if this has not been done earlier. This committee or team can be charged
with coordination of all activities regarding the implementation and monitoring of BFHI, including
monitoring compliance with the Code of Marketing. The committee can serve as leader and
coordinator for all further activities, including arranging for training, if needed, further self-appraisal,
external assessment, self-monitoring, and reassessment. Members should include professionals of
various disciplines (for example, physicians such as neonatologists, paediatricians, obstetricians,
nurses, midwives, nutritionists, social workers, etc.) with some members in key management or
leadership positions.
The facility can consult with the relevant local authority and the UNICEF and WHO country offices,
which may be able to provide more information on policies and training, which can contribute to
increasing the Baby-friendliness of health facilities.
3 As mentioned elsewhere, if mothers are not breastfeeding for justified medical reasons, including by mothers who are HIV-positive, they
can be counted as part of the 75%.

Session 3
Preparing for the external assessment
Before seeking assessment and designation as Baby-friendly hospitals are encouraged to develop:
• a written breastfeeding/infant feeding policy covering all Ten Steps to successful breastfeeding
and compliance with the Code, as well as HIV and infant feeding, if included in the criteria,
• a written policy addressing mother-friendly care, if included in the criteria,
• a written curriculum for training given to hospital staff caring for mothers and babies on
breastfeeding management, feeding of the non-breastfeeding infant, and mother-friendly care,
and
• an outline of the content covered in antenatal health education on these topics.
If HIV and infant feeding criteria are being covered in the assessment, documents related to staff
training and antenatal education on this topic should also be developed.
Also needed for the assessment are:
• proof of purchase of infant formula and various related supplies, and
• a list of the staff members who care for mothers and/or babies and the numbers of hours of
training they have received on required topics.
The external assessment teams may request that these documents be assembled and sent to the team
leader before the assessment.
3-48 WHO/UNICEF
The Self Appraisal Questionnaire

Hospital data sheet
General information on hospital and senior staff:
Hospital name and address: ______________________________________________________
Name and title of hospital director or administrator: ___________________________________
Telephone or extension: _____________________E-mail address: _______________________
The hospital is: [tick all that apply] a maternity hospital a government hospital
a general hospital a privately run hospital
a teaching hospital other (specify:)
a tertiary hospital ___________________
Total number of hospital beds: ________ Total number of hospital employees: ________
Information on antenatal services:
Hospital has antenatal services (either on or off site): Yes No
(if “No”, skip all but the last question in this section.)
Name and title of the director of antenatal services/clinic: ______________________________
Telephone or extension: ______________________E-mail address: ______________________
What percentage of mothers delivering at the hospital attends the hospital’s antenatal clinic? ___%
Does the hospital hold antenatal clinics at other sites outside the hospital? Yes No
[if “Yes”] Please describe when and where they are held: ________________________________
_____________________________________________________________________________
Are there beds designated for high-risk pregnancy cases? Yes No [if “Yes”:]
How many?________
What percentage of women arrives for delivery without antenatal care? _______% Don’t know
Information on labour and delivery services:
Name and title of the director of labour and delivery services: ____________________________
Information on maternity and related services:
Name and title of the director of maternity services: __________________________________
Number of postpartum maternity beds: __________
Average daily number of mothers with full term babies in the postpartum unit(s): __________
Does the facility have unit(s) for infants needing special care (LBW, premature, ill, etc.)?
Yes No
[if “Yes”] Name of first unit: ___________________________ Average daily census: ______
Name of director(s) of this unit: ___________________________________________________
Name of additional unit: __________________________________ Average daily census: ____
Are there areas in the maternity wards designated as well baby observation areas? Yes No
[if “Yes”] Average daily census of each area: ________________________________________
Name of head/director(s) of these areas: _____________________________________________

Session 3
Staff responsible for breastfeeding/infant feeding

The following staff has direct responsibility for assisting women with breastfeeding (BF),
feeding breast-milk substitutes (BMS), or providing counselling on HIV and infant feeding):
[tick all that apply]
BF BMS HIV BF BMS HIV
Nurses Paediatricians
Midwives Obstetricians
SCBU/NICU nurses Infant feeding counsellors
Dieticians Lay/peer counsellors
Nutritionists Other staff (specify):
Lactation consultants _____________________ General
physicians ______________________
[use information for completing I.C. 10, 13 and 17]
Are there breastfeeding and/or HIV and infant feeding committee(s) in the hospital? Yes No
[if “Yes”] Please describe: ____________________________________________________________
_____________________________________________________________________________
Is there a BFHI coordinator at the hospital? Yes No (if “Yes”, name:) ___________________
Statistics on births:
Total births in the last year: ______ of which:
____% were by C-section without general anaesthesia.
____% were by C-section with general anaesthesia.
____% infants were admitted to the SCBU/NICU or similar units.
Statistics on infant feeding:
Total number of babies discharged from the hospital last year: ____ of which:
____% were exclusively breastfed (or fed human milk) from birth to discharge.
____% received at least one feed other than breast milk (formula, water or other fluids) in the hospital
because of documented medical reason. (if a mother knew she was HIV positive and made an
informed decision to replacement feed, this can be considered a medical reason).
____% received at least one feed other than breast milk without any documented medical reason.
[Note: the total percentages listed above should equal 100%]
The hospital data above indicates that at least 75% of the babies delivered in the past year were
exclusively breastfed or fed human milk from birth to discharge, or, if they received any feeds other
than human milk this was because of documented medical reasons:
[Note: add the percentages in categories one and two to calculate this percentage]
Yes No 6.1
Statistics on HIV/AIDS:
Percentage of pregnant women who received testing and counselling for HIV: _____%
Percentage of mothers who were known to be HIV-positive at the time of babies’ births: _____%
Data sources:
Please describe sources for the above data: __________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3-50 WHO/UNICEF

YES NO
1.1 Does the health facility have a written breastfeeding/infant feeding policy that
addresses all 10 Steps to Successful Breastfeeding in maternity services and
support for HIV-positive mothers?
1.2 Does the policy protect breastfeeding by prohibiting all promotion of breast-
milk substitutes, feeding bottles, and teats?
1.3 Does the policy prohibit distribution of gift packs with commercial samples
and supplies or promotional materials for these products to pregnant women
and mothers?
1.4 Is the breastfeeding/infant feeding policy available so all staff who take care of
mothers and babies can refer to it?
1.5 Is a summary of the breastfeeding/infant feeding policy, including issues related
to the 10 Steps, The International Code of Marketing of Breast-milk Substitutes
and subsequent WHA resolutions, and support for HIV-positive mothers posted
or displayed in all areas of the health facility which serve mothers, infants, and/or
children?
1.6 Is the summary of the policy posted in language(s) and written with wording
most commonly understood by mothers and staff?
1.7 Is there a mechanism for evaluating the effectiveness of the policy?
1.8 Are all policies or protocols related to breastfeeding and infant feeding in line
with current evidence-based standards?

Session 3
YES NO
2.1 Are all staff members caring for pregnant women, mothers, and infants
oriented to the breastfeeding/infant feeding policy of the hospital when they
start work?
2.2 Are staff members who care for pregnant women, mothers and babies both
aware of the importance of breastfeeding and acquainted with the facility’s
policy and services to protect, promote, and support breastfeeding?
2.3 Do staff members caring for pregnant women, mothers and infants (or all staff
members, if they are often rotated into positions with these responsibilities)
receive training on breastfeeding promotion and support within six months of
commencing work, unless they have received sufficient training elsewhere?
2.4 Does the training cover all Ten Steps to Successful Breastfeeding and The
International Code of Marketing of Breast-milk Substitutes?
2.5 Is training for clinical staff at least 20 hours in total, including a minimum of
3 hours of supervised clinical experience?
2.6 Is training for non-clinical staff sufficient, given their roles, to provide them
with the skills and knowledge needed to support mothers in successfully
feeding their infants?
2.6 Is training also provided either for all or designated staff caring for women
and infants on feeding infants who are not breastfed and supporting mothers
who have made this choice?
2.7 Are clinical staff members who care for pregnant women, mothers, and
infants able to answer simple questions on breastfeeding promotion and
support and care for non-breastfeeding mothers?
2.8 Are non-clinical staff such as care attendants, social workers, and clerical,
housekeeping and catering staff able to answer simple questions about
breastfeeding and how to provide support for mothers on feeding their babies?
2.9 Has the healthcare facility arranged for specialized training in lactation
management of specific staff members?
3-52 WHO/UNICEF
breastfeeding.
YES NO
3.1 Does the hospital include an antenatal clinic or satellite antenatal clinics or
in-patient antenatal wards?
3.2 If yes, are the pregnant women who receive antenatal services informed
about the importance and management of breastfeeding?
3.3 Do antenatal records indicate whether breastfeeding has been discussed with
pregnant women?
3.4 Does antenatal education, including both that provided orally and in written form,
cover key topics related to the importance and management of breastfeeding?
3.5. Are pregnant women protected from oral or written promotion of and group
instruction for artificial feeding?
3.6. Are the pregnant women who receive antenatal services able to describe the
risks of giving supplements while breastfeeding in the first six months?
3.7 Are the pregnant women who receive antenatal services able to describe the
importance of early skin-to-skin contact between mothers and babies and
rooming-in?
3.8 Is a mother’s antenatal record available at the time of delivery?

Place babies in skin-to-skin contact with their mothers immediately following birth
for at least an hour. Encourage mothers to recognize when their babies are ready
to breastfeed and offer help if needed.
YES NO
4.1 Are babies who have been delivered vaginally or by caesarean section
without general anaesthesia placed in skin-to-skin contact with their mothers
immediately after birth and their mothers encouraged to continue this contact
for an hour or more?
4.2 Are babies who have been delivered by caesarean section with general
anaesthesia placed in skin-to-skin contact with their mothers as soon as the
mothers are responsive and alert, and the same procedures followed?
4.3 Are all mothers helped, during this time, to recognize the signs that their
babies are ready to breastfeed and offered help, if needed?
4.4 Are the mothers with babies in special care encouraged to hold their babies,
with skin-to-skin contact, unless there is a justifiable reason not to do so?

Session 3
STEP 5. Show mothers how to breastfeed and how to maintain lactation,

even if they should be separated from their infants.
YES NO
5.1 Does staff offer all breastfeeding mothers further assistance with breastfeeding
their babies within six hours of delivery?
5.2 Can staff describe the types of information and demonstrate the skills they
provide both to mothers who are breastfeeding and those who are not, to
assist them in successfully feeding their babies?
5.3 Are staff members or counsellors who have specialized training in breast-
feeding and lactation management available full-time to advise mothers
during their stay in healthcare facilities and in preparation for discharge?
5.4 Does the staff offer advice on other feeding options and breast care to
mothers with babies in special care who have decided not to breastfeed?
5.5 Are breastfeeding mothers able to demonstrate how to correctly position and
attach their babies for breastfeeding?
5.6 Are breastfeeding mothers shown how to hand express their milk or given
information on expression and advised of where they can get help, should
they need it?
5.7 Do mothers who have never breastfed or who have previously encountered
problems with breastfeeding receive special attention and support from the
staff of the healthcare facility, both in the antenatal and postpartum periods?
5.8 Are mothers who have decided not to breastfeed shown individually how to
prepare and give their babies feeds and asked to prepare feeds themselves,
after being shown how?
5.9 Are mothers with babies in special care who are planning to breastfeed
helped within 6 hours of birth to establish and maintain lactation by frequent
expression of milk and told how often they should do this?
3-54 WHO/UNICEF
STEP 6. Give newborn infants no food or drink other than breast milk,
unless medically indicated.
YES NO
6.1 Does hospital data indicate that at least 75% of the full-term babies discharged
in the last year have been exclusively breastfeed (or exclusively fed expressed
breast milk) from birth to discharge or, if not, that there were acceptable
medical reasons?
6.2 Are babies breastfed, receiving no food or drink other than breast milk, unless
there were acceptable medical reasons or fully informed choices?
6.3 Does the facility take care not to display or distribute any materials that
recommend feeding breast-milk substitutes, scheduled feeds, or other
inappropriate practices?
6.4 Do mothers who have decided not to breastfeed report that the staff discussed
with them the various feeding options, and helped them to decide what was
suitable in their situations?
6.5 Does the facility have adequate space and the necessary equipment and
supplies for giving demonstrations of how to prepare formula and other
feeding options away from breastfeeding mothers?
6.6 Are all clinical protocols or standards related to breastfeeding and infant
feeding in line with BFHI standards and evidence-based guidelines?

24 hours a day.
YES NO
7.1 Do the mother and baby stay together and/or start rooming-in immediately
after birth?
7.2 Do mothers who have had Caesarean sections or other procedures with
general anaesthesia stay together with their babies and/or start rooming in as
soon as they are able to respond to their babies’ needs?
7.3 Do mothers and infants remain together (rooming-in or bedding-in) 24 hours
a day, unless separation is fully justified?

YES NO
8.1 Are breastfeeding mothers taught how to recognize the cues that indicate
when their babies are hungry?
8.2 Are breastfeeding mothers encouraged to feed their babies as often and for as
long as the babies want?
8.3 Are breastfeeding mothers advised that if their breasts become overfull they
should also try to breastfeed?

Session 3
STEP 9. Give no artificial teats or pacifiers (also called dummies or soothers) to

YES NO
9.1 Are breastfeeding babies being cared for without any bottle feeds?
9.2 Have mothers been given information by the staff about the risks associated
with feeding milk or other liquids with bottles and teats?
9.3 Are breastfeeding babies being cared for without using pacifiers?

YES NO
10.1 Do staff discuss plans with mothers who are close to discharge for how they
will feed their babies after return home?
10.2 Does the hospital have a system of follow-up support for mothers after they
are discharged, such as early postnatal or lactation clinic check-ups, home
visits, telephone calls?
10.3 Does the facility foster the establishment of and/or coordinate with mother
support groups and other community services that provide support to
mothers on feeding their babies?
10.4 Are mothers referred for help with feeding to the facility’s system of follow-
up support and to mother support groups, peer counsellors, and other
community health services such as primary health care or MCH centres, if
these are available?
10.5 Is printed material made available to mothers before discharge, if appropriate
and feasible, on where to get follow-up support?
10.6 Are mothers encouraged to see a health care worker or skilled breastfeeding
support person in the community soon after discharge (preferably 2-4 days
after birth and again the second week) who can assess how they are doing in
feeding their babies and give any support needed?
10.7 Does the facility allow breastfeeding/infant feeding counselling by trained
mother-support group counsellors in its maternity services?
3-56 WHO/UNICEF
YES NO
Code.1 Does the healthcare facility refuse free or low-cost supplies of breast-milk
substitutes, purchasing them for the wholesale price or more?
Code.2 Is all promotion for breast-milk substitutes, bottles, teats, or pacifiers
absent from the facility, with no materials displayed or distributed to
pregnant women or mothers?
Code.3 Are employees of manufacturers or distributors of breast-milk substitutes,
bottles, teats, or pacifiers prohibited from any contact with pregnant
women or mothers?
Code.4 Does the hospital refuse free gifts, non-scientific literature, materials or
equipment, money or support for in-service education or events from
manufacturers or distributors of products within the scope of the Code?
Code.5 Does the hospital keep infant formula cans and pre-prepared bottles of
formula out of view unless in use?
Code.6 Does the hospital refrain from giving pregnant women, mothers and their
families any marketing materials, samples or gift packs that include
breast-milk substitutes, bottles/teats, pacifiers or other equipment or
coupons?
Code.7 Do staff members understand why it is important not to give any free
samples or promotional materials from formula companies to mothers?

Session 3
Note: These criteria should be required only after health facilities have trained their staff on policies and
practices related to mother-friendly care (see Section 5.1 “Assessors Guide”, p. 5, for discussion).
YES NO
MF.1 Do hospital policies require mother-friendly labour and birthing practices

and procedures, including:
Encouraging women to have companions of their choice to provide
constant or continuous physical and/or emotional support during labour
and birth, if desired?
Allowing women to drink and eat light foods during labour, if desired?
Encouraging women to consider the use of non-drug methods of pain
relief unless analgesic or anaesthetic drugs are necessary because of
complications, respecting the personal preferences of the women?
Encouraging women to walk and move about during labour, if desired,
and assume positions of their choice while giving birth, unless a
restriction is specifically required for a complication and the reason is
explained to the mother?
Care that avoids invasive procedures such as rupture of the membranes,
episiotomies, acceleration or induction of labour, instrumental deliveries,
caesarean sections unless specifically required for a complication and the
reason is explained to the mother?
MF.2 Has the staff received orientation or training on mother-friendly labour and
birthing policies and procedures such as those described above?
MF.3 Are women informed during antenatal care (if provided by the facility) that
women may have companions of their choice during labour and birth to
provide continuous physical and/or emotional support, if they desire?
MF.4 Once they are in labour, are their companions made welcome and
encouraged to provide the support the mothers want?
MF.5 Are women given advice during antenatal care (if provided by the facility)
about ways to use non-drug comfort measures to deal with pain during
labour and what is better for mothers and babies?
MF.6 Are women told that it is better for mothers and babies if medications can be
avoided or minimized, unless specifically required for a complication?
they can move around during labour and assume positions of their choice
while giving birth, unless a restriction is specifically required due to a
complication?
MF.8 Are women encouraged, in practice, to walk and move around during labour,
if desired, and assume whatever positions they want while giving birth,
unless a restriction is specifically required due to a complication?
3-58 WHO/UNICEF

Note: The national BFHI coordination group and/or other appropriate national decision-makers will determine
whether or not maternity services should be assessed on whether they provide support related to HIV and infant
feeding. See BFHI Section 1.2 for suggested guidelines for making this decision.
YES NO
HIV.1 Does the breastfeeding/infant feeding policy require support for HIV
positive women to assist them in making informed choices about
feeding their infants?
HIV.2 Are pregnant women told about the ways a woman who is HIV positive
can pass the HIV infection to her baby, including during breastfeeding?
HIV.3 Are pregnant women informed about the importance of testing and
counselling for HIV?
HIV.4 Does staff receive training on:
the risks of HIV transmission during pregnancy, labour and
delivery and breastfeeding and its prevention,
the importance of testing and counselling for HIV, and
how to provide support to women who are HIV- positive to make
fully informed feeding choices and implement them safely?
HIV.5 Does the staff take care to maintain confidentiality and privacy of
pregnant women and mothers who are HIV-positive?
HIV.6 Are printed materials available that are free from marketing content on
how to implement various feeding options and distributed to mothers,
depending on their feeding choices, before discharge?
HIV.7 Are mothers who are HIV-positive or concerned that they are at risk
informed about and/or referred to community support services for HIV
testing and infant feeding counselling?

Session 3
Summary
YES NO
Does your hospital fully implement all 10 STEPS for protecting, promoting,
and supporting breastfeeding?
(if “No”) List questions for each of the 10 Steps where answers were “No”:
Does your hospital fully comply with the Code of Marketing of Breast-milk
Substitutes?
(if “No”) List questions concerning the Code where answers were “No”:
Does your hospital provide mother-friendly care?

(if “No”) List questions concerning mother-friendly care where answers were
“No”:
Does your hospital provide adequate support related to HIV and infant
feeding (if required)?
(if “No”) List questions concerning HIV and infant feeding where answers
were “No”:
If the answers to any of these questions in the “Self Appraisal” are “no”, what improvements are
needed?
If improvements are needed, would you like some help? If yes, please describe:
This form is provided to facilitate the process of hospital self-appraisal. The hospital or health facility is
encouraged to study the Global Criteria as well. If it believes it is ready and wishes to request a pre-
assessment visit or an external assessment to determine whether it meets the Global Criteria for Baby-
friendly designation, the completed form may be submitted in support of the application to the relevant
national health authority for BFHI.
If this form indicates a need for substantial improvements in practice, hospitals are encouraged to
spend several months in readjusting routines, retraining staff, and establishing new patterns of care.
The self-appraisal process may then be repeated. Experience shows that major changes can be made in
three to four months with adequate training. In-facility or in-country training is easier to arrange than
external training, reaches more people, and is therefore encouraged.
3-60 WHO/UNICEF
Handout 3.6
WHO/UNICEF breastfeeding and young child feeding courses
Title WHO/UNICEF WHO/UNICEF WHO/UNICEF WHO WHO
Strengthening and sustaining Breastfeeding promotion and Breastfeeding counselling: a Complementary feeding Infant and young child feeding
the Baby-friendly Hospital support in a Baby-friendly training course counselling: counselling: an integrated
Initiative: A course for decision- Hospital: a 20-hour course for A training course course
makers maternity staff
Length 8 -12 hours 20 hours 40 hours 21 hours 5 days (plus 1 day for follow-
up)
Clinical None 4 ½ hours 4x2 hours 2x2 hours 8 hours (4 sessions)
Practice
Aim To raise awareness and To change maternity care to be To develop clinical and To provide knowledge and To provide knowledge and
provide practical guidance on “Baby-friendly” counselling skills in skills for counselling on skills for counselling on
administrative breastfeeding appropriate complementary breastfeeding, HIV and infant
actions needed to become feeding practices feeding and complementary
Baby-friendly feeding
Target Health facility directors and All staff of a maternity facility Key health workers in all parts Health workers that care for Health workers that care for
Group administrators of the health system and counsel caregivers of and counsel caregivers of
young children infants and young children
Trainers Training skills and experience Training skills and experience Preparation of trainers and Training skills and experience Training skills and experience
needed needed detailed training instructions needed needed
included
Materials Course guide - Session plans – Session plans and PowerPoint Director’s Guide -Trainer’s Director’s Guide Director's Guide
Handouts – Slides – slides Guide - Participants’ Manual - Trainer’s Guide Trainer's Guide
Transparencies – Reference Transparencies and flipchart – Participants’ Manual Participant's Manual
materials Slides -Forms and check lists – Transparencies Guidelines for follow-up
Video – Reference materials Slides
Website http://www.unicef.org/nutrition/i http://www.unicef.org/nutrition/i http://www.who.int/child- For information contact http://www.who.int/nutrition/iycf
ndex_24850.html?q=printme ndex_24850.html?q=printme adolescent- NHD/WHO Geneva _intergrated_course/en/index.h
health/publications/NUTRITION tml
/BFC.htm

Session 3
3-62 WHO/UNICEF
Handout 3.7

Guidelines and tools
for monitoring and reassessment
A need for monitoring and reassessment tools
With the steady increase of hospitals worldwide that have been designated “Baby-friendly”, health
authorities in many countries have expressed a need for monitoring and reassessment tools that
will help them build on progress achieved through the Baby-friendly Hospital Initiative (BFHI).
Guidelines and tools available from WHO and UNICEF
The revised BFHI package, The Baby-friendly Hospital Initiative, Revised, Updated and
Expanded for Integrated Care, includes guidelines and tools for both monitoring and reassessing
baby-friendly hospitals. The monitoring guidelines and tools can be used either by the national
BFHI coordination group to monitor designated hospitals or by the hospitals themselves, as part of
their own self-monitoring or quality assurance programmes. The reassessment guidelines and tool
are designed to be used as part of an external reassessment and re-designation process, and thus are
only available to UNICEF and WHO offices, national BFHI authorities, and their assessment
teams. The implementation of a systematic monitoring and reassessment process is important for
insuring the Initiative’s long-term credibility and sustainability.
The documents and their contents
BFHI Section 4: Hospital Self-Appraisal and Monitoring

4.2: Guidelines and Tools for Monitoring Baby-friendly Hospitals
Guide to developing a national process for BFHI monitoring
Annex 1: Infant feeding record and report
Annex 2: Staff training record and report
Annex 3: BFHI monitoring tool
Annex 4: The BFHI reassessment tool and its possible use for monitoring.
BFHI Section 5: External Assessment and Reassessment

5.3: Guidelines and Tool for External Reassessment
Guide to developing a national process for BFHI reassessment
Annex 1: BFHI reassessment tool.
BFHI Section 4 is available for downloading at the UNICEF/WHO website,.

BFHI Section 5 has been posted on the UNICEF “intranet” and can be accessed by UNICEF
regional and country offices and provided to national BFHI coordinator groups and assessors.

Session 3
3-64 WHO/UNICEF
Session 4:
The scientific basis for the
“Ten steps to successful breastfeeding”
Objective
Describe the scientific basis for the “Ten steps to successful breastfeeding”.
Duration
Total: 90 minutes
Teaching methods
Review the WHO document, “Evidence for the ten steps to successful breast-feeding”. Geneva,
http://www.who.int/nutrition/publications/infantfeeding/evidence_ten_step_eng.pdf
http://whqlibdoc.who.int/publications/2004/9241591544_eng.pdf
Review all handouts and research summaries which follow the Session 4 outline. (be sure to have the
most up-to-date statement from the Joint United Nations Programme on HIV/AIDS (UNAIDS) on
HIV and infant feeding).
Review video “Delivery, Self Attachment” (time: 6 minutes). See the Course Guide for information
on how to order the video.
Review all PowerPoint slides and/or transparencies and choose for each step about three slides or
transparencies most appropriate for your audience. If desired, you may change the order of the
slide/transparency presentation. Review the generic photo slides and use them and/or your own slides,
to illustrate points as needed.
Review locally available breastfeeding training courses and list them on an overhead or flipchart.
If available, display poster of the Ten Steps where the speaker can easily refer to it.
Training materials
Summaries

Session 4
Handouts
Protecting, Promoting and Supporting Breast-feeding, The Special Role of Maternity Services, A Joint
WHO/UNICEF Statement (booklet, same as Session 3)
4.1 Presentation for Session 4
4.2 National policy on infant and young child feeding (for health institutions), Sultanate of Oman
4.3 The Baby and Mother Friendly Hospital Programme, Ministry of Health, Mexico
4.4 UNICEF UK Baby Friendly Initiative: Sample combined maternity/community services policy
on breastfeeding
4.5 Acceptable medical reasons for use of breast-milk substitutes
4.1.1-4.11.7 and photo slides 4.a-4.z
are listed in the Session Plan. When possible, trainers should substitute appropriate photos taken
locally or in situations that are similar to local conditions.
The slides (in colour) can be used with a laptop computer and LCD projector, if available.
projected with an overhead projector. The transparencies are also reproduced as the first handout for
this session, with 6 transparencies to a page.
Other training materials
Flipchart
Video
Poster with the Ten Steps
References
Albernaz E, Giugliani ERJ, Victora CG. Supporting breastfeeding: a successful experience. J Hum
Lact, 1998, 14(4):283-285.
Breastfeeding and the use of water and teas. Division of Child Health and Development, Update, No.
9. Geneva, World Health Organization, reissued November 1997.
Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby Friendly Hospital
Initiative. BMJ, 2001, 323:1358-1362.
Coutsoudis A, Kubendran P, Kuhn L, Spooner, E, Tsai W, Coovadia, HM. South African Vitamin A
Study Group. Method of feeding and transmission of HIV-1 from mothers to children by 15 months of
age: prospective cohort study from Durban, South Africa. AIDS, 2001 Feb 16: 15(3):379-387.
4-2 WHO/UNICEF
Scientific basis for the Ten Steps
Christensson K, Siles C, Moreno L, et al. Temperature, metabolic adaptation and crying in healthy
full-term newborns cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:481-493.
DeCarvalho M, Klaus MH, Merkatz RB. Frequency of breast-feeding and serum bilirubin
concentration. Am J Dis Child, 1982, 136:737-738.
DeCock KM, Fowler MG, Mercier E et al. Prevention of mother-to-child HIV transmission in
resource poor countries. JAMA, 2000, 238 (9):175-82.
DeChateau P, Wiberg B. Long term effect on mother-infant behavior of extra contact during the first
hour postpartum. Acta Paediatr, 1977, 66:145-151.
Evidence for the ten steps to successful breastfeeding. Geneva, World Health Organization, 1998.
Guidelines concerning the main health and socioeconomic circumstances in which infants have to be
fed on breast-milk substitutes. In: Thirty-Ninth World Health Assembly [A39/8 Add.1-10 April 1986],
pp. 122-135, Geneva, World Health Organization, 1992.
Guise, J-M, Palda V, Westhoff C, Chan BKS, Helfand M, Lieu T. The effectiveness of primary care-
based interventions to promote breastfeeding: Systematic evidence review and meta-analysis for the
US preventive services task force. Annals of Family Medicine, 2003, 1(2):70-78.
Haider R et al. Breast-feeding counselling in a diarrhoeal disease hospital. Bulletin of the World
Health Organization, 1996, 74(2):173-179.
Haider R, Kabir I, Huttly S and Ashworth A. A training peer counselors to promote and support
exclusive breastfeeding in Bangladesh. J Hum Lact, 2002, 18:7-12.
HIV transmission through breastfeeding: A review of available evidence -Update 2007. Geneva,
Jayathilaka AC. A study in breastfeeding and the effectiveness of an intervention in a district of Sri Lanka.
[DM thesis]. Sri Lanka, University of Colombo, 1999.
Jelliffe DB, Jelliffe EFP. The role of the support group in promoting breastfeeding in developing
countries. J Trop Pediatr, 1983, 29:244.
Kramer MS, Chalmers B, Hodnett E et al. Promotion of Breastfeeding Intervention Trial (PROBIT) A
randomized trial in the Republic of Belarus. JAMA, 2001, 285:413-420.
Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: evidence from a national

survey. Obstetrics and Gynecology, 2001, 97:290-295.
Martens PJ. Does Breastfeeding education affect nursing staff beliefs, exclusive breastfeeding rates,
and Baby-Friendly Hospital Initiative compliance? The experiences of a small, rural Canadian
hospital. J Hum Lact, 2000, 16:309-318.
Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a National Level?

Pediatrics, 2005, 116: e702 – e708.
Morrow A, Guerrereo ML, Shultis J et al. Efficacy of home-based peer counselling to promote
exclusive breastfeeding: a randomized controlled trial. Lancet, 1999, 353:1226-1231.

Session 4
Nielsen B, Hedegaard M, Thilsted S, Joseph A, Liliestrand J. Does antenatal care influence

postpartum health behaviour? Evidence from a community based cross-sectional study in rural Tamil
Nadu. South India. British Journal of Obstetrics and Gynaecology, 1998, 105: 697-703.
Nylander G, Lindemann R, Helsing E, Bendvold E. Unsupplemented breastfeeding in the maternity

ward. Acta Obstet Gynecol Scand, 1991, 70: 205-209.
Philipp BL, Merewood A, Miller LW et al. Baby Friendly Hospital Initiative improves breastfeeding
initiation rates in a US hospital setting. Pediatrics, 2001, 108:677-681.
Pipes PL. Nutrition in Infancy and Childhood. Boston, Massachusetts, Times Mirror/Mosby, 1989.
Powers NG, Naylor AJ, Wester RA. Hospital policies: crucial to breastfeeding success. Seminars in
Perinatology, 1994, 18(6): 517-524.
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336: 1105-1107.
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19(4):185-189.
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evidence. Birth, 1996, 23(3):154-160.
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Savage-King FS. Helping Mothers to Breastfeed, Revised Edition. Nairobi, Kenya, African Medical
Research Foundation, 1992.
Soetjiningsih, Suraatmaja S. The advantages of rooming-in. Pediatrica Indonesia, 1986, 26:229-235.
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Framework for priority action. Geneva, World Health Organization, 2003.
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Victora C, Behague D, Barros F et al. Pacifier use and short breastfeeding duration: cause,
consequence, or coincidence? Pediatrics, 1997, 99:445-453.
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Recommendations, WHO, Geneva, 13-17 March, 2000. Geneva, World Health Organization, 2000
(WHO/NHD/00.8, WHO/FCH/CAH/00.22).
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supervisors (revised). Geneva, World Health Organization, 2003.
http://www.who.int/nutrition/publications/HIV_IF_guide_for_healthcare.pdf
4-4 WHO/UNICEF
WHO/UNICEF/UNFPA/UNAIDS. HIV and infant feeding: guidelines for decision-makers (revised).

http://www.who.int/nutrition/publications/HIV_IF_decision_maker.pdf
WHO/UNICEF/UNAIDS/UNFPA, HIV and Infant Feeding Update. Based on the Technical

Consultation held on behalf of the IATT on Prevention of HIV Infection in Pregnant Women, Mothers
and their Infants. Geneva 25-27 October 2006. Geneva, World Health Organization, 2007.
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Woolridge M. The “anatomy” of infant sucking. Midwifery, 1986, 2:164-171.
Worthington-Roberts B, Williams SR. Nutrition in Pregnancy and Lactation, 5th Edition. St. Louis,
MO, Mosby, 1993.
Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after birth in full-term
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variables. Acta Paediatr Scand, 1990, 79:1017-1022.

Session 4
Outline
This session will review selected studies to

illustrate the physiological and sociological basis
for the Ten Steps. All steps are interrelated. The
first 2 steps provide the foundation for
implementing the remaining eight. Refer
participants to the handout (booklet), “Promoting,
Protecting, and Supporting Breast-feeding”.
Invite participants to comment or ask questions

during the presentation. Write down problems,
barriers or solutions that come up during the
presentation so they can be addressed in Session
5. Try to allow some discussion during this
presentation but postpone major discussions until
Session 5 due to time constraints.

reproduced in Handout 4.1 and included in the
1. Step 1: Have a written breastfeeding policy Slides

that is routinely communicated to all 4.1.1 Step 1.
health-care staff.
4.1.2 Why have a policy?
4.a Mention the “Joint Statement” and fact

that it serves as the background document
for BFHI and the “Ten Steps”.
4.1.3 What should it cover?
4.1.4 How should it be presented?

Policy examples (refer to handouts of
choice, 4.2-4.4) (may use your own policy
examples. Policies need to be adapted to
your own settings and should be based on
the Ten Steps).
4.b Show photo of health professionals

consulting a written policy during on-the-
job training (optional).
4.1.5 Graph: rates of exclusive breast-milk feeds

improved while in the birth hospital after
implementing the Baby-friendly Hospital
Initiative (Philipp et al., see summary).
2. Step 2: Train all health-care staff in the Slides

skills necessary to implement this policy. 4.2.1 Step 2.
4-6 WHO/UNICEF
4.c Show photo of health professionals

attending a classroom session (optional).
4.d. Show photo of women during a group

discussion in training workshop (optional).
4.2.2 Areas of knowledge to be included in staff

education (may ask participants to answer
before showing).
4.2.3 Additional topics for training in the

context of HIV.
4.2.4 Hospital staff breastfeeding training had a

significant effect on exclusive
breastfeeding rate at discharge, which
increased from 41% to 77% (Cattaneo et
al., see summary).
4.2.5 In several studies health professionals

trained in breastfeeding counselling
provided counselling and/or trained
support groups to assist mothers in a
variety of circumstances (prenatally,
postnatally, after admission for diarrhoea).
In each of the studies there was a
significant increase in exclusive
breastfeeding, when compared to the
control group (WHO/CAH, see summary).
4.2.6 Ask participants to give examples of

health professionals - other than perinatal
staff - who influence breastfeeding
success. Consider other staff in the
institution coming into contact with
mothers such as cleaning staff, clerks, or
other specialty groups.
3. Step 3: Inform all pregnant women about Slides

the benefits and management of 4.3.1 Step 3.
breastfeeding.
4.3.2 Antenatal education content (can be
adapted to reflect individual country
needs).
4.e-f Show photos of an antenatal group class

and individual counselling (optional).
4.3.3 Antenatal care can significantly impact

breastfeeding practices related to
colostrum feeding and early breastfeeding

Session 4
initiation within 2 hours of birth (Nielsen

et al., see summary).
4.3.4 Antenatal education can lead to significant

increases in initiation rates (23%) and
duration of short-term breastfeeding (up to
3 months) (39%), as shown by a meta-
analysis of studies of education and
support (Guise et al., see summary).
4. Step 4: Help mothers initiate breastfeeding Slides

within a half-hour of birth. 4.4.1 Step 4.
4.4.2 The revised BFHI Global Criteria

interpret this step as “Place babies in skin-
to-skin contact with their mothers
immediately following birth for at least an
hour. Encourage mothers to recognize
when their babies are ready to breastfeed
and offer help if needed.” Discuss reasons
for this change, including research on the
time it takes babies to start breastfeeding
without assistance (see photos 4h-j and
slide 4.4.8 below).
4.4.3 Why encourage early initiation? The

points in this list are illustrated in the
following transparencies.
4.4.4 How to encourage early initiation?
4.g-j Show one or more photos illustrating early

initiation. The first photo shows a nurse
assisting a mother to position her baby just
after delivery. The next three photos
illustrate how the baby will find the
mother’s nipple and begin to suck on his
own, if time is allowed for this process.
4.4.5 Graph: Study demonstrates how contact

within the first hour after delivery
increased duration of breastfeeding at 3
months (DeChateau et al., see summary).
4.4.6 Graph: Study concluded that skin-to-skin

care as compared to care in a bed during
the unique period just following birth is
associated with higher body and skin
temperatures and more rapid metabolic
adaptation. Maternal body is an efficient
heat source for the baby (Christensson et
al., see summary).
4-8 WHO/UNICEF
4.4.7 Table: This summary of when immune

factors are produced in the infant
demonstrates the importance of colostrum
and mature milk’s role in compensating
for the relative absence of immunity in the
infant (Worthington-Roberts).
4.4.8 Graph: Study concluded that in order to

promote successful suckling patterns
naked infants should be left undisturbed on
their mothers’ abdomens until the first
suckling is accomplished and the infants’
efforts to take the breast actively should be
promoted (Righard et al., see summary).
Show “Delivery, Self Attachment” video

if available, as an alternative to photo
slides g, h, and i. Note the infant’s
suckling pattern when there is no
interference with the mother and
newborn.
5. Step 5: Show mothers how to breastfeed Slides

and how to maintain lactation even if they 4.5.1 Step 5.
are separated from their infants.
4.5.2 Quote (Woolridge).
4.k-l Show photos of staff showing mothers

how to breastfeed (optional).
4.5.3 Graph: Study demonstrates that if at

hospital discharge a mother is
breastfeeding her infant with good
technique, or if 5-10 minutes of instruction
time is spent correcting faulty technique,
the duration of breastfeeding is almost
doubled compared to mothers discharged
with uncorrected faulty breastfeeding
technique (Righard et al., see summary).
4.5.4 Graph: Breastfeeding initiation occurred

among 75% of women who were
encouraged to breastfeed compared to only
43% who were not encouraged to
breastfeed by a health professional (Lu et
al., see summary).
4.5.5 Graph: breastfeeding duration rates were

significantly higher among mothers whose
babies roomed in postpartum and whose
mothers received breastfeeding guidance
during the hospital stay compared to
mothers whose babies did not room in and
did not receive any breastfeeding guidance

Session 4
while in the hospital (Perez-Escamilla et

al., see summary).
4.5.6 Supply and demand.
4.m Show photo of milk expression.
6. Step 6: Give newborn infants no food or Slides

drink other than breast milk unless 4.6.1 Step 6.
4.n Show photo of breast-milk substitute and
water bottles, not to be given unless
medically indicated (optional).
4.o Show photo of nurse giving baby a bottle

(not appropriate unless medically
indicated) (optional).
4.6.2 Graph: This study suggests a correlation

between a more “physiologic” start of
breastfeeding and the overall duration of
the lactation period (Nylander et al., see
summary).
4.6.3 To address the concern that colostrum

alone is “not enough”, this graphic
illustrates that newborn and infant stomach
capacities are perfectly matched to the
amount of colostrum (about 200 ml/24
hours at day two) and mature milk (about
800-900 ml/24 hours at 1 year).
4.6.4 Impact of routine formula

supplementation.
4.6.5 This study shows that early introduction of

a bottle in inversely associated with
breastfeeding duration (Perez-Escamilla et
al., see summary).
4.6.6 The data in this table shows there is no

need for water supplementation for infants
exclusively breastfed no matter what
temperature and humidity, as reflected in
normal urine osmolarity.
4.6.7 There are rare exceptions during which

infants may require other fluids or food in
addition to, or in place of, breast milk.
4.6.8 - Acceptable medical reasons for use

4.6.10 of breast-milk substitutes (distribute
Handout 4.5). If questions arise
concerning HIV and breastfeeding refer
4-10 WHO/UNICEF
participants to Handout 4.6 (HIV): Infant

and young child feeding in the context of
HIV, available in the “HIV” version of
this session.
7. Step 7: Practice rooming-in—allow Slides

mothers and infants to stay together—24 4.7.1 Step 7.
hours a day.
4.7.2 Definition (describe bedding-in if relevant.
“Bedding-in” is when infant and mother
stay in the same bed).
4.p-q Show one or more photos of rooming-in

and bedding-in.
4.7.3 Why institute rooming-in? (points

discussed in slides to follow).
4.7.4 Graph: Positive impact of rooming-in

policy on prevention of infectious disease
when infants rooming-in were compared to
newborns not rooming-in with their
mothers (Soetjiningsih et al., see
summary).
4.7.5 Graph: Positive effect of infants rooming-

in with their mothers on frequency of
breastfeeding in the first 6 days of life
compared to infants not rooming-in
(Yamauchi et al., see summary).
8. Step 8: Encourage breastfeeding on Slides

demand. 4.8.1 Step 8.
4.8.2 Definition of “on-demand”.
4.8.3 Why feed on demand?
4.r-s Show one or more photos of feeding on

demand.
4.8.4 Table: Study demonstrates the positive

impact of on-demand, frequent
breastfeeding (number of times during the
first 24 hours) on bilirubin levels of 6 day-
old full-term healthy infants (Yamauchi et
al., see summary).
4.8.5 This data shows that the greater the

frequency of feeds, the lower the level of
serum bilirubin (DeCarvalho et al., see

Session 4
summary).
9. Step 9: Give no artificial teats or pacifiers Slides

(also called dummies and soothers) to 4.9.1 Step 9.
4.t Show photo of various nipples/teats –
should not be used (optional).
4.u Show photo of various pacifiers/dummies/

soothers – should not be used (optional).
4.9.2 Alternatives to artificial teats or pacifiers.
4.9.3 Illustration of cup feeding. It is

recommended to use an ordinary small 50-
100 ml glass or polypropylene plastic
“cup”. The rim of the “cup” should be
smooth and not sharp and the “cup” should
be boiled or sterilised.
4.v Show photo of cup feeding (optional).
4.9.4 Early weaning was associated with daily

pacifier use even when confounding
factors were accounted for (Victora et al.,
see summary).
10. Step 10: Foster the establishment of Slides

breastfeeding support groups and refer 4.10.1 Step 10.
mothers to them on discharge from
hospital or clinic. 4.10.2 Quote.
4.10.3 Examples of support.
4.10.4 Summary of types of breastfeeding
support. A “doula” is a woman caregiver
of another woman who provides support
during the perinatal period.
4.w-z Show photos illustrating various types of
mother support (home visiting by nurse,
mother support groups, and mothers
dancing in a community breastfeeding
meeting).
4.10.5 Trained peer counsellors positively
effected the duration of exclusive
breastfeeding (Haider et al., see
summary).
4.10.6 Home visits improved exclusive
breastfeeding at 2 weeks and 3 months
(Morrow et al., see summary).
4-12 WHO/UNICEF
11. Effects of combined steps. In addition, it is highly effective to combine the

steps since by applying all steps or some in
combination the hospital and the administration
obtain better results. This is illustrated in many of
the previous studies presented above. To further
elaborate on this point the following series of
slides are presented.
4.11.1 In a randomised trial in Belarus 17,000
mother-infant pairs, with mothers
intending to breastfeed, were followed
for 12 months. In 15 control hospitals
and associated polyclinics that provide
care following discharge, staff members
were asked to continue their usual
practices. In 16 experimental hospitals
and associated polyclinics staff received
baby-friendly training and support
(Kramer et al., see summary).
4.11.2 Differences following intervention
between control and intervention
hospitals.
4.11.3 Effect of baby-friendly changes on
exclusive breastfeeding at 3 and 6
months.
4.11.4 Impact of baby-friendly changes
on selected health conditions.
4.11.5 In a study in Switzerland, data was
analysed for 2861 infants aged 0–11
months in 145 health facilities.
Breastfeeding data was compared with
both the progress towards baby-friendly
status of each hospital and the degree to
which designated hospitals were
successfully maintaining the Baby-
friendly standards (Merten et al., see
summary).
4.11.6 The proportion of babies exclusively
breastfed for 5 months for those born in
Baby-friendly hospitals compared to
those born elsewhere.
4.11.7 The median duration of exclusive
breastfeeding for babies born in baby-
friendly hospitals if the hospital showed
good compliance with the 10 steps, and
if it did not. This result illustrates the
importance of maintaining Baby-
friendly standards.

Session 4
12. Conclusion. Acknowledge differences in opinion, perceived

barriers, and innovative solutions relating to this
subject matter. These areas of interest will be
covered in the remaining sessions.
4-14 WHO/UNICEF

presented during Session 4
Slide: Study:
4.1.5 Philipp BL, Merewood A, Miller LW et al. Baby-friendly Hospital Initiative improves
breastfeeding initiation rates in a US hospital setting. Pediatrics, 2001, 108:677-681.
4.2.4 Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby Friendly
Hospital Initiative. BMJ, 2001, 323:1358-1362.
4.2.5 Albernaz E, Giugliani ERJ, Victora CG. Supporting breastfeeding: a successful experience.
Journal of Human Lactation, 1998, 14(4):283-285.
Haider R et al Breast-feeding counselling in a diarrhoeal disease hospital. Bulletin of the

World Health Organization, 1996, 74(2):173-179.
4.3.3 Nielsen B, Hedegaard M, Thilsted S, Joseph A and Liliestrand J. Does antenatal care
influence postpartum health behaviour? Evidence from a community based cross-sectional
study in rural Tamil Nadu, South India. British Journal of Obstetrics and Gynaecology,
1998, 105: 697-703.
4.3.4 Guise, J-M, Palda V, Westhoff C, Chan BKS, Helfand M, and Lieu T. The effectiveness of
primary care-based interventions to promote breastfeeding: Systematic evidence review and
meta-analysis for the US preventive services task force. Annals of Family Medicine, 2003,
1(2):70-78.
4.4.4 DeChateau P and Wiberg B. Long term effect on mother-infant behavior of extra contact
during the first hour postpartum. Acta Paediatr, 1977, 66:145-151.
4.4.5 Christensson K, Siles C, Moreno L, Belaustequi A, De La Fuente P, Lagercrantz H, Puyol P,

and Winberg J. Temperature, metabolic adaptation and crying in health full-term newborns
cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:488-93.
4.4.7 Righard L and Alade MO. Effect of delivery room routines on success of first breastfeed.
Lancet, 1990, 336:1105-1107.
4.5.3 Righard L & Alade O. Sucking technique and its effect on success of breastfeeding. Birth,
1992,19(4):185-189.
4.5.4 Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: Evidence from

a national survey. Obstetrics and Gynecology, 2001, 97:290-295.
4.5.5 Perez-Escamilla R, Segura-Millan S, Pollitt E, Dewey KG. Effect of the maternity ward
system on the lactation success of low-income urban Mexican women. Early Hum Dev,
1992, 31(1):25-40.
4.6.2 Nylander G, Lindemann R, Helsing E, Bendvold E Unsupplemented breastfeeding in the

maternity ward. Acta Obstet Gynecol Scand, 1991, 70:205-209.

Session 4
4.6.5 Perez-Escamilla, Sergura-Millan S, Pollitt E, Dewey KG. Determinants of lactation

performance across time in an urban population from Mexico. Soc Sci Med, 1993, 37(8):
1069-1078.
4.7.4 Soetjiningsih and Suraatmaja S. The advantages of rooming-in. Pediatrica Indonesia, 1986,
26:229-235.
4.7.5 Yamauchi Y and Yamanouchi I. The relationship between rooming-in/not rooming-in and
breast-feeding variables. Acta Paediatr Scan, 1990, 1017-1022.
4.8.4 Yamauchi Y and Yamanouchi I. Breast-feeding frequency during the first 24 hours after
birth in full-term neonates. Pediatrics, 1990, 86(2):171-175.
4.8.5 De Carvalho M, Klaus MH, Merkatz RB. Frequency of breast-feeding and serum bilirubin
concentration. Am J Dis Child, 1982, Aug, 136(8):737-738.
4.9.4 Victora C, Behague D, Barros F et al. Pacifier use and short breastfeeding duration: cause,
consequence, or coincidence? Pediatrics, 1997, 99:445-453.
4.10.5 Haider R, Kabir I, Huttly S and Ashworth. Training peer counselors to promote and support
4.10.6 Morrow A, Guerrereo ML, Shultis J, et al. Efficacy of home-based peer counselling to
promote exclusive breastfeeding: a randomised controlled trial. Lancet, 1999, 353:1226-
1231.
4.11.1-4 Kramer MS, Chalmers B, Hodnett ED et al. Promotion of Breastfeeding Intervention Trial
(PROBIT): a randomized trial in the Republic of Belarus. JAMA, 2001, Jan 24-31;
285(4):413-420.
4.11.5-7 Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a National

Level. Pediatrics, 2005, 116: e702 – e708.
4-16 WHO/UNICEF
Baby Friendly Hospital Initiative improves breastfeeding initiation rates

in a US hospital setting
Refers to Slide 4.1.5
Reference: Philipp BL, Merewood A, Miller LW et al. Baby Friendly Hospital Initiative improves
breastfeeding initiation rates in a US hospital setting. Pediatrics,2001, 108:677-681.
Method: Two hundred complete medical records, randomly selected by a computer, were reviewed
from each of 3 years: 1995, 1998, and 1999. Infants were excluded if there was missing data or for
medical reasons. All infant feedings during the hospital postpartum stay were tallied, and each infant
was categorized into 1 of 4 groups: exclusive breast milk, mostly breast milk, mostly formula, and
exclusive formula.
Findings: Maternal and infant demographics for all 3 years were comparable.
The breastfeeding initiation rate increased during and after Baby-Friendly Policies were in place at
Boston Medical Centre, an inner-city teaching hospital that provides care primarily to poor, minority,
and immigrant families.
Before During After

Breastfeeding initiation 58.0% 77.5% 86.5% p<.001
Exclusive breastfeeding initiation 5.5% 28.5% 33.5% p<.001
Conclusion: Full implementation of the Ten Steps to Successful Breastfeeding leading to Baby-
Friendly designation is an effective strategy to increase breastfeeding initiation rates in the US hospital
setting.

Session 4
Effect on rates of breast feeding

of training for the Baby Friendly Hospital Initiative
Reference: Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby Friendly
Hospital Initiative. BMJ, 2001, 323:1358-1362.
Method: Controlled, non-randomised study among 8 hospitals in Italy.* Data was collected
measuring knowledge of 571 health workers and breastfeeding rates at discharge, 3, and 6 months of
2669 mother and baby pairs before and after breastfeeding training in group 1 and 2 hospitals. The
training was based on the UNICEF 18 hour course that also included 2 hours from the WHO 40 hour
counselling course. Training covered 54% of obstetricians, 72% of paediatricians, 84% of midwives,
and 68% of nurses.
Findings: Before After

Hospital compliance with the 10 steps (mean) 2.4 7.7
Knowledge scores of health professionals
Group 1 41% 72%
Group 2 53% 75%
Exclusive BF at discharge
Group 1 41% 77% p<0.05
Group 2 23% 73% p<0.05
Full BF at 3 months
Group 1 37% 50% p<0.05
Group 2 40% 59% p<0.05
Any BF at 6 months
Group 1 43% 62% p<0.05
Group 2 41% 64% p<0.05
Four factors were significantly associated with exclusive breast feeding at discharge: First breast feed
within one hour; rooming in; not using a pacifier; and instructions on expressing breast milk.
Conclusion: Breastfeeding training health professionals for 18 hours that includes practical sessions
and counselling skills is effective in changing hospital practice, knowledge of health workers, and
breastfeeding rates.
*Hospitals were grouped into two different groups according to geography with the following
characteristics:
Group 1: 3 general and 1 teaching hospitals in Southern Italy.
Group 2: 3 general and 1 teaching hospitals in Northern and Central Italy.
#Births in 1998 # Maternity beds %C-section rate %LBW
Group 1 2957 30-80 31-44 7-15
Group 2 374 16-40 7-15 3-9
4-18 WHO/UNICEF
Breastfeeding counselling increases exclusive breastfeeding

Reference: Albernaz E, Giugliani ERJ, Victora CG. Supporting breastfeeding: a successful

experience. Journal of human lactation, 1998, 14(4):283-285.
Method: This paper relates the success of a study that helped enhance breastfeeding by means of a
support group in Southern Brazil. The International Metacentre Growth Reference Study was designed
to help WHO develop new growth charts to measure nutritional status of populations and to evaluate
individual growth. Southern Brazil was one of the sites selected for the study, and an ongoing data
collection for the longitudinal component of the study (based on children aged 0-24 months) began in
July 1997. The new growth reference will be based on the growth of children with the following
characteristics: gestational age at birth between 37 and 42 full weeks, single birth, lack of significant
perinatal morbidity, absence of maternal smoking, no economic constraints on growth, and being
breastfed for at least 1 full year and given no other foods during the first 4-6 months. Since few
mothers in Brazil follow this recommendation, a lactation support group was trained to help mothers
breastfeed their babies.
Findings: It was found that the breastfeeding support group really made a difference, at least with
regard to the duration of breastfeeding. Mothers who had support breastfed longer and waited longer
to introduce other foods into their children’s diet compared to those who had no support. The factors
that contributed to increased breastfeeding duration are enumerated.
Conclusion: Supporting mothers in breastfeeding is beneficial to both mothers and children and can
lead to a better quality of life.
Reference: Haider R et al. Breast-feeding counselling in a diarrhoeal disease hospital. Bulletin of the
World Health Organization, 1996,74(2):173-179.
Method: Lactation counsellors were trained to advise mothers of partially breastfed infants who were
admitted to hospital because of diarrhoea, so that they could start exclusive breastfeeding during their
hospital stay. Infants (n = 250) up to 12 weeks of age were randomised to intervention and control
groups. Mothers in the intervention group were individually advised by the counsellors while mothers
in the control group received only routine group health education. During follow-up at home by the
counsellors a week later, only the mothers in the intervention group were counselled. All the mothers
were evaluated for infant feeding practices at home two weeks after discharge.
When infants afflicted with diarrhoea were brought to the Hospital of the International Centre for
Diarrhoeal Disease Research, Bangladesh (ICDDR, B) in Dhaka, Bangladesh, 125 mother-infant pairs
received at least three lactation counselling sessions on the benefits of exclusive breast feeding.
Researchers compared data on these 125 pairs with data on 125 other mother-infant pairs who were
also at ICDDR,B due to diarrhoea but did not receive any counselling. Infants in the intervention
group had a shorter hospital stay than those in the control group (4.3 vs. 3 days; p .001). The controls
left before diarrhoea ended, while cases were discharged after diarrhoea ended.
Findings: At discharge, mothers in the intervention group were more likely than controls to be
predominantly breastfeeding (breast milk plus oral rehydration solution [ORS]) (30% vs. 19%) as well
as exclusively breastfeeding (60% vs. 6%) (p .001). Two weeks after discharge, when ORS was
stopped, mothers in the intervention group were more likely to be exclusively breast feeding than
those in the control group (75% vs. 8%), while those in the control group were more likely to bottle
feed than cases (49% vs. 12%) (p .001). Infants in the control group were more likely to have another
episode of diarrhoea within 2 weeks than those in the intervention group (15 vs. 4; p = .05; odds ratio
= 2.92).

Session 4
Conclusions: These findings indicate that individual lactation counselling had a strong influence on
mothers to begin exclusive breastfeeding during hospitalisation and to continue to do so at home.
Thus, staff at maternal and child health facilities should integrate lactation counselling into their
program to improve infant feeding practices.
4-20 WHO/UNICEF
Does antenatal care influence postpartum health behaviour?

Evidence from a community based cross-sectional study
in rural Tamil Nadu, South India.
Reference: Nielsen B, Hedegaard M, Thilsted S, Joseph A and Liliestrand J. Does antenatal care
influence postpartum health behaviour? Evidence from a community based cross-sectional study in
rural Tamil Nadu, South India. British Journal of Obstetrics and Gynaecology, 1998, 105: 697-703.
Methods: Community-based, cross-sectional questionnaire study of 30 randomly selected areas

served by health sub centres in rural India. 1321 women who delivered in the 6 months before the
questionnaire-based interview were asked a series of questions.
Findings:
Information about breastfeeding in the prenatal period was associated with feeding colostrum and
early initiation of breastfeeding:
No colostrum Colostrum* Adj OR (95%)

Informed about breastfeeding:
No information 57% (n=487) 43% (n=363) 1.00
Information given* 42% (n=180) 58% (n=250) 1.86 (1.47-2.36)
BF after 2 h BF before 2h Adj OR (95%)

Informed about breastfeeding
No information 82% (n=684) 18% (n=148) 1.00
Information given 73% (n=313) 27% (n=116) 1.81
*this was not defined in the report.
*Colostrum feeding was also associated with number of prenatal visits and women who initiated
antenatal care in the first trimester.
Conclusion: Information about breastfeeding given prenatally and number and timing of prenatal care
can impact breastfeeding practice positively.

Session 4
The effectiveness of primary care-based interventions

to promote breastfeeding:
Systematic evidence review and meta-analysis
Reference: Guise, J-M, Palda V, Westhoff C, Chan BKS, Helfand M, and Lieu T. The effectiveness
of primary care-based interventions to promote breastfeeding: Systematic evidence review and meta-
analysis for the US preventive services task force. Annals of Family Medicine, 2003 1(2):70-78.
Purpose: We wanted to systematically review whether primary care-based interventions improve

initiation and duration of breastfeeding.
Methods: Studies were found by searching MEDLINE (1966–2001), HealthSTAR, the Cochrane
Database of Systematic Reviews, the National Health Service Centre for Reviews and Dissemination
Databases, and bibliographies of identified trials and review articles. Studies were included if they
originated in the primary care setting and were conducted in a developed country, written in English,
and contained a concurrent control group.
Results: Thirty randomized and nonrandomized controlled trials and 5 systematic reviews of
breastfeeding counselling were included. Educational programs had the greatest effect of any single
intervention on both initiation (difference 0.23; 95% confidence interval [CI], 0.12–0.34) and short-
term duration (difference 0.39; 95% CI, 0.27–0.50). Support programs conducted by telephone, in
person, or both increased short-term (difference 0.11; 95% CI, 0.03–0.19) and long-term duration
(difference 0.08; 95% CI, 0.02–0.16). In contrast, written materials such as pamphlets did not
significantly increase breastfeeding. Data were insufficient to determine whether the combination of
education with support was more effective than education alone.
Conclusions: Educational programs were the most effective single intervention. One woman would
breastfeed for up to 3 months for every 3 to 5 women attending breastfeeding educational programs.
Future research and policy should focus on translating these findings into more widespread practice in
diverse primary care settings.
4-22 WHO/UNICEF
Impact of infant early contact with mother on breastfeeding duration

Reference: DeChateau P and Wiberg B. Long term effect on mother-infant behavior of extra contact
during the first hour postpartum. Acta Paediatr, 1977, 66:145-151.
Method: A prospective study in Sweden where a study of primiparous mothers randomly assigned
and with comparable background data were assigned to two different groups.
The mothers in the study group had 15-20 minutes suckling and skin-to-skin contact (extra contact)
with newborn infants in first hour after delivery.
The mothers in the control group had no extra contact.
Study looked at mother-infant behaviour at 36 hours and 3 months postpartum. Only one mother from
each group was lost to follow-up for the three-month interview with the mother and observation of
infant-mother interaction.
Findings: Among other findings at three months postpartum 58% of the study group (n=21) vs. 26%
(n=19) of control group were breastfeeding infant-mother pairs.
In addition at 3 months mothers in the extra contact group spent more time kissing and looking in face
at their infants and their infants smiled more and cried less frequently when compared to the control
groups.
Conclusion: Extra infant-mother contact in the first hour of life can influence the duration of
breastfeeding.

Session 4
Temperatures after birth in infants

kept either skin-to-skin with mother or in cot
Reference: Christensson K, Siles C, Moreno L, Belaustequi A, De La Fuente P, Lagercrantz H, Puyol

P, and Winberg J. Temperature, metabolic adaptation and crying in health full-term newborns cared
for skin-to-skin or in a cot. Acta Paediatr, 1992, 81: 488-93.
Method: 50 healthy full-term newborns with no history of complications prenatally or at delivery
were randomly placed into one of two study groups: infant placed skin-to-skin to mother or placed in a
cot next to mother. The following steps were taken with each infant in both groups:
1. Infants were wrapped in cotton cloth and placed on mother’s abdomen in prone position.
2. Umbilical cord cut 30-45 seconds after birth.
3. Nurse dried infant, suctioned mouth and pharynx, weighed infant and swaddled head in cotton
cloth.
4. Electronic thermometer placed with insulating tape in axillary, interscapular, and outside thigh
positions.
5. 8-11 minutes after birth infant placed in prone position either skin-to-skin with the mother or in
cot all were tucked in by two thick terry cloth towels. Temperature of rooms 26°C.
6. The infants were observed for the first 90 minutes after birth measuring axillary, interscapular,
and outside left thigh skin temperatures every 15 minutes for 90 minutes after delivery.
7. At 90 minutes after delivery heart rate, respiratory rate, skin colour, blood gas, and blood
glucose were measured.
8. In 18 babies of each group, recorded every 15 minutes whether or not infant was crying.
Findings: There were significant differences between the groups especially towards the end of the
observation period (90 minutes). The skin-to-skin group was always warmer. In both groups, the mean
axillar temperatures were significantly higher than the mean thigh temperatures (p < 0.001). All
infants in both groups increased in temperature at similar rates after birth until they were placed skin
to skin or in the cot. It was an average of four to seven minutes after being placed in the two different
groups that differences in skin temperature were measured and significant differences already noted.
Skin colour and heart rate were not significantly different. Whether the infants were fed in this study
was not mentioned.
More cot babies were crying at all observation events between 15 and 90 minutes after birth. In all, 41
crying episodes were registered among the cot babies compared to 4 among skin-to-skin babies.
Conclusion: Skin to skin care as compared to care in a bed during the unique period just following
birth is associated with higher body and skin temperatures and more rapid metabolic adaptation.
Maternal body is an efficient heat source for the baby.
Recommendations: The mother is an important heat source for the newborn and promotion of body
to body mother baby contact during the first 1-2 hours after delivery may benefit mother and baby
from a physiological point of view especially in countries where the incidence of neonatal
hypothermia has been reported high.
4-24 WHO/UNICEF
Effect of delivery room practices on early breastfeeding

Reference: Righard L and Alade MO. Effect of delivery room routines on success of first breastfeed.
Lancet, 1990, 336: 1105-1107.
Method: 72 infants who delivered normally were randomly assigned to the separation (n=34) or the
contact (n=38) group. The infants in the separation group were placed on their mother’s abdomen
immediately after birth but removed after 20 minutes for measuring and dressing (took about 20
minutes); then they were returned to their mother. The infants in the contact group were placed on
their mother’s abdomen naked and were uninterrupted for at least one hour after birth or until after the
first breastfeed took place. Both groups of infants were observed for a total of two hours following
birth.
Findings: Infants in the contact group started to make crawling movements towards the breast about
20 minutes after birth, first with arm and leg movements and then with mouthing and sucking
movements. By 50 minutes after birth most of the infants were sucking at the breast. At two hours
after delivery 24/38 infants in the contact group were sucking correctly at the breast versus 7/34
infants in the separation group. Sucking correctly was defined as mouth opened widely, tongue under
areola, and milk expressed with deep sucks. 40/72 of the infants had been exposed to Pethidine; of
those 25/40 did not suck well.
Recommendations: Naked infants should be left undisturbed on the mother’s abdomen until the first
breastfeeding is accomplished and the infant’s efforts to take the breast actively should be promoted.
Note: May show the video at this time that illustrates the infant’s innate tendency to crawl.

Session 4
Effect of proper attachment on duration of breastfeeding

Reference: Righard L and Alade O. Sucking technique and its effect on success of breastfeeding.
Birth, 1992, 19 (4): 185-189.
Method: A prospective study in a University Hospital in Sweden enrolled 82 exclusively
breastfeeding mothers who had delivered term infants with 5 min. Apgar scores of 9 or 10 and were
free of any apparent neonatal disease. Breastfeeding technique was assessed on the fourth to sixth day
postpartum at time of discharge. The mother-infant pairs were randomly assigned to two groups once
poor sucking technique (faulty technique was defined as superficial nipple sucking) was identified:
Group 1- incorrect breastfeeding technique remained uncorrected.
Group 2- mothers with incorrect breastfeeding technique were given a brief (5-10 minute)
instruction on correct technique.
Controls- mother-infant pairs with correct technique (defined as the infant having a wide-
open mouth, with the tongue under the areola, and expressing milk from the breast by slow,
deep sucks) consecutively selected as controls.
All groups matched for maternal age, marital status, parity, education, and coffee drinking and
smoking habits. Follow-up took place by telephone at two, three, and four months after delivery;
questions asked related to infant feeding practices.
Findings: All the mothers were followed up in the study. No solid foods were given to the infants at
the time of follow-up period. No mothers had returned to work at time of follow-up period (maternity
leave is 12 months in Sweden).
All mothers were breastfeeding exclusively at discharge from the hospital. A changeover from the
breast to the bottle within the first month was 10 times more common in the poor technique group
uncorrected than in those with corrected technique or initial good technique (36 % versus 3.5%,
p<0.001); note the corrected and the initial good technique group results are combined since their
findings in each group were similar in this study. At the two-, three-, and four-month follow-ups, the
uncorrected sucking technique group breastfed significantly less than the infants in the other two
groups (refer to slide 4.5.3 for more details). The reasons given for cessation of breastfeeding were
insufficient milk or introduction of a bottle (21), colicky infant (4), maternal illness (3), engorgement
(1), and previous cosmetic breast surgery (1).
During the four-month period 88 percent of the uncorrected sucking technique group reported
breastfeeding problems compared with 48 % (P<0.01) of the corrected group and 57 % of the controls
(P< 0.5). The most common breastfeeding problems were insufficient milk or introduction of a bottle,
child restless between feeds, uncertainty in parents or introduction of an evening bottle, breast
problems such as sore nipples or engorgement, illness in mother or child, breast pumped milk given by
bottle, child restless while feeding and insufficient weight gain.
Breastfeeding problems were more commonly reported by mothers using pacifiers regularly (>2
hours/day) than those using them only occasionally or not all (83% versus 53%, P<0.05).
Conclusion: The study showed it was possible to identify and correct a faulty sucking technique
in the maternity ward, and thereby improve the women’s chances of achieving successful
breastfeeding.
Checks of sucking technique and correction of faulty technique by an experienced midwife or
nurse should be routine in maternity units. Also shown were that excessive use of pacifiers and
the early introduction of occasional bottle-feeding should be avoided.
4-26 WHO/UNICEF
Provider encouragement of breastfeeding:

Evidence from a national survey
Reference: Lu M, Lange L, Slusser W et al. Provider encouragement of breastfeeding: Evidence from

a national survey. Obstetrics and Gynecology, 2001, 97:290-295.
Methods: A US nationally representative sample of 2017 parents with children younger than 3 years
was surveyed by telephone. The responses of 1229 women interviewed were included in the analysis.
Respondents were asked to recall whether their physicians or nurses had encouraged or discouraged
them from breastfeeding in the hospital.
Findings: 74.6% of women who were encouraged initiated breastfeeding compared to only 43.2% of
those who were not encouraged p<0.001.
Women who were encouraged to breastfeed by a health professional in the hospital were more than 4
times more likely to initiate breastfeeding as women who did not receive encouragement. The
influence of provider encouragement was significant across all strata of the sample.
Conclusion: Provider encouragement in the hospital significantly increased breastfeeding initiation

among American women of all social and ethnic backgrounds.

Session 4
Effect of the maternity ward system on the lactation success

of low-income urban Mexican women.
Refers to slide 4.5.5
Reference: Perez-Escamilla R, Segura-Millan S, Pollitt E, Dewey KG. Effect of the maternity

ward system on the lactation success of low-income urban Mexican women. Early Hum Dev.,
1992, 31 (1): 25-40.
Method: Comparison between the lactation performance of 165 health mothers who planned to
breastfeed and gave birth by vaginal delivery without complications to health infant in either a
nursery (58) or a rooming-in hospital (107) where formula supplementation was not allowed. In
the rooming in hospital, women were randomly assigned to a group that received breastfeeding
guidance during the hospital stay or to a control group. Interviews of women were conducted at 8,
70 and 135 days post-partum. Groups were similar in socio-economic, demographic,
anthropometric, previous breastfeeding experience, and prenatal care variables.
Findings: Adjusting for confounding factors, breastfeeding guidance had a positive impact on
breastfeeding duration among primiparous women who delivered in the rooming-in hospital. This
was true for short-term and long-term breastfeeding when compared to mothers who delivered in
the nursery hospital where there was no breastfeeding guidance given in hospital. Primiparous
women in the rooming-in group who received no breastfeed guidance had a positive impact on
breastfeeding duration in the short term, but not in the long term when compared to the women
who delivered in the hospital with the nursery.
Recommendations: Rooming-in and breastfeeding guidance during the postpartum period can
impact breastfeeding duration in the short term and long term. Rooming-in alone is not sufficient
to impact duration rates.
4-28 WHO/UNICEF
Long-term effects of a change in maternity ward feeding routines

Reference: Nylander G, Lindemann R, Helsing E, Bendvold E. Unsupplemented breastfeeding in the

maternity ward. Acta Obstet Gynecol Scand, 1991, 70:205-209.
Method: Prospective study in Norway enrolled 407 consecutive mother-infant pairs, normal full-term
infants weighing 2500-4500 g. Once 204 infants were enrolled who started life with routine
supplementary feedings of sugar solution and almost all having received formula for 1 meal before
hospital discharge, a change in the hospital’s routines was introduced so infants first nursed within 30
minutes after delivery with on demand breastfeeding encouraged thereafter (>5/24 hours), and no
routine supplementation took place. At 1 year a follow-up questionnaire with feeding-related questions
was sent to the head nurse of the local health care centres where the babies’ health records were kept.
Findings:
Control group (before changed routines): all received supplemental glucose water and were formula-
fed at least once (N=204).
Intervention group (after change): early, frequent, unsupplemented breastfeeds (N=203).
Control group lost less birth weight (4.6% by day 3 with minimum weight vs. 6.4% for intervention
group with minimum weight on day 2.6).
Intervention group took a greater volume of breast milk and correspondingly less formula and sugar
solution. They regained birth weight sooner than control group.
Follow-up at 1 year was for 62% in intervention group and 52% in control group with most of those
lost to follow-up because of moving or nurse lacking time to locate records. The subjects followed up
matched for parity and infant’s birth weight. Weight curves for both groups were similar.
Mothers in intervention group breastfed significantly longer than did the control-group mothers.
Control Intervention
Mean duration exclusive 3.5 months (±2.1) 4.5 months (±1.8)
breastfeeding
p<0.001
Duration of breastfeeding 6.9 months (±3.3) 8.0 months (±2.4)
p<0.01
Any breastfeeding at 6 months 66% 87%
Conclusion: Study demonstrates that healthy, full-term infants usually have no need for supplements
to their mother’s milk provided that they have had a satisfactory start with early and frequent feeds at
breast. The changes in policy increased the overall length of the exclusive breastfeeding period.

Session 4
Determinants of lactation performance across time

in an urban population from Mexico
Reference: Perez-Escamilla, Sergura-Millan S, Pollitt E, Dewey KG. Determinants of lactation

performance across time in an urban population from Mexico. Soc Sci Med, 1993, 37(8): 1069-1078.
Method:
Determinants of breastfeeding and full breastfeeding were measured among 165 healthy mothers in
Mexico who planned to breastfeed and vaginally delivered healthy term infants. Deliveries were either
in a hospital with a nursery or rooming-in policy where formula supplementation was not allowed.
Breastfeeding was recorded at 1 week, 2 months, and 4 months through questionnaires.
Findings:
Rooming-in hospital Hospital with the nursery

Milk came in: Earlier Later
Rooming-in mothers reported that their milk came in earlier. Milk arrival was later when a bottle was
introduced in the first week. Breastfeeding was positively associated with early milk arrival and
inversely associated with early introduction of supplementary bottles, maternal employment, maternal
body mass index, and infant age.
4-30 WHO/UNICEF
Clinical data: morbidity of newborn babies at Sanglah Hospital

before and after rooming-in
Reference: Soetjiningsih and Suraatmaja S. The advantages of rooming-in. Pediatrica Indonesia,

1986, 26:229-235.
Method: Prospective study in Bali, Indonesia, over one year in which this study examined morbidity,
mortality, amount of milk formula and IV fluid consumed, and length of hospital stay in the maternity
ward and newborn nursery for the 6 months when infants and babies were separated and compared it
to the 6 months after instituting a rooming-in policy.
Findings: Infant profiles for the 2 periods were similar.
Before rooming-in After rooming-in

Total Live Births 1862 1965
Low birth-weight 241 232
Normal full-terms 1621 1733
After rooming-in was instituted for only the first 6 months:
Diarrhoeal diseases, otitis media, neonatal sepsis, and meningitis decreased in low-birth-
weight and normal full-term infants (see slide 4.7.5 for details).
Mortality due to infection decreased (41 or 2.21% vs. 16 or 0.81%); whereas deaths due to
other causes did not greatly change during this period (58 or 3.13 % versus 51 or 2.59%).
Need for milk formula decreased from 105.6 tins to 25.6 tins per month (400 g tin of
powdered milk formula).
Need for IV fluid dropped from 135.8 bottles to 74.1 bottles per month (500 cc/bottle).
Number of days in the hospital was reduced from 4.2 to 1.8 days.
Conclusion:
There were advantages for the mother, infant, and the hospital when the rooming-in policy was
introduced:
Mothers: less crowding secondary to shorter hospital stays.
Infants: decreased mortality and morbidity.
Hospital: savings in milk, fuel, personnel to prepare milk and watch after infants, less IV
fluids, less antibiotics.

Session 4
Effects of rooming-in on frequency of breastfeeding per 24 hours

Reference: Yamauchi Y and Yamanouchi I. The relationship between rooming-in/not rooming-in and
breastfeeding variables. Acta Paediatr Scand, 1990, 1017-1022.
Methods: N=100 healthy, full-term breastfed newborns were selected in each of two study periods,
one during non-rooming-in and the second during rooming-in. Non-rooming-in infants (N=112) were
kept in the newborn nursery from birth, and mothers brought them to their room according to a
predetermined schedule of breastfeeding for 2 hours every three or four hours. They were then taken
back to the well-baby nursery. Rooming-in infants (N=92) stayed in their mother’s rooms
immediately after delivery. Mothers were encouraged to nurse their babies whenever they suspected
they were hungry and were told not to limit the frequency or length of nursing. Data regarding the
frequency of breastfeeding was obtained from the charts of the mother and infant.
Findings: The frequency of breastfeeding per 24 hours was significantly higher in rooming-in than
non-rooming-in infants from day 2 to day 7 (p<0.01).
Conclusions: This study demonstrated that rooming-in infants had significantly higher breastfeeding
frequencies than non-rooming-in infants during the first week of life.
The authors conclude that some of the neonatal feeding problems related to breastfeeding such as the
need for human milk supplements or poor weight recovery could be eliminated by education of
mothers and nurses and by changes in hospital policies and practices regarding breastfeeding.
4-32 WHO/UNICEF
Breastfeeding frequency during the first 24 hours after birth

and incidence of hyperbilirubinemia on day 6
Refers to Slides 4.8.4
Reference: Yamauchi Y and Yamanouchi I. Breast-feeding frequency during the first 24 hours after
Method: Study in Japan looked at the relation between the frequency of breastfeeding and intake,
weight loss, meconium passage, and bilirubin levels. N=140 healthy, full-term, breastfed neonates
born vaginally without complications.
All neonates remained in their mothers’ rooms from the time of delivery. Mothers were encouraged to
nurse their babies whenever they suspected they were hungry and were told not to limit the frequency
or length of nursing. Mother recorded in detail the frequency and duration of each breastfeeding for
the first 2 postpartum days. Transcutaneous bilirubin (TcB) levels were measured using the
Minolta-Airshields jaundice meter. Measurements were obtained on day 6 from the forehead, chest,
and sternum, and the mean value from these three sites was used instead of serum total bilirubin
measurements. The accuracy and reliability of TcB measurements have been documented. The
correlation coefficient was .930 and the 95% confidence limits were +2.68 mg/dL.
For analysis of the data, the neonates were separated into two groups according to whether their
frequency of feedings during the first 24 hours of life was above or below seven feedings per 24 hours.
This frequency was arbitrarily chosen because it fit with the traditional 3- to 4-hour breastfeeding
schedules in their non-rooming-in nursery.
Findings: The incidence of significant hyperbilirubinemia (TcB > 23.5) (approximately equal to
serum total bilirubin level of 15 mg/dL) decreased with increased frequency of breastfeedings during
the first 24 hours after birth, as depicted in this graph.
In addition, the neonates fed seven or more times had significantly increased meconium passage,
breast-milk intake, and weight gain compared with those fed less frequently.
Conclusions: There was a strong dose-response relationship between feeding frequency and a
decreased incidence of hyperbilirubinemia.
Recommendations: Frequent suckling in the first days of life has numerous beneficial effects in the
breastfed, full-term newborn.

Session 4
Frequency of breastfeeding and serum bilirubin concentration

Reference: De Carvalho M, Klaus MH, Merkatz RB. Frequency of breast-feeding and serum
bilirubin concentration. Am J Dis Child, 1982 Aug, 136(8):737-738.
Background: Recent studies suggest that the three- to four-hour feeding regimens followed in
many maternity units for breastfeeding mothers may not be physiological and that human
infants should be fed more frequently.
Methods: To determine the effects of frequency and length of breastfeeding in the first days
after birth, we studied 55 mothers and their infants.
Findings: Infants who nursed on average more than eight times per 24 hours in the first three
days of life had significantly lower serum bilirubin levels (65. v 9.3 mg/fL, P less than 01)
than those who fed less than eight times per 24 hours.
Conclusions: The results of this investigation suggest that present breastfeeding policies that
reduce or limit the number of feedings may interfere with the normal processes that eliminate
bilirubin from the newborn infant.
4-34 WHO/UNICEF
Pacifier use and short breastfeeding duration:

Cause, consequence or coincidence?
Reference: Victora C, Behague D, Barros F et al. Pacifier use and short breastfeeding duration: cause,
consequence, or coincidence. Pediatrics, 1997, 99:445-453.
Methods: A population-based cohort of 650 mothers and infants were visited shortly after delivery
and at 1, 3, and 6 months. Mothers were interviewed regarding pacifier use, breastfeeding patterns,
and socio-economic, environmental, and reproductive variables. Breastfeeding duration refers to the
total duration of any breastfeeding.
Findings: Intense pacifier users at 1 month (children who used the pacifiers during most of the day
and at least until falling asleep) were four times more likely to stop breastfeeding at 6 months of age
than nonusers.
Users Nonusers
At one month:
Receiving daily breastfeeds (n=450) 10.6% 12.2% p<.001
Receiving formula (n=450) 12.2% 37% p=.001
Receiving teas (n=450) 49.4% 76.1% p=.001
BF at 3 mo (n=447) 86.4% 58.7% p<.001
BF at 6 mo (n=437) 65% 16.3% p<.001
Conclusions: Pacifiers may be an effective weaning mechanism used by mothers who have explicit or
implicit difficulties in breastfeeding. To be successful, breastfeeding promotion campaigns to reduce
pacifier use need to also help women face the challenges of nursing and address their anxieties.

Session 4
Training peer counsellors to promote and support

exclusive breastfeeding in Bangladesh
Reference: Haider R, Kabir I, Huttly S and Ashworth A. A training peer counselors to promote and
support exclusive breastfeeding in Bangladesh. J Hum Lact, 2002, 18:7-12.
Method: A peer counselling intervention program was instituted in Dhaka, Bangladesh and exclusive
breastfeeding rates at 5 months were compared in the intervention area and the control area. Peer
counsellors lived in the neighbourhoods where they worked and they received classroom, practice, and
supervised practice sessions. Peer counsellors visited mothers a minimum of twice in the last trimester
of pregnancy and within 48 hours, 5th day, once during days 10-14, and then every 2 weeks until 5
months postpartum. A protocol for referring to breastfeeding supervisors and to study coordinator was
developed.
Findings:
70% of mothers in the project area breastfed exclusively.
6% of mothers in the control area breastfed exclusively.
Conclusions: Community based peer counselling is useful and effective strategy in breastfeeding
promotion. Providing the peer counsellors with on going supervision for support and linkages to health
facilities for a doctor’s treatment gave the peer counsellors confidence and credibility with the
mothers.
4-36 WHO/UNICEF
Efficacy of home-based peer counselling to promote exclusive breastfeeding:

a randomised controlled trial
Reference: Morrow A, Guerrereo ML, Shultis J, Calva JJ, Lutter C, Bravo J, Ruiz-Palacios G,
Morrow RC, Butterfoss FD. Efficacy of home-based peer counselling to promote exclusive
breastfeeding: a randomised controlled trial. Lancet, 1999, 353:1226-1231.
Background: Exclusive breastfeeding is recommended worldwide but not commonly practised. We

undertook a randomised controlled study of the efficacy of home-based peer counselling to increase
the proportion of exclusive breastfeeding among mothers and infants residing in periurban Mexico
City.
Methods: Two intervention groups with different counselling frequencies, six visits (44) and three
visits (52), were compared with a control group (34) that had no intervention. From March, 1995, to
September, 1996, 170 pregnant women were identified by census and invited to participate in the
study. Home visits were made during pregnancy and early post partum by peer counsellors recruited
from the same community and trained by La Leche League. Data were collected by independent
interview. Exclusive breastfeeding was defined by WHO criteria.
Findings: 130 women participated in the study. Only 12 women refused participation. Study groups
did not differ in baseline factors. At 3 months post partum, exclusive breastfeeding was practised by
67% of six-visit, 50% of three-visit, and 12% of control mothers (intervention groups vs. controls,
p<0.001; six-visit vs. three-visit, p=0.02). Duration of breastfeeding was significantly (p=0.02) longer
in intervention groups than in controls, and fewer intervention than control infants had an episode of
diarrhoea (12% vs. 26%, p=0.03).
Interpretation: This is the first reported community-based randomised trial of breastfeeding

promotion. Early and repeated contact with peer counsellors was associated with a significant increase
in breastfeeding exclusivity and duration. The two-fold decrease in diarrhoea demonstrates the
importance of breastfeeding promotion to infant health.

Session 4
Promotion of Breastfeeding Intervention Trial (PROBIT):

a randomized trial in the Republic of Belarus
Refers to Slides 4.11.1-4
Reference: Kramer MS, Chalmers B, Hodnett ED, Sevkovskaya Z, Dzikovich I, Shapiro S, Collet JP,
Vanilovich I, Mezen I, Ducruet T, Shishko G, Zubovich V, Mknuik D, Gluchanina E, Dombrovskiy
V, Ustinovitch A, Kot T, Bogdanovich N, Ovchinikova L, Helsing E; PROBIT Study Group
(Promotion of Breastfeeding Intervention Trial). Promotion of Breastfeeding Intervention Trial
(PROBIT): a randomized trial in the Republic of Belarus. JAMA, 2001, Jan 24-31;285(4):413-20.
Context: Current evidence that breastfeeding is beneficial for infant and child health is based
exclusively on observational studies. Potential sources of bias in such studies have led to doubts about
the magnitude of these health benefits in industrialized countries.
Objective: To assess the effects of breastfeeding promotion on breastfeeding duration and exclusivity
and gastrointestinal and respiratory infection and atopic eczema among infants. DESIGN: The
Promotion of Breastfeeding Intervention Trial (PROBIT), a cluster-randomised trial conducted June
1996-December 1997 with a 1-year follow-up.
Setting: Thirty-one maternity hospitals and polyclinics in the Republic of Belarus.
Participants: A total of 17 046 mother-infant pairs consisting of full-term singleton infants weighing
at least 2500 g and their healthy mothers who intended to breastfeed, 16491 (96.7%) of which
completed the entire 12 months of follow-up.
Interventions: Sites were randomly assigned to receive an experimental intervention (n = 16)

modelled on the Baby-friendly Hospital Initiative of the World Health Organization and United
Nations Children’s Fund, which emphasizes health care worker assistance with initiating and
maintaining breastfeeding and lactation and postnatal breastfeeding support, or a control intervention
(n = 15) of continuing usual infant feeding practices and policies.
Main outcome measures: Duration of any breastfeeding, prevalence of predominant and exclusive
breastfeeding at 3 and 6 months of life and occurrence of 1 or more episodes of gastrointestinal tract
infection, 2 or more episodes of respiratory tract infection, and atopic eczema during the first 12
months of life, compared between the intervention and control groups.
Results: Infants from the intervention sites were significantly more likely than control infants to be
breastfed to any degree at 12 months (19.7% versus 11.4%; adjusted odds ratio [OR], 0.47; 95%
confidence interval [CI], 0.32-0.69), were more likely to be exclusively breastfed at 3 months (43.3%
versus 6.4%; P<.001) and at 6 months (7.9% versus 0.6%; P =.01), and had a significant reduction in
the risk of 1 or more gastrointestinal tract infections (9.1% versus 13.2%; adjusted OR, 0.60; 95% CI,
0.40-0.91) and of atopic eczema (3.3% versus 6.3%; adjusted OR, 0.54; 95% CI, 0.31-0.95), but no
significant reduction in respiratory tract infection (intervention group, 39.2%; control group, 39.4%;
adjusted OR, 0.87; 95% CI, 0.59-1.28).
Conclusions: Our experimental intervention increased the duration and degree (exclusivity) of
breastfeeding and decreased the risk of gastrointestinal tract infection and atopic eczema in the first
year of life. These results provide a solid scientific underpinning for future interventions to promote
breastfeeding.
4-38 WHO/UNICEF
The effects of the Baby-friendly Hospital Imitative on breastfeeding duration

in Switzerland
Refers to Slide 4.11.5-7
Reference: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a

National Level. Pediatrics, 2005, 116:e702 – e708.
Objectives: This study examined the question of whether Baby-friendly hospital status and
compliance with the 10 Steps influence breastfeeding duration on a national level in Switzerland.
Methods: Data was analysed for 2861 infants aged 0 to 11 months of age born in 145 different health
facilities. Breastfeeding data was compared with both the progress towards Baby-friendly status of
each hospital and the degree to which accredited hospitals were successfully maintaining the Baby-
friendly standards.
Results: The proportion of babies exclusively breastfed for their first 5 months of life was 42% for
those born in Baby-friendly hospitals, compared with 34% for infants born elsewhere. Median
breastfeeding duration for infants born in Baby-friendly hospitals, compared with infants born in other
hospitals, was longer if the hospital showed good compliance with the Ten Steps (35 weeks versus 29
weeks for any breastfeeding, 20 weeks versus 17 weeks for full breastfeeding, and 12 weeks versus 6
weeks for exclusive breastfeeding.
In 2003 the median duration of any breastfeeding across Switzerland was 31 weeks, compared with 22
weeks in 1994. The median duration of full breastfeeding was 17 weeks, compared with 15 weeks in
1994.
Conclusions: The authors conclude that the general increase in breastfeeding in Switzerland since
1994 can be interpreted in part as a consequence of the growing implementation of the Baby-friendly
Hospital Initiative. Longer breastfeeding duration was also associated with 24 hours rooming-in, early
initiation of breastfeeding, feeding on demand and avoiding dummy use.

Session 4
Handout 4.1
Presentation for Session 4:

Ten steps to successful Breastfeeding policy

breastfeeding Why have a policy?
Step 1. Have a written Requires a course of action and

provides guidance
breastfeeding policy that
Helps establish consistent care for
is routinely communicated mothers and babies
to all health care staff. Provides a standard that can be
evaluated
A JOINT WHO/UNICEF STATEMENT (1989)
Transparency 4.1.1 Transparency 4.1.2
Breastfeeding policy Breastfeeding policy

What should it cover? How should it be presented?
At a minimum, it should include: It should be:
à The 10 steps to successful breastfeeding
à An institutional ban on acceptance of free or low Written in the most common languages
cost supplies of breast-milk substitutes, bottles, understood by patients and staff
and teats and its distribution to mothers
à A framework for assisting HIV positive mothers to Available to all staff caring for mothers
make informed infant feeding decisions that meet and babies
their individual circumstances and then support for
this decision Posted or displayed in areas where
Other points can be added mothers and babies are cared for
Step 1: Improved exclusive breast-milk feeds

while in the birth hospital after implementing Ten steps to successful
the Baby-friendly Hospital Initiative
breastfeeding
Exclusive Breastfeeding Infants
40%
35%
33.50% Step 2. Train all health-care staff
30%
in skills necessary to
Percentage
25%
20%
15% implement this policy.
10% 5.50%
5%
0%
1995 Hospital with minimal 1999 Hospital designated as
lactation support Baby friendly
Adapted from: Philipp BL, Merewood A, Miller LW et al. Baby-friendly Hospital Initiative improves
breastfeeding initiation rates in a US hospital setting. Pediatrics, 2001, 108:677-681. A JOINT WHO/UNICEF STATEMENT (1989)
4-40 WHO/UNICEF
Additional topics for BFHI training in

Areas of knowledge the context of HIV
Train all staff in:
Advantages of How to assess a
Basic facts on HIV and on Prevention of Mother-to-
breastfeeding breastfeed Child Transmission (PMTCT)
Risks of artificial How to resolve Voluntary testing and counselling (VCT) for HIV
feeding breastfeeding
Locally appropriate replacement feeding options
Mechanisms of difficulties
How to counsel HIV + women on risks and benefits of
lactation and suckling Hospital breastfeeding various feeding options and how to make informed
How to help mothers policies and practices choices
initiate and sustain Focus on changing How to teach mothers to prepare and give feeds
breastfeeding negative attitudes How to maintain privacy and confidentiality
which set up barriers
How to minimize the “spill over” effect (leading
mothers who are HIV - or of unknown status to choose
replacement feeding when breastfeeding has less risk)
Step 2: Breastfeeding counselling

Step 2: Effect of breastfeeding training
increases exclusive breastfeeding
for hospital staff on exclusive breastfeeding
Age: 3 months 4 months 2 weeks after
rates at hospital discharge 100 diarrhoea treatment
Exclusive Breastfeeding Rates at Hospital Discharge
Exclusive breastfeeding (%) 80 75
90% 72
77%
80% 58.7
60 56.8 Control
70%
Percentage
60% Counselled
50% 41% 40
40%
30%
20% 20 12.7
10% 6
0% 0
Pre-training, 1996 Post-training, 1998 Brazil '98 Sri Lanka '99 Bangladesh '96
Adapted from: Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby (Albernaz) (Jayathilaka) (Haider)
Friendly Hospital Initiative. BMJ, 2001, 323:1358-1362. All differences between intervention and control groups are significant at p<0.001.
From: CAH/WHO based on studies by Albernaz, Jayathilaka and Haider.
Which health professionals

Ten steps to successful
other than perinatal staff
influence breastfeeding success? breastfeeding
Step 3. Inform all pregnant
women about the
benefits of
breastfeeding.

Session 4
Step 3: The influence of antenatal care

Antenatal education should include:
on infant feeding behaviour
Benefits of breastfeeding Basic facts on HIV No prenatal BF information
70
Early initiation Prevention of mother-to- 58
60 Prenatal BF information
Importance of rooming-in child transmission of HIV
(if new concept) (PMTCT) 50 43
Percentage
Importance of feeding on Voluntary testing and
40
demand counselling (VCT) for HIV
30 27
Importance of exclusive and infant feeding
counselling for HIV+ 18
breastfeeding 20
women
How to assure enough 10
breastmilk
0
Risks of artificial feeding Colostrum BF < 2 h
and use of bottles and Antenatal education
Adapted from: Nielsen B, Hedegaard M, Thilsted S, Joseph A , Liljestrand J. Does antenatal care
pacifiers (soothers, teats, should not include group influence postpartum health behaviour? Evidence from a community based cross-sectional study in
nipples, etc.) education on formula rural Tamil Nadu, South India. British Journal of Obstetrics and Gynaecology, 1998, 105:697-703.
preparation
Step 3: Meta-analysis of studies

of antenatal education Ten steps to successful
and its effects on breastfeeding breastfeeding
50%
39%
40%
Initiation Step 4. Help mothers initiate
(8 studies)
Percentage
30%
23% Short-term BF breastfeeding within a
(10 studies)
20%
Long-term BF half-hour of birth.
(7 studies)
10%
4%
0%
Increase in selected behaviours
Adapted from: Guise et al. The effectiveness of primary care-based interventions to
promote breastfeeding: Systematic evidence review and meta-analysis… Annals of
Family Medicine, 2003, 1(2):70-78.
New interpretation of Step 4 in the Early initiation of breastfeeding

revised BFHI Global Criteria (2007): for the normal newborn
Why?
Increases duration of breastfeeding
“Place babies in skin-to-skin contact with their
Allows skin-to-skin contact for warmth and
mothers immediately following birth for at
colonization of baby with maternal organisms
least an hour. Encourage mothers to
recognize when their babies are ready to Provides colostrum as the baby’s first
breastfeed and offer help if needed.” immunization
Takes advantage of the first hour of alertness
Babies learn to suckle more effectively
Improved developmental outcomes
4-42 WHO/UNICEF
Early initiation of breastfeeding

Impact on breastfeeding duration
for the normal newborn of early infant-mother contact
How?
70%
Percent still breastfeeding at 3 months

58% Early contact: 15-20 min suckling and
60% skin-to-skin contact within
Keep mother and baby together 50%
first hour after delivery
Control: No contact within first
Place baby on mother’s chest 40% hour
Let baby start suckling when ready 30% 26%
20%
Do not hurry or interrupt the process
10%
Delay non-urgent medical routines for at 0%
least one hour Early contact (n=21) Control (n=19)
Adapted from: DeChateau P, Wiberg B. Long term effect on mother-infant behavior of extra
contact during the first hour postpartum. Acta Peadiatr, 1977, 66:145-151.
Temperatures after birth in infants Protein composition of human colostrum

kept either skin-to-skin with mother or in cot and mature breast milk (per litre)
Constituent Measure Colostrum Mature Milk
(1-5 days) (>30 days)
Total protein G 23 9-10.5
Casein mg 1400 1870
α-Lactalbumin mg 2180 1610
Lactoferrin mg 3300 1670
IgA mg 3640 1420
From: Worthington-Roberts B, Williams SR. Nutrition in Pregnancy and Lactation, 5th ed. St. Louis,
Adapted from: Christensson K et al. Temperature, metabolic adaptation and crying in healthy MO, Times Mirror/Mosby College Publishing, p. 350, 1993.
full-term newborns cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:490.
Effect of delivery room practices

on early breastfeeding
breastfeeding
Successful sucking pattern
70%
60%
63%
Step 5. Show mothers how to
Percentage
50%
P<0.001
40% breastfeed and how to
30%
20%
21%
maintain lactation, even if
10%
0%
P<0.001
they should be separated
Continuous contact
n=38
Separation for procedures
n=34
from their infants.
Adapted from: Righard L, Alade O. Effect of delivery room routines on success of first
breastfeed Lancet, 1990, 336:1105-1107.

Session 4
Effect of proper attachment
S Contrary to popular belief, on duration of breastfeeding

Correct sucking technique at discharge
attaching the baby on the breast 100% Incorrect sucking technique at discharge
is not an ability with which a mother is
Percentage
[born…]; rather it is a learned skill
50%
which she must acquire by
observation and experience.T P<0.001 P<0.01 P<0.01 P<0.01
0%
5 days 1 month 2 months 3 months 4 months
From: Woolridge M. The “anatomy” of infant sucking. Midwifery, 1986, 2:164-171. exclusive
breastfeeding Any breastfeeding
Adapted from: Righard L , Alade O. (1992) Sucking technique and its effect on success of
breastfeeding. Birth 19(4):185-189.
Step 5: Effect of health provider

Effect of the maternity ward system
encouragement of breastfeeding in the hospital on the lactation success
on breastfeeding initiation rates
of low-income urban Mexican women
Breastfeeding initiation rates p<0.001
80% 74.6%
NUR, nursery, n-17
70%
60% RI, rooming-in, n=15
Percentage
50% 43.2% RIBFG, rooming-in

40% with breastfeeding
guidance, n=22
30%
20% NUR significantly
10% different from
RI (p<0.05) and
0% RIBFG (p<0.05)
Encouraged to breastfeed Not encouraged to
breastfeed
Adapted from: Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: Evidence From: Perez-Escamilla R, Segura-Millan S, Pollitt E, Dewey KG. Effect of the maternity ward
from a national survey. Obstetrics and Gynecology, 2001, 97:290-295. system on the lactation success of low-income urban Mexican women. Early Hum Dev., 1992, 31
(1): 25-40.
Supply and demand Ten steps to successful

breastfeeding
¾ Milk removal stimulates milk production.
Step 6. Give newborn infants no
¾ The amount of breast milk removed at each
feed determines the rate of milk production food or drink other than
in the next few hours. breast milk unless
¾ Milk removal must be continued during
separation to maintain supply.
4-44 WHO/UNICEF
Long-term effects of a change The perfect match:

in maternity ward feeding routines quantity of colostrum per feed
100% Intervention group = early, and the newborn stomach capacity
frequent, and unsupplemented
% exclusively breastfed
80% breastfeeding in maternity ward.

Control group = sucrose water
and formula supplements given.
60%
40% P<0.001
20%
P<0.01
0%
1.5 3 6 9
Months after birth
Adapted from: Nylander G et al. Unsupplemented breastfeeding in the maternity ward: positive Adapted from: Pipes PL. Nutrition in Infancy and Childhood, Fourth Edition St. Louis, Times
long-term effects Acta Obstet Gynecol Scand, 1991, 70:208. Mirror/Mosby College Publishing, 1989.
Impact of routine formula supplementation Determinants of lactation performance across

time in an urban population from Mexico
Decreased frequency or effectiveness of suckling
Milk came in earlier in the hospital with rooming-in
where formula was not allowed
Milk came in later in the hospital with nursery
Decreased amount of milk removed from breasts (p<0.05)
Breastfeeding was positively associated with
early milk arrival and inversely associated with
early introduction of supplementary bottles,
Delayed milk production or reduced milk supply maternal employment, maternal body mass index,
and infant age.
Some infants have difficulty attaching to breast if
From: Perez-Escamilla et al. Determinants of lactation performance across time in an
formula given by bottle urban population from Mexico. Soc Sci Med, 1993, (8):1069-78.
Summary of studies on the water

requirements of exclusively breastfed infants
Urine
Medically indicated
Temperature Relative osmolarity There are rare exceptions during
Country °C Humidity % (mOsm/l)
which the infant may require other
Argentina 20-39 60-80 105-199
fluids or food in addition to, or in place
India 27-42 10-60 66-1234
of, breast milk. The feeding
Jamaica 24-28 62-90 103-468
programme of these babies should be
Peru 24-30 45-96 30-544
determined by qualified health
Note: Normal range for urine osmolarity is from 50 to 1400 mOsm/kg.
professionals on an individual basis.
From: Breastfeeding and the use of water and teas. Division of Child Health and Development
Update No. 9, Geneva, World Health Organization, reissued, Nov. 1997.

Session 4
Acceptable medical reasons for use of

breast-milk substitutes Maternal conditions:
Infant conditions: Mothers who may need to avoid BF permanently:
Infants who should not receive breast milk or any other milk
except specialized formula: HIV infection – if replacement feeding is AFASS.
Classic galactosemia: A special galactose-free formula is needed.
Maple syrup urine disease: A special formula free of leucine, Mothers who may need to avoid BF temporarily:
isoleucine and valine is needed.
Severe illness that prevents a mother from caring for
Phenylketonuria: A special phenylalanine free formula is required
her infant
(some BF is possible, under careful monitoring).
Herpes simplex virus type 1. (If lesions on breasts,
Infants for whom breast milk remains the best feeding option but
may need other food in addition to breast milk for a limited avoid BF until active lesions have resolved.)
period: Maternal medications – sedating psychotherapeutic
Very low birth weight infants (less than 1500g) drugs; radioactive iodine – 131 better avoided given
Very preterm infants (less than 32 weeks gestational age) that safer alternatives are available; excessive use of
Newborn infants at risk of hypoglycaemia. topical iodine; cytotoxic chemotherapy usually requires
mother to stop BF permanently.
Mothers who can continue breastfeeding:

Breast abscess
Hepatitis B – infants should get vaccine.
Hepatitis C breastfeeding
Mastitis – if painful, remove milk by expression
TB – manage together following national
Step 7. Practice rooming-in —
guidelines allow mothers and infants
Substance use: maternal use of nicotine, to remain together —
alcohol, ecstasy, amphetamines, cocaine and
related stimulants have harmful effects on BF 24 hours a day.
babies; alcohol, opioids, benzodiazepines and
cannabis can cause sedation in mother and
baby A JOINT WHO/UNICEF STATEMENT (1989)
Rooming-in
Why?
Rooming-in Reduces costs
A hospital arrangement where a Requires minimal equipment
mother/baby pair stay in the same room Requires no additional personnel
day and night, allowing unlimited Reduces infection
contact between mother and infant Helps establish and maintain

breastfeeding
Facilitates the bonding process
4-46 WHO/UNICEF
Morbidity of newborn babies at Sanglah Effect of rooming-in on frequency

Hospital before and after rooming-in of breastfeeding per 24 hours
12%
n=205 6 months before rooming-in
10% 6 months after rooming-in
% of newborn babies
8%
6%
n=77
4% n=61
2% n=25
n=17 n=11 n=17
n=4
0%
Acute otitis Diarrhoea Neonatal sepsis Meningitis
media
Adapted from: Soetjiningsih, Suraatmaja S. The advantages of rooming-in. Pediatrica

Indonesia, 1986, 26:231. Adapted from: Yamauchi Y, Yamanouchi I . The relationship between rooming-in/not rooming-
in and breastfeeding variables. Acta Paediatr Scand, 1990, 79:1019.

breastfeeding
Step 8. Encourage Breastfeeding on demand:
breastfeeding on Breastfeeding whenever the baby or
demand. mother wants, with no restrictions on
the length or frequency of feeds.
Breastfeeding frequency during the first 24

On demand, unrestricted breastfeeding hours after birth and incidence of
Why? hyperbilirubinaemia (jaundice) on day 6
30% 28.1%
24.5%
Earlier passage of meconium 20%

Incidence
Lower maximal weight loss 15.2%

11.8%
Breast-milk flow established sooner 10%
9 12 5 2 0
Larger volume of milk intake on day 3 32 49 33 17 9
Less incidence of jaundice 0%

0.0%
0-2 3-4 5-6 7-8 9-11

Frequency of breastfeeding/24 hours
From: Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after birth in
full-term neonates. Pediatrics, 1990, 86(2):171-175. From: Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after

Session 4
Mean feeding frequency during the Ten steps to successful

first 3 days of life and serum bilirubin
12
breastfeeding
10.7
Serum Bilirubin, mg/dl
10
8
7.5
6.7
Step 9. Give no artificial teats or
6 4.8 pacifiers (also called
4
dummies and soothers)
2
0 to breastfeeding infants.
5 to 6 7 to 8 9 to 10 11+
Feeding frequency/24 hr
From: DeCarvalho et al. Am J Dis Child 1982; 136:737-738 A JOINT WHO/UNICEF STATEMENT (1989)
Cup-feeding a
Alternatives to artificial teats baby
cup
spoon
dropper
Syringe
Proportion of infants who were breastfed

up to 6 months of age according to Ten steps to successful
frequency of pacifier use at 1 month breastfeeding
Step 10. Foster the establishment
Non-users vs part-
time users: of breastfeeding support
P<<0.001
Non-users vs. full-
groups and refer mothers
time users:
P<0.001
to them on discharge
from the hospital or
clinic.
From: Victora CG et al. Pacifier use and short breastfeeding duration: cause, consequence or A JOINT WHO/UNICEF STATEMENT (1989)
coincidence? Pediatrics, 1997, 99:445-453.
4-48 WHO/UNICEF
Support can include:

S The key to best breastfeeding Early postnatal or Mother support
practices is continued day-to-day clinic checkup groups
à Help set up new
support for the breastfeeding Home visits groups
mother within her home and Telephone calls à Establish working
Community services relationships with
community.T à Outpatient
those already in
existence
breastfeeding clinics
Family support
à Peer counselling system
From: Saadeh RJ, editor. Breast-feeding: the Technical Basis and Recommendations for
Action. Geneva, World Health Organization, pp. 62-74, 1993. programmes
Types of breastfeeding mothers’ support groups Step 10: Effect of trained peer counsellors
extended family
on the duration of exclusive breastfeeding
Traditional culturally defined doulas
80%
village women 70%
70%
Modern, non-traditional
by mothers 60%
¾ Self-initiated
by concerned health professionals Percentage 50%
Exclusively
40% breastfeeding 5
¾ Government planned through: month old infants
30%
networks of national development groups, clubs, etc. 20%
10% 6%
health services -- especially primary health care (PHC)
and trained traditional birth attendants (TBAs) 0%
Project Area Control
From: Jelliffe DB, Jelliffe EFP. The role of the support group in promoting breastfeeding in developing Adapted from: Haider R, Kabir I, Huttly S, Ashworth A. Training peer counselors to promote and
countries. J Trop Pediatr, 1983, 29:244. support exclusive breastfeeding in Bangladesh. J Hum Lact, 2002;18(1):7-12.
Combined Steps: The impact of baby-friendly practices:

Home visits improve The Promotion of Breastfeeding Intervention Trial
exclusive breastfeeding (PROBIT)
Exclusive reastfeeding (%)
90%
80%
80%
70%
67% Six-visit group ¾ In a randomized trial in Belarus 17,000 mother-infant
62%
60%
50%
Three-visit group pairs, with mothers intending to breastfeed, were
50% Control group followed for 12 months.
40%
30% 24%
20%
¾ In 16 control hospitals & associated polyclinics that
12%
10% provide care following discharge, staff were asked to
0% continue their usual practices.
2 weeks 3 months
Infant's age ¾ In 15 experimental hospitals & associated polyclinics

staff received baby-friendly training & support.
From: Morrow A, Guerrereo ML, Shultis J, et al. Efficacy of home-based peer counselling to
promote exclusive breastfeeding: a randomised controlled trial. Lancet, 1999, 353:1226-31 Adapted from: Kramer MS, Chalmers B, Hodnett E, et al. Promotion of breastfeeding intervention trial
(PROBIT) A randomized trial in the Republic of Belarus. JAMA, 2001, 285:413-420.

Session 4
Differences following the intervention Effect of baby-friendly changes

Control hospitals: Experimental hospitals: on breastfeeding at 3 & 6 months
Routine separation of mothers Mothers & babies together
50%
& babies at birth from birth Experimental Group n = 8865
43.3%
Routine tight swaddling No swaddling—skin-to-skin Control Group n = 8181
contact encouraged 40%
Routine nursery-based care Rooming-in on a 24-hr basis
Percentage
30%
Incorrect latching & Correct latching & positioning
positioning techniques techniques
Routine supplementation with No supplementation 20%
water & milk by bottle
Scheduled feedings every 3 Breastfeeding on demand 7.9%
10% 6.4%
hrs
Routine use of pacifiers No use of pacifiers 0.6%
0%
No BF support after discharge BF support in polyclinics Exclusive BF 3 months Exclusive BF 6 months
Adapted from: Kramer et al. (2001)

Communication from Chalmers and Kramer (2003)
Impact of baby-friendly changes Combined Steps:

on selected health conditions The influence of Baby-friendly hospitals on
25% Experimental Group n=8865 breastfeeding duration in Switzerland
Control Group n=8181
20%
¾ Data was analyzed for 2861 infants aged 0 to11 months in

Percentage
15% 13.2%
145 health facilities.
10% 9.1%
6.3% ¾ Breastfeeding data was compared with both the progress

5% 3.3% towards Baby-friendly status of each hospital and the degree
to which designated hospitals were successfully maintaining
0%
Gastro-intestinal tract infections Atopic eczema
the Baby-friendly standards.
Note: Differences between experimental and control groups for various respiratory
tract infections were small and statistically non-significant.
Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a

Adapted from: Kramer et al. (2001) National Level? Pediatrics, 2005, 116: e702 – e708.
Median duration of exclusive breastfeeding for

Proportion of babies exclusively breastfed for
babies born in Baby-friendly hospitals --
the first five months of life -- Switzerland
Switzerland
50% 14
45% 42% 12 weeks
12
40% 34%
35% 10
Percentage
30% 8
25% 6 weeks
20% 6
15% 4
10%
2
5%
0% 0
Babies born in Baby friendly Babies born elsewhere If hospital showed good If hospital showed poor
hospitals compliance with 10 Steps compliance with 10 Steps
.Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a .Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a
National Level? Pediatrics, 2005, 116: e702 – e708. National Level? Pediatrics, 2005, 116: e702 – e708.
4-50 WHO/UNICEF
Handout 4.2
Sultanate of Oman
Ministry of Health
Department of Nutrition
National policy on infant and young child feeding

(for health facilities)
This policy is developed to ensure and improve the survival, health, nutritional status, growth and
development of infants and young children through optimal feeding.
To ensure optimal infant and young child feeding, the following should be practiced by all health
institutions:
1. Initiate breastfeeding within one hour from birth and promote exclusive breastfeeding for about
the first 6 months of age.
2. Ensure timely introduction of complementary feeds at the end of the sixth month. If signs of
hunger are observed earlier, complementary feeding could be started after completing four
months.
3. Ensure that all children are fed adequate and hygienically prepared complementary foods.
4. Educate the mothers to increase food quality, quantity and frequency with a combination of meals
and snacks, as the child gets older, with continued breastfeeding into the second year.
5. Encourage the mothers to diversity the diet to improve quality and micronutrients intake, satisfy
protein, iron, vitamin A, and iodine requirements.
6. Encourage caregivers to practice active feeding, respond to motor development, and appropriate
care practices.
7. During illness, advise the mother to increase frequency and quantity of meals, and continue
breastfeeding.
8. Integration of the specific monitoring and evaluation system is an essential part of the
implementation of this policy.
9. The implementation of the Oman Code 55/98 on the marketing of the breast-milk substitutes is the
responsibility of all health personal at the health facility, wilayat, and regional levels.
10. Check baby’s weight regularly as an indicator of adequate nutrition and refer malnourished
children to the nutrition clinic in the health facility for management, counseling and follow up.
11. Train all health worker on the infant and young child feeding policy. Foster establishment of
infant and young child feeding support groups in the health facilities and the communities.
HE – 49
First edition – November 2003

Session 4
Handout 4.3
Baby and Mother Friendly Hospital Programme

Ministry of Health, Mexico
4-52 WHO/UNICEF
Handout 4.4
UNICEF UK Baby Friendly Initiative:

Sample combined maternity/community services policy on
breastfeeding1
PRINCIPLES
This facility believes that breastfeeding is the healthiest way for a woman to feed her baby and
recognises the important health benefits now known to exist for both the mother and her child (1).
All mothers have the right to make a fully informed choice as to how they feed and care for their
babies. The provision of clear and impartial information to all mothers at an appropriate time is
therefore essential.
Health care staff will not discriminate against any woman in her chosen method of infant feeding and
will fully support her when she has made that choice. This policy is designed to ensure good
professional practice, not to dictate the choices of mothers.
AIMS
To ensure that the health benefits of breastfeeding and the potential health risks of formula feeding are
discussed with all women and their families as appropriate, so that they can make an informed choice
about how they will feed their babies.
To create an environment where more women choose to breastfeed their babies, and where more
women are given sufficient information and support to enable them to breastfeed exclusively for at
least 4 months (and preferably up to 6 months), and then as part of their infant’s diet for as long as
they both wish (2).
To enable all health care staff who have contact with breastfeeding women to provide full and
competent support through specialised training in all aspects of breastfeeding management.
To encourage liaison with other health care facilities and delivery of a seamless service, together with
the development of a breastfeeding culture throughout the local community.
IN SUPPORT OF THIS POLICY
Adherence to this policy is required for all staff. Any deviation from the policy must be justified and
recorded in the mother’s and/or baby’s health care records. This should be done in the context of
professional judgment and codes of conduct. The policy should be implemented in conjunction with
both the facility’s breastfeeding guidelines [where these exist] and the parents’ guide to the policy
[where this exists].
It is the responsibility of all health care professionals to liaise with others should concerns arise about
the baby’s health. Any guidelines for the support of breastfeeding in special situations and the
management of common complications will be drawn up and agreed by a multi-disciplinary team of
professionals with clinical responsibility for the care of mothers and babies.
1
From http://www.babyfriendly.org.uk/pol-both.asp

Session 4
The policy and guidelines will be reviewed annually. Compliance with the policy will be audited on an
annual basis.
No advertising of breast-milk substitutes, feeding bottles, teats or dummies is permissible in this

Trust/health centre. The display of logos of manufacturers of these products on such items as
calendars and stationery is also prohibited (3).
No literature provided by manufacturers of breast-milk substitutes is permitted. Educational materials

for distribution to women or their families must be approved by the lead professional.
Parents who have made a fully informed choice to feed their babies artificially should be shown how
to prepare formula feeds correctly, either individually or in small groups, in the postnatal period. No
routine group instruction on the preparation of artificial feeds will be given in the antenatal period, as
this does not provide the information adequately and has the potential to undermine confidence in
breastfeeding.
THE POLICY
Communicating the Breastfeeding Policy
1.1 This policy is to be communicated to all health care staff who have any contact with pregnant
women and mothers, including those employed outside the facility. All staff will receive a copy
of the policy.
1.2 All new staff will be orientated to the policy as soon as their employment begins.
1.3 The policy will be displayed in all areas of Trust premises/clinics/ parts of the health
centre. [Where appropriate] The policy will also be accessible to women in other forms, for
example on audio or video tapes and in appropriate languages.
Training Health Care Staff
2.1 Midwives and/or health visitors have the primary responsibility for supporting breastfeeding
women and for helping them to overcome related problems.
2.2 All professional, clerical and ancillary staff who have contact with pregnant women and mothers
will receive training in breastfeeding management at a level appropriate to their professional
group. New staff will receive training within six months of taking up their posts.
2.3 The responsibility for providing training lies with the lead professional [insert post], who will
audit the uptake and efficacy of the training and publish results on an annual basis.
Informing Pregnant Women of the Benefits and Management of Breastfeeding
3.1 Every effort must be made to ensure that all pregnant women are aware of the benefits of
breastfeeding and of the potential health risks of formula feeding.
3.2 All pregnant women should be given an opportunity to discuss infant feeding on a one-to-one
basis with a midwife or health visitor. Such discussion should not solely be attempted during a
group parentcraft class.
3.3 The physiological basis of breastfeeding should be clearly and simply explained to all pregnant
women, together with good management practices and some of the common experiences they
may encounter. The aim should be to give women confidence in their ability to breastfeed.
4-54 WHO/UNICEF
3.4 All materials and teaching should reflect the WHO/UNICEF Baby Friendly best practice
standards.
Supporting the Initiation of Breastfeeding
4.1 All mothers should be encouraged to hold their babies in skin-to-skin contact as soon as possible
after delivery in an unhurried environment, regardless of their intended feeding method.
4.2 All women should be encouraged to offer the first breastfeed when mother and baby are ready.
Help must be available from a midwife if needed.
Showing Women how to Breastfeed and how to Maintain Lactation even if Mother and Baby are
Separated
5.1 A midwife should be available to assist a mother if necessary at all breastfeeds during her
hospital stay.
5.2 Midwives and health visitors should ensure that mothers are offered the support necessary to
acquire the skills of positioning and attachment. They should be able to explain the necessary
techniques to the mother, thereby helping her to acquire this skill for herself.
5.3 All breastfeeding mothers should be shown how to hand express their milk. A leaflet outlining
the process should be provided for women to use for reference.
5.4 It is the responsibility of those health professionals caring for both mother and baby to ensure the
mother is given help and encouragement to express her milk and to maintain her lactation during
periods of separation from her baby.
5.5 Mothers who are separated from their babies should be encouraged to express milk at least six to
eight times in a 24 hour period.
Supporting Exclusive Breastfeeding
6.1 For around the first 6 months, breastfed babies should receive no water or artificial feed except in
cases of medical indication or fully informed parental choice. In hospital, no water or artificial
feed should be given to a breastfed baby unless prescribed by a midwife or paediatrician who has
been appropriately trained. Once home, no water or artificial feed is to be recommended for a
breastfed baby by a member of staff unless s/he is trained in lactation management.
6.2 Parents should always be consulted if supplementary feeds are recommended and the reasons
discussed with them in full.
6.3 Any supplements which are prescribed or recommended should be recorded in the baby’s hospital
notes or health record along with the reason for supplementation.
6.4 Parents who elect to supplement their baby’s breastfeeds with formula milk or other foods or
drinks should be made aware of the health implications and of the harmful impact
supplementation may have on breastfeeding to allow them to make a fully informed choice.
6.5 All weaning information should reflect the aim of exclusive breastfeeding for around 6 months
and partial breastfeeding for at least the first year (2).
6.6 Data on infant feeding showing the prevalence of both exclusive and partial breastfeeding will be
collected at the following ages: [for example: delivery, transfer home, 10 days, 6/8 weeks, 4
months, 1 year - we await national recommendations].

Session 4
6.7 Breast-milk substitutes will not be sold by facility staff or on health care premises. [Formula
milk may be exchanged for welfare tokens (and sold to families in receipt of Working Families
Tax Credit) if there is no other local outlet providing this facility].
Rooming-in
7.1 Mothers will normally assume primary responsibility for the care of their babies.
7.2 Separation of mother and baby while hospitalised will normally occur only where the health of
either the mother or her infant prevents care being offered in the postnatal areas.
7.3 There is no designated nursery space in the hospital postnatal areas.
7.4 Babies should not be routinely separated from their mothers at night. This applies to babies who
are being bottle fed as well as those being breastfed. Mothers who have delivered by Caesarean
section should be given appropriate care, but the policy of keeping mother and baby together
should normally apply.
7.5 Mothers will be encouraged to continue to keep their babies near them when they are at
home. They will be given appropriate information about the benefits of and contraindications to
bed-sharing.
Baby-led Feeding
8.1 Demand feeding should be encouraged for all babies unless clinically indicated. Hospital
procedures should not interfere with this principle.
8.2 Mothers should be encouraged to continue to practise baby-led feeding throughout the time they
are breastfeeding.
Use of Artificial Teats, Dummies and Nipple Shields
9.1 Health care staff should not recommend the use of artificial teats or dummies during the
establishment of breastfeeding. Parents wishing to use them should be advised of the possible
detrimental affects on breastfeeding to allow them to make a fully informed choice. The
information given and the parents’ decision should be recorded in the appropriate health record.
9.2 Nipple shields will not be recommended except in extreme circumstances and then only for as
short a time as possible. Any mother considering using a nipple shield must have the
disadvantages fully explained to her prior to commencing use. She should be under the care of a
skilled practitioner whilst using the shield and should be given every help to discontinue use as
soon as possible.
Breastfeeding Support Groups

10.1 This facility supports co-operation between health care professionals and voluntary support
groups whilst recognising that health care facilities have their own responsibility to promote
breastfeeding.
10.2 Telephone numbers (or other means of contact) for infant feeding advisors [where these exist],
community midwives, health visitors, and voluntary breastfeeding counsellors will be issued to
all mothers and be routinely displayed in all areas relevant to maternity and child health. Details
will be given of the times at which these advisors can be contacted.
4-56 WHO/UNICEF
10.3 Breastfeeding support groups will be invited to contribute to further development of the
breastfeeding policy through involvement in appropriate meetings.
A Welcome for Breastfeeding Families
11.1 Breastfeeding will be regarded as the normal way to feed babies and young children. Mothers
will be enabled and supported to feed their infants in all public areas of Trust premises/the health
centre.
11.2 Comfortable facilities will be made available for mothers who prefer privacy.
11.3 Signs in all public areas of the facility will inform users of this policy.
Encouraging Community Support for Breastfeeding
12.1 Handover of care from midwife to health visitor will follow established procedure.
12.2 Health professionals should ask about the progress of breastfeeding at each contact with a
breastfeeding mother. This will enable early identification of any potential complications and
allow appropriate information to be given to prevent or remedy them.
12.3 Members of the health care team should use their influence wherever and whenever possible to
encourage a breastfeeding culture in the local community.
12.4 Health care facilities will work with local breastfeeding support groups to raise society’s
awareness of the importance of breastfeeding and to encourage the provision of facilities for
breastfeeding mothers and infants through liaison with local businesses, authorities, community
groups and the media.
12.5 Opportunities to influence or take part in educational programmes in local schools (e.g. as part of
the role of school nurses) will be explored.
1. Standing Committee on Nutrition of the British Paediatric Association (1994): Is breast feeding beneficial in the UK? Arch
Dis Child, 71: 376-80.
2. The COMA Working Group on the Weaning Diet (1994) recommends that ‘the majority of infants should not be given
solid foods before the age of four months, and that a mixed diet should be offered by the age of six months’. The World
Health Assembly (Resolution 47.5, 1994) recommends that babies should be exclusively breastfed until ‘about 6 months’.
3. The Infant Formula and Follow-on Formula Regulations 1995 stipulate a legal requirement that infant formula advertising
should be restricted to baby care publications distributed through the health care system. There is no legal requirement for
facilities in the UK to comply with the International Code of Marketing of Breast-milk Substitutes (WHO, Geneva, 1981).
However, the requirements of the Baby Friendly Initiative are based on the International Code, which aims ‘to contribute to
the provision of safe and adequate nutrition for infants, by the protection and promotion of breastfeeding, and by ensuring the
proper use of breast-milk substitutes, when these are necessary, on the basis of adequate information and through appropriate
marketing and distribution.’ Articles 5 and 6 of the Code state that no promotion of breast-milk substitutes, bottles or teats
should occur.

Session 4
4-58 WHO/UNICEF
Handout 4.5
WHO/NMH/NHD/09.01
WHO/FCH/CAH/09.01


Session 4
agreement.
4-60 WHO/UNICEF
Preface
Australia, 2006.
Acknowledgments

Session 4
Introduction

INFANT CONDITIONS
formula
valine is needed.
Infants for whom breast milk remains the best feeding option but who may need
other food in addition to breast milk for a limited period
4-62 WHO/UNICEF
MATERNAL CONDITIONS


Hepatitis C.
(10).
the baby.
to abstain.
2 The most appropriate infant feeding option for an HIV-infected mother depends on her and her infant’s individual circumstances, including her health status,
but should take consideration of the health services available and the counselling and support she is likely to receive. Exclusive breastfeeding is recommended
for the first six months of life unless replacement feeding is AFASS. When replacement feeding is AFASS, avoidance of all breastfeeding by HIV-infected
women is recommended. Mixed feeding in the first 6 months of life (that is, breastfeeding while also giving other fluids, formula or foods) should always be
avoided by HIV-infected mothers.
3 Mothers who choose not to cease their use of these substances or who are unable to do so should seek individual advice on the risks and benefits of
breastfeeding depending on their individual circumstances. For mothers who use these substances in short episodes, consideration may be given to avoiding
breastfeeding temporarily during this time.

Session 4
References
Pan American Health Organization, 2002 (http://www.paho.org/English/AD/FCH/BOB-Main.htm, accessed 26 June
2008).
(WHA39/1986/REC/1), Annex 6:122–135.
4-64 WHO/UNICEF
Session 4:
for settings with high HIV prevalence
Note: This alternate Session 4 has been prepared for use in settings with high HIV prevalence. Some
HIV-related content is included in the basic Session 4, since it is important to consider the effects of
the epidemic in all settings. This version of the Session is identical to Session 4, except that additional
content concerning HIV and infant feeding have been added, wherever useful.
Additional handouts, transparencies, and slides related to HIV and infant feeding have been prepared
for this version of the Session. The additional handouts and transparencies are included with this
version of the Session. The basic handouts and transparencies are presented with the basic Session and
should be used with this one as well. The additional slides have been integrated into the basic slide set
and included all together with this Session, for ease of use.
Objective
Describe the scientific basis for the “Ten steps to successful breastfeeding”.
Discuss current scientific evidence concerning the advantages and risks of breastfeeding versus
replacement feeding in settings with high HIV prevalence and how this should influence the
approach to the “Ten steps”.
Duration
Total: 90 minutes
Teaching methods
Review the WHO document, Evidence for the ten steps to successful breast-feeding. Geneva,
Review all handouts and research summaries which follow the Session 4 outline as well as the
additional handouts and summaries in this Session Plan (be sure to have the most up-to-date
statement from the Joint United Nations Programme on HIV/AIDS (UNAIDS) on HIV and infant
feeding).
BFHI Section 2: Course for decision-makers 4-1 (HIV)

Session 4 (HIV)
Review video, Delivery, Self Attachment. (time: 6 minutes). See the Course Guide for information
on how to order the video.
Review all PowerPoint slides and/or transparencies from both the basic Session Plan and this
version and choose for each step about three slides or transparencies most appropriate for your
audience. If desired, you may change the order of the slide/transparency presentation. Review the
generic photo slides and use them and/or your own slides, to illustrate points as needed.
Review locally available breastfeeding and HIV and infant feeding training courses and list them
on an overhead or flipchart.
If available, display poster of the Ten Steps where the speaker can easily refer to it.
Training materials
Summaries
Note: Only the additional summaries of studies related to HIV are included with this session. The
other summaries are included with the basic Session 4.
Handouts
Protecting, Promoting and Supporting Breast-feeding, The Special Role of Maternity Services, A Joint
WHO/UNICEF Statement (booklet, same as Session 3).
4.1 (HIV) Presentation for Session 4 HIV.
4.2 National policy on infant and young child feeding (for health institutions), Sultanate of
Oman.
4.3 Baby and Mother Friendly Hospital Programme, Ministry of Health, Mexico.
4.4 UNICEF UK Baby Friendly Initiative: Sample combined maternity/community services

policy on breastfeeding.
4.5 Acceptable medical reasons for use of breast-milk substitutes.
4.6 (HIV) Infant and young child feeding in the context of HIV.
4.7 (HIV) Infant feeding policy: Rusape Hospital, Zimbabwe.
4.1.1-4.11.7 and photo slides 4.a-4.z.
4 Intro. 1 HIV, 4 Intro. 2 HIV, 4.3.5-11 HIV, and 4.6.10-14 HIV.
are listed in the Session Plan. When possible, trainers should substitute appropriate photos taken
locally or in situations that are similar to local conditions. The slides (in colour) can be used with a
laptop computer and LCD projector, if available.
projected with an overhead projector. The photos are not included in the transparency file, as they do
4-2 (HIV) WHO/UNICEF

Scientific basis for the Ten Steps (HIV)
not reproduce well in black and white. The transparencies are also reproduced as the first handout for
this session, with 6 transparencies to a page.
Other training materials
Flipchart
Video
Poster with the Ten Steps
References
Note: Some of the references related to HIV and infant feeding in the list below are included in the
basic Session 4 reference list. Additional HIV-related references that have been added here are
asterisked and have been placed at the beginning of this reference list.
* Breastfeeding and HIV/AIDS Frequently Asked Questions (FAQ Sheet 1). Washington D.C.,
LINKAGES Project, Academy for Educational Development, Updated May 2001
(http://linkagesproject.org/FAQ_Html/FAQ_HIV.htm).
* HIV and Infant Feeding Counselling: A Training Course. Participants’ Manual. Geneva, World
Health Organization, 2000 (WHO/FCH/CAH/00.4).
* HIV in Pregnancy: A Review. Geneva, World Health Organization, 1999 (WHO/CHS/RHR/99.15).
* New data on the prevention of mother-to-child transmission of HIV and their policy implications:
conclusions and recommendations. WHO Technical Consultation on Behalf of the UNFPA/ UNICEF/
WHO/ UNAIDS Interagency Task Force Team on Mother-to-Child transmission of HIV, Geneva, 11-
13 October 2000. Geneva, World Health Organization, 2001.
* Piwoz EG, Lliff PJ, Tavengwa N, Gavin L, Marinda E, Lunney K, Zunguza C, Nathoo KJ, the
ZVITAMBO Study Group, Humphrey JH. An Education and Counseling Program for Preventing
Breast-Feeding-Associated HIV Transmission in Zimbabwe: Design and Impact on Maternal
Knowledge and Behavior (Symposium: Women’s Voices, Women’s Choices: The Challenge of
Nutrition and HIV/AIDS). American Society for Nutritional Sciences, 2005, 950-955.
* Richardson BA, John-Stewart GC, Hughes JP, Nduati R, Mbori-Ngacha D, Overbaugh J, Kreiss JK.
Breast-milk Infectivity in Human Immunodeficiency Virus Type 1 – Infected Mothers. Journal of
Infectious Diseases, 2003, 187:736-740.
* Ross JS, Labbok MH. Modeling the Effects of Different Infant Feeding Strategies on Young Child
Survival and Mother-to-Child Transmission of HIV. Am J Public Health. 2004; 94(7):1174-1180.
* Walley J, Whitter S, Nicholl A. Simplified antiviral prophylaxis with or and without artificial
feeding to reduce mother-to-child transmission of HIV in low and middle income countries: modeling
positive and negative impact on child survival. Med Sci Monit, 2001, 7(5):1043-1051.
* World Linkages: Zambia (including “Country Profile” and description of the “Ndola Demonstration
Project”), Washington D.C., LINKAGES Project, Academy for Educational Development, 2000
(http://www.linkagesproject.org/media/publications/world linkages/worldzambia.pdf).
Albernaz E, Giugliani ERJ, Victora CG. Supporting breastfeeding: a successful experience. J Hum
Lact, 1998, 14(4):283-285.

Session 4 (HIV)
Breastfeeding and the use of water and teas. Division of Child Health and Development, Update, No.
9. Geneva, World Health Organization, reissued November 1997.
Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby Friendly Hospital
Initiative. BMJ, 2001, 323:1358-1362.
Coutsoudis A, Kubendran P, Kuhn L, Spooner, E, Tsai W, Coovadia, HM. South African Vitamin A
Study Group. Method of feeding and transmission of HIV-1 from mothers to children by 15 months of
age: prospective cohort study from Durban, South Africa. AIDS, 2001 Feb 16: 15(3):379-87.
Christensson K, Siles C, Moreno L, et al. Temperature, metabolic adaptation and crying in healthy
full-term newborns cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:481-493.
DeCarvalho M, Klaus MH, Merkatz RB. Frequency of breast-feeding and serum bilirubin
concentration. Am J Dis Child, 1982, 136:737-738.
DeCock KM, Fowler MG, Mercier E et al. Prevention of mother-to-child HIV transmission in
DeChateau P, Wiberg B. Long term effect on mother-infant behavior of extra contact during the first
hour postpartum. Acta Paediatr, 1977, 66:145-151.
Evidence for the ten steps to successful breastfeeding. Geneva, World Health Organization, 1998
(WHO/CHD/98.9).
Guidelines concerning the main health and socioeconomic circumstances in which infants have to be
fed on breast-milk substitutes. In: Thirty-Ninth World Health Assembly [A39/8 Add. 1- 10 April
1986], pp. 122-135, Geneva, World Health Organization, 1992.
Guise, J-M, Palda V, Westhoff C, Chan BKS, Helfand M, Lieu T. The effectiveness of primary care-
based interventions to promote breastfeeding: Systematic evidence review and meta-analysis for the
US preventive services task force. Annals of Family Medicine, 2003 1(2):70-78.
Haider R et al. Breast-feeding counselling in a diarrhoeal disease hospital. Bulletin of the World
Health Organization, 1996, 74(2):173-179.
Haider R, Kabir I, Huttly S and Ashworth A. A training peer counselors to promote and support
HIV transmission through breastfeeding: A review of available evidence. Geneva, World Health
Organization, 2004.
Jayathilaka AC. A study in breastfeeding and the effectiveness of an intervention in a district of Sri Lanka.
[DM thesis]. Sri Lanka, University of Colombo, 1999.
Jelliffe DB, Jelliffe EFP. The role of the support group in promoting breastfeeding in developing
Kramer MS, Chalmers B, Hodnett E et al. Promotion of Breastfeeding Intervention Trial (PROBIT) A
randomized trial in the Republic of Belarus. JAMA, 2001, 285:413-420.
Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: evidence from a national

survey. Obstetrics and Gynecology, 2001, 97:290-295.

Martens PJ. Does Breastfeeding education affect nursing staff beliefs, exclusive breastfeeding rates,
and Baby-Friendly Hospital Initiative compliance? The experiences of a small, rural Canadian
hospital. J Hum Lact, 2000, 16:309-318.
Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a National Level?

Pediatrics, 2005, 116: e702 – e708.
Morrow A, Guerrereo ML, Shultis J et al. Efficacy of home-based peer counselling to promote
exclusive breastfeeding: a randomized controlled trial. Lancet, 1999, 353:1226-31.
Nielsen B, Hedegaard M, Thilsted S, Joseph A, Liliestrand J. Does antenatal care influence

postpartum health behaviour? Evidence from a community based cross-sectional study in rural Tamil
Nadu. South India. British Journal of Obstetrcs and Gynaecology, 1998, 105: 697-703.
Nylander G, Lindemann R, Helsing E, Bendvold E. Unsupplemented breastfeeding in the maternity

ward. Acta Obstet Gynecol Scand, 1991, 70: 205-209.
Philipp BL, Merewood A, Miller LW et al. Baby Friendly Hospital Initiative improves breastfeeding
initiation rates in a US hospital setting. Pediatrics, 2001, 108:677-681.
Pipes PL. Nutrition in Infancy and Childhood. Boston, Massachusetts, Times Mirror/Mosby, 1989.
Powers NG, Naylor AJ, Wester RA. Hospital policies: crucial to breastfeeding success. Semin
Perinatol, 1994, 18(6): 517-524.
Righard L, Alade MO. Effect of delivery room routines on success of first breast-feed. Lancet, 1990,
336: 1105-1107.
Righard L, Alade MO. Sucking technique and its effect on success of breastfeeding. Birth, 1992,
19(4):185-189.
Saadeh RJ, Akré J. Ten steps to successful breast-feeding: a summary of the rationale and scientific
evidence. Birth, 1996, 23(3):154-160.
Saadeh RJ, ed. Breast-Feeding: The Technical Basis and Recommendations for Action. Geneva,
Savage-King FS. Helping Mothers to Breastfeed, Revised Edition. Nairobi, Kenya, African Medical
Research Foundation, 1992.
Soetjiningsih, Suraatmaja S. The advantages of rooming-in. Pediatrica Indonesia, 1986, 26:229-235.
Victora G, Behague P, Barros C et al. Pacifier use and short breastfeeding duration: cause,
consequence, or coincidence. Pediatrics, 1997, 99:445-453.
WHO/UNICEF/UNFPA/UNAIDS/World Bank/UNHCR/EFP/FAO/IAEA. HIV and infant feeding:

Framework for priority action. Geneva, World Health Organization, 2003 (http://www.who.int/child-
adolescent-health/publications/NUTRITION/HIV_IF_Framework.htm).
WHO Technical Consultation on Infant and Young Child Feeding, Themes, Discussion and
Recommendations, WHO, Geneva, 13-17 March, 2000. Geneva, World Health Organization, 2000
(WHO/NHD/00.8, WHO/FCH/CAH/00.22).
WHO/UNICEF/UNFPA/UNAIDS. HIV and infant feeding: A guide for health-care managers and
supervisors (revised). Geneva, World Health Organization, 2003 (http://www.who.int/child-
adolescent-health/New_Publications/NUTRITION/HIV_IF_MS.pdf).

Session 4 (HIV)
WHO/UNICEF/UNFPA/UNAIDS. HIV and infant feeding: guidelines for decision-makers (revised).

Geneva, World Health Organization, 2003 (http://www.who.int/child-adolescent-
health/publications/NUTRITION/ISBN_92_4_159122_6.htm).
WHO/UNICEF/UNAIDS/UNFPA, HIV and Infant Feeding Update. Based on the Technical

Consultation held on behalf of the IATT on Prevention of HIV Infection in Pregnant Women, Mothers
and their Infants. Geneva 25-27 October 2006. Geneva, World Health Organization, 2007.
http://www.who.int/nutrition/publications/hivaids/9789241595964/en/index.html
Woolridge M. The “anatomy” of infant sucking. Midwifery, 1986, 2:164-171.
Worthington-Roberts B, Williams SR. Nutrition in Pregnancy and Lactation, 5th Edition. St. Louis,
MO, Mosby, 1993.
Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after birth in full-term
neonates. Pediatrics, 1990, 86 (2):171-175.
Yamauchi Y, Yamanouchi I. The relationship between rooming-in/not rooming-in and breast-feeding

variables. Acta Paediatr Scand, 1990, 79:1017-1022.

Outline
This session will review selected studies to

illustrate the physiological and sociological basis
for the Ten Steps. All steps are interrelated. The
first 2 steps provide the foundation for
implementing the remaining eight. Refer
participants to the handout (booklet), “Promoting,
Protecting, and Supporting Breast-feeding”.
Invite participants to comment or ask questions

during the presentation. Write down problems,
barriers or solutions that come up during the
presentation so they can be addressed in Session 5
(HIV). Try to allow some discussion during this
presentation but postpone major discussions until
Session 5 (HIV) due to time constraints.

reproduced in Handout 4.1 (HIV) and included in
the participants’ folder.
Begin the session by briefly presenting some

background information related to HIV and infant
feeding, tailoring your brief overview to the needs
of the participants.
Show and describe the data in slides 4 Intro 1

HIV, 4 Intro 2 HIV, and 4 Intro 3 HIV.
Refer the participants to Handout 4.6 (HIV).

Summarize the information in this handout and/or
present information of your own concerning HIV
and infant feeding.
1. Step 1: Have a written breastfeeding policy Slides

that is routinely communicated to all 4.1.4 Step 1.
health-care staff.
4.1.5 Why have a policy?
4.a Mention the “Joint Statement” and fact

that it serves as the background document
for BFHI and the “Ten Steps”.
4.1.6 What should it cover?

In some HIV prevalent countries there has
been a shift to an “infant feeding policy”
that includes breastfeeding as well as
replacement feeding guidelines and a
support framework.
4.1.7 How should it be presented?

Pass out handout 4.7 (HIV) or your own

Session 4 (HIV)
policy example and discuss it. Policies

need to be adapted to your own settings
and should be based on the Ten Steps.
Mention that issues related to development
of appropriate policies for settings with
high HIV prevalence will be discussed
further in Session 5 (HIV).
4.b Show photo of health professionals

consulting a written policy during on-the-
job training (optional).
4.1.8 Graph: Rates of exclusive breast-milk

feeds improved while in the birth hospital
after implementing the Baby Friendly
Hospital Initiative (Philipp et al., see
summary).
2. Step 2: Train all health-care staff in the Slides

skills necessary to implement this policy. 4.2.1 Step 2.
4.c Show photo of health professionals
attending a classroom session (optional).
4.d. Show photo of group discussion during
training (optional).
4.2.2 Areas of knowledge to be included in staff
education (may ask participants to answer
before showing).
4.2.3 Additional topics for training in the
context of HIV.
4.2.4 Hospital staff breastfeeding training had a
significant effect on exclusive
breastfeeding rate at discharge, which
increased from 41% to 77% (Cattaneo et
al., see summary).
4.2.5 In several studies health professionals

trained in breastfeeding counselling
provided counselling and/or trained
support groups to assist mothers in a
variety of circumstances (prenatally,
postnatally, after admission for diarrhoea).
In each of the studies there was a
significant increase in exclusive
breastfeeding, when compared to the
control group (WHO/CAH, see summary).
4.2.6 Ask participants to give examples of

health professionals - other than perinatal
staff - who influence breastfeeding
success. Consider other staff in the

institution coming into contact with

mothers such as cleaning staff, clerks, or
other specialty groups.
3. Step 3: Inform all pregnant women about Slides

the benefits and management of 4.3.1 Step 3.
breastfeeding.
4.3.2 Antenatal education content (can be
adapted to reflect individual country
needs). In settings where there is high HIV
there are additional considerations in the
antenatal period including voluntary
counselling and testing for HIV. After
learning one’s HIV status there are
additional areas for counselling during
pregnancy.
4.e-f Show photos of an antenatal group class

and individual counselling (optional).
4.3.3 Antenatal care can significantly impact

breastfeeding practices related to
colostrum feeding and early breastfeeding
initiation within 2 hours of birth (Nielsen
et al., see summary).
4.3.4 Antenatal education can lead to significant

increases in initiation rates (23%) and
duration of short-term breastfeeding (up to
3 months) (39%), as shown by a meta-
analysis of studies of education and
support (Guise et al., see summary).
4.3.5 (HIV) Why test for HIV in pregnancy?

There are several reasons why a woman
may want to consider learning her HIV
status. Mothers may want to be assured of
privacy and confidentiality before testing
as in some cases there is stigma associated
with having a test.
4.3.6 (HIV) Replacement feeding. It’s important

to review the definition of “replacement
feeding” in the context of HIV.
4.3.7 (HIV) Risk of mother-to-child transmission

of HIV. This graphic illustrates the risk of
mother-to-child transmission of HIV if
there is a 20% prevalence of HIV infection
among mothers, 20% transmission rate
during pregnancy/delivery and 15%
transmission rate during breastfeeding.
With these rates, for every 100 mothers, 20

Session 4 (HIV)
would be HIV+, 4 of their babies infected

during pregnancy and delivery, and 3 of
their babies infected via breastfeeding.
4.3.8 (HIV) HIV positive mothers need to be

counselled concerning the risks of
breastfeeding versus replacement feeding.
The WHO recommendations on infant
feeding for HIV+ women presents key
issues to consider.
4.3.9 11 (HIV) These slides summarize the key

recommendations to give if a mother’s
HIV status is unknown, if her HIV status is
negative, if her HIV status is positive, if
her HIV status is positive and she decides
to breastfeed, and if her HIV status is
positive and she chooses replacement
feeding. These recommendations can help
guide health providers at the facility that
counsel pregnant women facing decisions
concerning how they will feed their
infants. WHO has recently published a
series of counseling cards that can be very
useful in this process. Health providers
need to receive special training through the
WHO HIV and infant feeding course or
something similar, to gain the knowledge
and skills needed for this work.
4. Step 4: Help mothers initiate breastfeeding Slides

within a half-hour of birth.
4.4.1 Step 4 (may have discussions relating to
timing of first breastfeed. Could elaborate
on issues relating to this step, i.e. drugs
during delivery, cesarean sections, etc.).
4.4.2 The revised BFHI Global Criteria
interpret this step as “Place babies in skin-
to-skin contact with their mothers
immediately following birth for at least an
hour. Encourage mothers to recognize
when their babies are ready to breastfeed
and offer help if needed”. Discuss reasons
for this change, including research on the
time it takes babies to start breastfeeding
without assistance (see photos 4h-j and
slide 4.4.8 below).
4.4.3 Why encourage early initiation? The

points in this list are illustrated in the
following transparencies.

4.4.4 How to encourage early initiation?
4.g-j Show one or more photos illustrating early

initiation. The first photo shows a nurse
assisting a mother to position her baby just
after delivery. The next three photos
illustrate how the baby will find the
mother’s nipple and begin to suck on his
own, if time is allowed for this process.
4.4.5 Graph: Study demonstrates how contact

within the first hour after delivery
increased duration of breastfeeding at 3
months (DeChateau et al., see summary).
4.4.6 Graph: Study concluded that skin-to-skin

care as compared to care in a bed during
the unique period just following birth is
associated with higher body and skin
temperatures and more rapid metabolic
adaptation. Maternal body is an efficient
heat source for the baby (Christensson et
al., see summary).
4.4.7 Table: This summary of when immune

factors are produced in the infant
demonstrates the importance of colostrum
and mature milk’s role in compensating
for the relative absence of immunity in the
infant (Worthington-Roberts).
4.4.8 Graph: Study concluded that in order to

promote successful suckling patterns
naked infants should be left undisturbed on
their mothers’ abdomens until the first
suckling is accomplished and the infants’
efforts to take the breast actively should be
promoted (Righard et al., see summary).
Show “Delivery, Self Attachment” video

if available, as an alternative to photo
slides g, h, and i. Note the infant’s
suckling pattern when there is no
interference with the mother and
newborn.
5. Step 5: Show mothers how to breastfeed Slides

and how to maintain lactation even if they
are separated from their infants. 4.5.1 Step 5.
4.5.2 Quote (Woolridge).
4.k-l Show photos of staff showing mothers
how to breastfeed (optional).

Session 4 (HIV)
4.5.3 Graph: Study demonstrates that if at

hospital discharge a mother is
breastfeeding her infant with good
technique, or if 5-10 minutes of instruction
time is spent correcting faulty technique,
the duration of breastfeeding is almost
doubled compared to mothers discharged
with uncorrected faulty breastfeeding
technique (Righard et al., see summary).
4.5.4 Graph: Breastfeeding initiation occurred
among 75% of women who were
encouraged to breastfeed compared to only
43% who were not encouraged to
breastfeed by a health professional (Lu et
al., see summary).
4.5.5 Graph: breastfeeding duration rates were
significantly higher among mothers whose
babies roomed in postpartum and whose
mothers received breastfeeding guidance
during the hospital stay compared to
mothers whose babies did not room in and
did not receive any breastfeeding guidance
while in the hospital (Perez-Escamilla et
al., see summary).
4.5.6 Supply and demand.
4.m Show photo of milk expression.
6. Step 6: Give newborn infants no food or Slides

drink other than breast milk unless
medically indicated. 4.6.1 Step 6.
4.n Show photo of breast-milk substitute and
water bottles, not to be given unless
medically indicated (optional).
4.o Show photo of nurse giving baby a bottle
(not appropriate unless medically
indicated) (optional).
4.6.2 Graph: This study suggests a correlation
between a more “physiologic” start of
breastfeeding and the overall duration of
the lactation period (Nylander et al., see
summary).
4.6.3 To address the concern that colostrum
alone is “not enough”, this graphic
illustrates that newborn and infant stomach
capacities are perfectly matched to the
amount of colostrum (about 200 ml/24
hours at day two) and mature milk (about

800-900 ml/24 hours at 1 year).

4.6.4 Impact of routine formula
supplementation.
4.6.5 This study shows that early introduction of
a bottle in inversely associated with
breastfeeding duration (Perez-Escamilla et
al., see summary).
4.6.6 The data in this table shows there is no
need for water supplementation for infants
exclusively breastfed no matter what
temperature and humidity, as reflected in
normal urine osmolarity.
4.6.7 There are rare exceptions during which
infants may require other fluids or food in
addition to, or in place of, breast milk.
4.6.8 - Acceptable medical reasons for use
4.6.10 of breast-milk substitutes (distribute
Handout 4.5). If questions arise concerning
HIV and breastfeeding refer participants to
Handout 4.6 (HIV): Infant and young child
feeding in the context of HIV.
4.6.11 (HIV) Risk factors for HIV transmission
during breastfeeding. Review the risk
factors for both mothers and infants that
affect the likelihood of HIV transmission
during breastfeeding.
4.6.12 (HIV) Graph (Richardson et al., 2003) One
important maternal risk factor for HIV
transmission through breastfeeding is
maternal blood viral load. If the viral load
is low the risk is 4 times less than if it is
high.
4.6.13 (HIV) Graph (Coutsoudis et al., 2001).
Shows the probability of an HIV positive
test at various months of age among babies
that were never breastfeed (always fed
breast-milk substitutes), exclusively
breastfed, and mixed fed. The probability
of an HIV positive test is higher for mixed
feeders at all months of age. It is lowest
for babies exclusively breastfed until six
months and then in lower for those never
breastfed (Coutsoudis et al., see summary).
4.6.14 (HIV) (Piwoz et al., 2005) A recent HIV
and infant feeding trial in Zimbabwe
(ZVITAMBO) included an education and
counseling program for new mothers in
Harare. Mothers of unknown or negative

Session 4 (HIV)
HIV status or HIV positive mothers who

chose to breastfeed were counseled to
exclusively breastfeed and practice other
elements of “safer breastfeeding”.
4.6.15 (HIV) Graph (Piwoz et al., 2005) Exposure
to the safer breastfeeding intervention in
the above study in Zimbabwe was
associated with reduced postnatal
transmission (through breastfeeding)
among mothers who did not know their
status. The more educational exposures to
the concepts of “safer breastfeeding” that
the women received, the greater the
likelihood that they followed the
recommendations and the less chance of
HIV transmission to their infants. This
type of education and counseling can
begin both during pregnancy and before
discharge, as well as during postnatal
contacts after the mothers return home.
7. Step 7: Practice rooming-in—allow Slides

mothers and infants to stay together—24
4.7.1 Step 7.
hours a day.
4.7.2 Definition (Describe bedding-in if
relevant. “Bedding-in” is when infant and
mother stay in the same bed).
4.p-q Show one or more photos of rooming-in
and bedding-in.
4.7.3 Why institute rooming-in? (points
discussed in slides to follow).
4.7.4 Graph: Positive impact of rooming-in

policy on prevention of infectious disease
when infants rooming-in were compared to
newborns not rooming-in with their
mothers (Soetjiningsih et al., see
summary).
4.7.5 Graph: Positive effect of infants rooming-

in with their mothers on frequency of
breastfeeding in the first 6 days of life
compared to infants not rooming-in
(Yamauchi et al., see summary).
8. Step 8: Encourage breastfeeding on Slides

demand. 4.8.1 Step 8.
4.8.2 Definition of “on-demand”.

4.8.3 Why feed on demand?
4.r-s Show one or more photos of feeding on

demand.
4.8.4 Table: Study demonstrates the positive

impact of on-demand, frequent
breastfeeding (number of times during the
first 24 hours) on bilirubin levels of 6 day-
old full-term healthy infants (Yamauchi et
al., see summary).
4.8.5 This data shows that the greater the

frequency of feeds, the lower the level of
serum bilirubin (DeCarvalho et al., see
summary).
9. Step 9: Give no artificial teats or pacifiers Slides

(also called dummies and soothers) to 4.9.1 Step 9.
4.t Show photo of various nipples/teats –
should not be used (optional).
4.u Show photo of various pacifiers/dummies/
soothers – should not be used (optional).
4.9.2 Alternatives to artificial teats or pacifiers.
4.9.3 Illustration of cup feeding. It is

recommended to use an ordinary small 50-
100 ml glass or polypropylene plastic
“cup”. The rim of the “cup” should be
smooth and not sharp and the “cup” should
be boiled or sterilised.
4.v Show photo of cup feeding (optional).
4.9.4 Early weaning was associated with daily

pacifier use even when confounding
factors were accounted for (Victora et al.,
see summary).
Stress the fact that no artificial teats or

pacifiers are recommended for any babies,
including those with HIV positive mothers
who have chosen not to breastfeed.
10. Step 10: Foster the establishment of Slides

breastfeeding support groups and refer 4.10.1 Step 10.
mothers to them on discharge from
hospital or clinic. 4.10.2 Quote.
4.10.3 Examples of support.

Session 4 (HIV)
4.10.4 Summary of types of breastfeeding

support. A “doula” is a woman caregiver
of another woman who provides support
during the perinatal period. HIV positive
mothers need extra support. Health
providers and volunteers need training in
how to provide this support. If HIV+
mothers decided to breastfeed they must
do so exclusively and safely. If they
replacement feed this also must be done
exclusively and safely.
4.w-z Show photos illustrating various types of

mother support (home visiting by nurse,
mother support groups, and mothers
dancing in a community breastfeeding
meeting).
4.10.5 Trained peer counselors positively effected

the duration of exclusive breastfeeding
(Haider et al., see summary).
4.10.6 Home visits improved exclusive

breastfeeding at 2 weeks and 3 months
(Morrow et al., see summary).
11. Effects of combined steps In addition, it is highly effective to combine the

steps since by applying all steps or some in
combination the hospital and the administration
obtain better results. This is illustrated in many of
the previous studies presented above. To further
elaborate on this point the following series of
slides are presented.
4.11.1 In a randomised trial in Belarus 17,000

mother-infant pairs, with mothers
intending to breastfeed, were followed
for 12 months. In 15 control hospitals &
associated polyclinics that provide care
following discharge, staff members
were asked to continue their usual
practices. In 16 experimental hospitals
& associated polyclinics staff received
baby-friendly training & support
(Kramer et al., see summary.).
4.11.2 Differences following intervention

between control and intervention
hospitals.

4.11.3 Effect of baby-friendly changes on

breastfeeding at 3 and 6 months.
4.11.4 Impact of baby-friendly changes

on selected health conditions.
4.11.5 In a study in Switzerland, data was

analyzed for 2861 infants aged 0 – 11
months in 145 health facilities.
Breastfeeding data was compared with
both the progress towards Baby-friendly
status of each hospital and the degree to
which designated hospitals were
successfully maintaining the Baby-
friendly standards (Merten et al., see
summary).
4.11.6 The proportion of babies exclusively
breastfed for 5 months for those born in
Baby-friendly hospitals compared to
those born elsewhere.
4.11.7 The median duration of exclusive

breastfeeding for babies born in Baby-
friendly hospitals if the hospital showed
good compliance with the 10 steps, and
if it did not. This result illustrates the
importance of maintaining Baby-
friendly standards.
12. Conclusion Acknowledge differences in opinion, perceived

barriers, and innovative solutions relating to this
subject matter. These areas of interest will be
covered in the remaining sessions.

Session 4 (HIV)
Summaries of research studies presented

during Session 4
Note: The summaries for the slides that are asterisked (featuring additional information related to HIV
and infant feeding) are presented in this Session Plan. The summaries for the rest of the slides may be
found in the basic Session Plan 4.
Slide: Study:
4.1.5 Philipp BL, Merewood A, Miller LW et al. Baby Friendly Hospital initiative improves
4.2.4 Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby
Friendly Hospital Initiative. BMJ, 2001, 323:1358-1362.
4.2.5 Albernaz E, Giugliani ERJ, Victora CG. Supporting breastfeeding: a successful
experience. Journal of human lactation, 1998, 14(4):283-285.
Haider R et al Breast-feeding counselling in a diarrhoeal disease hospital. Bulletin of
the World Health Organization, 1996, 74(2):173-179.
4.3.3 Nielsen B, Hedegaard M, Thilsted S, Joseph A and Liliestrand J. Does antenatal care
influence postpartum health behaviour? Evidence from a community based cross-
sectional study in rural Tamil Nadu, South India. British Journal of Obstetrics and
Gynaecology, 1998, 105:697-703.
4.3.4 Guise, J-M, Palda V, Westhoff C, Chan BKS, Helfand M, and Lieu T. The
effectiveness of primary care-based interventions to promote breastfeeding:
Systematic evidence review and meta-analysis for the US preventive services task
force. Annals of Family Medicine, 2003, 1(2):70-78.
*4.3.7 (HIV) WHO. HIV and infant feeding counselling: A training course. Participants’ Manual.
Geneva, Switzerland, 2000 (WHO/FCH/CAH/00.4).
4.4.4 DeChateau P and Wiberg B. Long term effect on mother-infant behavior of extra
contact during the first hour postpartum. Acta Paediatr, 1977, 66:145-151.
4.4.5 Christensson K, Siles C, Moreno L, Belaustequi A, De La Fuente P, Lagercrantz H,
Puyol P, and Winberg J. Temperature, metabolic adaptation and crying in health full-
term newborns cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:488-93.
4.4.7 Righard L and Alade MO. Effect of delivery room routines on success of first
breastfeed. Lancet, 1990, 336:1105-1107.
4.5.3 Righard L & Alade O. Sucking technique and its effect on success of breastfeeding.
Birth, 1992, 19(4):185-189.
4.5.4 Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: Evidence
from a national survey. Obstetrics and Gynecology, 2001, 97:290-295.
4.5.5 Perez-Escamilla R, Segura-Millan S, Pollitt E, Dewey KG. Effect of the maternity
ward system on the lactation success of low-income urban Mexican women. Early
Hum Dev, 1992, 31(1): 25-40.
4.6.2 Nylander G, Lindemann R, Helsing E, Bendvold E Unsupplemented breastfeeding in
the maternity ward. Acta Obstet Gynecol Scand, 1991, 70: 205-209.

4.6.5 Perez-Escamilla, Sergura-Millan S, Pollitt E, Dewey KG. Determinants of lactation

performance across time in an urban population from Mexico. Soc Sci Med, 1993,
37(8):1069-1078.
*4.6.12 (HIV) Richardson BA, John-Stewart GC, Hughes JP, Nduati R, Mbori-Ngacha D,
Overbaughh J and Kreiss JK, Breast-milk Infectivity in Human Immunodeficiency
Virus Type 1 – Infected Mothers. JID, 2003, 187:736-740.
*4.6.13 (HIV) Coutsoudis A, Kubendran P, Kuhn L, Spooner, E, Tsai W, Coovadia HM.; South
African Vitamin A Study Group. Method of feeding and transmission of HIV-1 from
mothers to children by 15 months of age: prospective cohort study from Durban,
South Africa. AIDS, 2001, Feb 16, 15(3):379-87.
*4.6.14 (HIV) Piwoz EG, Lliff PJ, Tavengwa N, Gavin L, Marinda E, Lunney K, Zunguza C,
*4.6.15 (HIV) Nathoo KJ, the ZVITAMBO Study Group, and Humphrey JH, An Education and
Counseling Program for Preventing Breast-Feeding-Associated HIV Transmission in
Zimbabwe: Design and Impact on Maternal Knowledge and Behavior. J Nutr. 2005,
Apr, 135(4):950-5.
4.7.4 Soetjiningsih and Suraatmaja S. The advantages of rooming-in. Pediatrica Indonesia,
1986, 26:229-235.
4.7.5 Yamauchi Y and Yamanouchi I. The relationship between rooming-in/not rooming-in
and breast-feeding variables. Acta Paediatr Scan, 1990, 1017-1022.
4.8.4 Yamauchi Y and Yamanouchi I. Breast-feeding frequency during the first 24 hours
after birth in full-term neonates. Pediatrics, 1990, 86(2);171-175.
4.8.5 De Carvalho M, Klaus MH, Merkatz RB. Frequency of breast-feeding and serum
bilirubin concentration. Am J Dis Child, 1982, Aug;136(8):737-8.
4.9.4 Victora C, Behague D, Barros F et al. Pacifier use and short breastfeeding duration:
cause, consequence, or coincidence? Pediatrics, 1997, 99:445-453.
4.10.5 Haider R, Kabir I, Huttly S and Ashworth. Training peer counselors to promote and
support exclusive breastfeeding in Bangladesh. J Hum Lact, 2002, 18:7-12.
4.10.6 Morrow A, Guerrereo ML, Shultis J, et al. Efficacy of home-based peer counselling to
promote exclusive breastfeeding: a randomised controlled trial. Lancet, 1999,
353:1226-31.
4.11.1-4 Kramer MS, Chalmers B, Hodnett ED et al. Promotion of Breastfeeding Intervention
Trial (PROBIT): a randomized trial in the Republic of Belarus. JAMA, 2001, Jan 24-
31; 285(4):413-20.
4.11.5-7 Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a
National Level? Pediatrics, 2005, 116:e702 – e708.

Session 4 (HIV)
Risk of mother-to-child transmission of HIV
Refers to slide 4.3.7 (HIV)
Reference: WHO, UNICEF, USAID. HIV and infant feeding counselling tools: Reference guide.
The explanation of the data presented in this slide is summarized from page 14 of this reference.
This example assumes that the prevalence of HIV infection among women is 20% (or 20 out
of 100 women).
The mother-to-child transmission rate during pregnancy and delivery is about 20-25%. A rate
of 20% is used in this example. Thus about 4 of the infants of the 20 HIV-positive mothers
are likely to be infected during pregnancy or delivery.
The transmission rate through breastfeeding is about 5-20% of the infants who are breastfed
by mothers who are HIV-positive. For this example we use a rate of 15%, taken as an average.
15% of 20 is 3. Thus about 3 of the infants of HIV-positive mothers are likely to be infected
by breastfeeding.
In summary:
In a group of 100 mothers in an area with a 20% prevalence of HIV infection among mothers,
only about 3 babies are likely to be infected with HIV through breastfeeding.
97% of the babies would not get HIV in this way.

Risk factor: Maternal blood viral load
Refers to Slide 4.6.12 (HIV)
Reference: Richardson BA, John-Stewart GC, Hughes JP, Nduati R, Mbori-Ngacha D, Overbaugh J,
Kreiss JK. Breast-milk Infectivity in Human Immunodeficiency Virus Type 1 – Infected Mothers. JID,
2003, 187:736-740.
Method: Human immunodeficiency virus type 1 (HIV-1) is transmitted through blood, genital
secretions, and breast milk. The probability of heterosexual transmission of HIV-1 per sex act is
.0003-.0015, but little is known regarding the risk of transmission per breast-milk exposure. The
researchers evaluated the probability of breast-milk transmission of HIV-1 per litre of breast milk
ingested and per day of breast-feeding in a study of children born to HIV-1-infected mothers.
Findings: The probability of breast-milk transmission of HIV-1 was .00064 per litre ingested and
.00028 per day of breast-feeding. Breast-milk infectivity was significantly higher for mothers with
more advanced disease, as measured by prenatal HIV-1 RNA plasma levels and CD4 counts.
Conclusion: The study provides the first quantitative estimates of breast-milk infectivity per litre of
milk ingested. The probability of HIV-1 infection per litre of breast milk ingested by an infant is
similar in magnitude to the lowest probability of heterosexual transmission of HIV-1 per unprotected
sex act in adults.

Session 4 (HIV)
Feeding pattern and risk of HIV transmission
Refers to Slide 4.6.13 (HIV)
Reference: Coutsoudis A, Kubendran P, Kuhn L, Spooner, E, Tsai W, Coovadia HM. South African
Vitamin A Study Group. Method of feeding and transmission of HIV-1 from mothers to children by
15 months of age: prospective cohort study from Durban, South Africa. AIDS, 2001, Feb 16:
15(3):379-87.
Objective: To determine the risk of HIV transmission by infant feeding modality.
Design and setting: A prospective study in two hospitals in Durban, South Africa.
Participants: A total of 551 HIV-infected pregnant women enrolled in a randomized trial of vitamin
A.
Interventions: Women self-selected to breastfeed or formula feed after being counselled.

Breastfeeders were encouraged to practice exclusive breastfeeding for 3-6 months.
Main outcome measures: Cumulative probabilities of detecting HIV over time were estimated using
Kaplan-Meier methods and were compared in three groups: 157 formula-fed (never breastfed); 118
exclusively breastfed for 3 months or more; and 276 mixed breastfed.
Results: The three feeding groups did not differ in any risk factors for transmission, and the
probability of detecting HIV at birth was similar. Cumulative probabilities of HIV detection remained
similar among never and exclusive breastfeeders up to 6 months: 0.194 (95% CI 0.136-0.260) and
0.194 (95% CI 0.125-0.274), respectively, whereas the probabilities among mixed breastfeeders soon
surpassed both groups reaching 0.261 (95% CI 0.205-0.319) by 6 months. By 15 months, the
cumulative probability of HIV infection remained lower among those who exclusively breastfed for 3
months or more than among other breastfeeders (0.247 versus 0.359).
Conclusion: Infants exclusively breastfed for 3 months or more had no excess risk of HIV infection
over 6 months than those never breastfed. These findings, if confirmed elsewhere, can influence public
health policies on feeding choices available to HIV-infected mothers in developing countries.

HIV & infant feeding study in Zimbabwe
Refers to Slides 4.6.14 and 4.6.15 (HIV)
Reference: Piwoz EG, Lliff PJ, Tavengwa N, Gavin L, Marinda E, Lunney K, Zunguza C, Nathoo KJ,
the ZVITAMBO Study Group, Humphrey JH. An Education and Counseling Program for Preventing
Breast-Feeding-Associated HIV Transmission in Zimbabwe: Design and Impact on Maternal
Knowledge and Behavior. J Nutr. 2005, 135(4):950-5.
Method: International guidance on HIV and infant feeding has evolved over the last decade. In
response to these changes, the researchers designed, implemented, and evaluated an education and
counseling program for new mothers in Harare, Zimbabwe. The program was implemented within the
ZVITAMBO trial, in which 14,110 mother-baby pairs were enrolled within 96 hours of delivery and
were followed at 6 weeks, 3 months and then 3-month intervals. Mothers were tested for HIV at
delivery but were not required to learn their test results. Infant feeding patterns were determined using
data provided up to 3 months. Formative research was undertaken to guide the design of the program
that included group education, individual counselling, videos and brochures. The program was
introduced over a 2-month period: 11,362, 1311, and 1437 women were enrolled into the trial before,
during and after this period. Exclusive breastfeeding was recommended for mothers of unknown or
negative HIV status, and for HIV-positive mothers who chose to breastfeed. A questionnaire
assessing HIV knowledge and exposure to the program was administered to 1996 mothers enrolling
after the program was initiated.
Findings: HIV knowledge improved with increasing exposure to the program. Mothers who enrolled
when the program was being fully implemented were 70% more likely to learn their HIV status early
(<3 months) and 8.4 times more likely to exclusively breastfeed than mothers who enrolled before the
program began.
Conclusion: Formative research aided in the design of a culturally sensitive intervention. The
intervention increased relevant knowledge and improved feeding practices among women who
primarily did not know their HIV status.

Session 4 (HIV)

Handout 4.1 (HIV)
Presentation for Session 4 (HIV):

The scientific basis for the “Ten steps”
for settings with high HIV prevalence
Global summary of the

HIV & AIDS epidemic, December 2007 Adults and children estimated to be living with HIV, 2007
Number of people Total 33 million (30-36 million) Western & Eastern Europe
living with HIV/AIDS Adults Central Europe & Central Asia
30.8 million (28.2 – 34.0 million) North America 730 000 1.5 million
in 2007 [1.1 – 1.9 million]
Women 15.5 million (14.2 – 16.9 million) 1.2 million [580 000 – 1.0 million] East Asia
Children under 15 2.0 million (1.9 – 2.3 million)
[760 000 – 2.0 million] 740 000
Middle East & North Africa [480 000 – 1.1 million]
People newly Total 2.7 million (2.2 – 3.2 million)
Caribbean 380 000
230 000 [280 000 – 510 000] South & South-East Asia
infected with HIV in Adults 2.3 million (1.9 – 2.8 million) [210 000 – 270 000] 4.2 million
20076 Sub-Saharan Africa [3.5 – 5.3 million]
Children under 15 370 000 (330 000 - 410 000) Latin America 22.0 million Oceania
AIDS deaths in 2007 Total 2.0 million (1.8 - 2.3 million) 1.7 million [20.5 – 23.6 million]
74 000
[1.5 – 2.1 million]
Adults 1.8 million (1.6 - 2.1 million) [66 000 – 93 000]
Children under 15 270 000 (250 000 - 290 000)
The ranges around the estimates in this table define the boundaries within which the
actual numbers lie, based on the best available information. Total: 33 million (30 – 36 million)
From: UNAIDS/WHO. AIDS Epidemic Update, 2008.
Adapted from: UNAIDS/WHO. AIDS Epidemic Update, 2008
Transparency 4.Intro.0 (HIV) Transparency 4.Intro.0 (HIV)
Regional HIV statistics for women, 2006

Region # of women (15+)
living with HIV
% of HIV+ adults who
are women (15+)
Sub-Saharan Africa 13.3 million 59% breastfeeding
N. Africa & Middle 200,000 48%
East
S. & S.A. Asia 2.2 million 29% Step 1. Have a written
East Asia 210,000 29%
Oceania 36,000 47%
breastfeeding policy that
Latin America 510,000 31% is routinely communicated
Caribbean 120,000 50%
to all health care staff.
Eastern Europe & 510,000 30%
Central Asia
W. & C. Europe 210,000 28%
North America 350,000 26%
TOTAL: 17.7 million 48% A JOINT WHO/UNICEF STATEMENT (1989)
From: UNAIDS/W HO. AIDS Epidemic Update, 2006. Transparency 4.Intro.3 (HIV)
Transparency 4.1.4
Breastfeeding policy Breastfeeding policy

Why have a policy? What should it cover?
Requires a course of action and At a minimum, it should include:
à The 10 steps to successful breastfeeding
provides guidance
à An institutional ban on acceptance of free or low
Helps establish consistent care for cost supplies of breast-milk substitutes, bottles,
and teats and its distribution to mothers
mothers and babies
à A framework for assisting HIV positive mothers to
Provides a standard that can be make informed infant feeding decisions that meet
their individual circumstances and then support for
evaluated this decision
Other points can be added

Session 4 (HIV)
Step 1: Improved exclusive breast-milk feeds

Breastfeeding policy while in the birth hospital after implementing
How should it be presented? the Baby-friendly Hospital Initiative
Exclusive Breastfeeding Infants
It should be: 40%
33.50%
35%
Written in the most common languages 30%
Percentage
understood by patients and staff 25%
20%
Available to all staff caring for mothers 15%
10% 5.50%
and babies 5%
0%
Posted or displayed in areas where 1995 Hospital with minimal 1999 Hospital designated as
mothers and babies are cared for lactation support Baby friendly
Adapted from: Philipp BL, Merewood A, Miller LW et al. Baby-friendly Hospital Initiative improves

Areas of knowledge
breastfeeding
Advantages of How to assess a
breastfeeding breastfeed
Step 2. Train all health-care staff Risks of artificial How to resolve
in skills necessary to feeding breastfeeding
Mechanisms of difficulties
implement this policy. lactation and suckling Hospital breastfeeding
How to help mothers policies and practices
initiate and sustain Focus on changing
breastfeeding negative attitudes
which set up barriers
Additional topics for BFHI training in Step 2: Effect of breastfeeding training

the context of HIV for hospital staff on exclusive breastfeeding
Train all staff in: rates at hospital discharge
Basic facts on HIV and on Prevention of Mother-to- Exclusive Breastfeeding Rates at Hospital Discharge
Child Transmission (PMTCT) 90%
77%
Voluntary testing and counselling (VCT) for HIV 80%
70%
Locally appropriate replacement feeding options
Percentage
60%
How to counsel HIV + women on risks and benefits of 50% 41%
various feeding options and how to make informed 40%
choices 30%
20%
How to teach mothers to prepare and give feeds 10%
How to maintain privacy and confidentiality 0%
Pre-training, 1996 Post-training, 1998
How to minimize the “spill over” effect (leading
mothers who are HIV - or of unknown status to choose Adapted from: Cattaneo A, Buzzetti R. Effect on rates of breast feeding of training for the Baby
Friendly Hospital Initiative. BMJ, 2001, 323:1358-1362.
replacement feeding when breastfeeding has less risk)

Step 2: Breastfeeding counselling

increases exclusive breastfeeding
Which health professionals
Age: 3 months 4 months 2 weeks after
other than perinatal staff
100 diarrhoea treatment
influence breastfeeding success?
Exclusive breastfeeding (%)
80 72 75
56.8 58.7 Control

60
Counselled
40
20 12.7
6
0
Brazil '98 Sri Lanka '99 Bangladesh '96
(Albernaz) (Jayathilaka) (Haider)
All differences between intervention and control groups are significant at p<0.001.
From: CAH/WHO based on studies by Albernaz, Jayathilaka and Haider.
Ten steps to successful Antenatal education should include:

breastfeeding Benefits of breastfeeding Basic facts on HIV
Early initiation Prevention of mother-to-
child transmission of HIV
Step 3. Inform all pregnant Importance of rooming-in
(if new concept) (PMTCT)
women about the Importance of feeding on
demand
Voluntary testing and
counselling (VCT) for HIV
benefits of Importance of exclusive and infant feeding
counselling for HIV+
breastfeeding
breastfeeding. How to assure enough
women
breastmilk
Risks of artificial feeding
and use of bottles and Antenatal education
pacifiers (soothers, teats, should not include group
A JOINT WHO/UNICEF STATEMENT (1989) nipples, etc.) education on formula
preparation
Step 3: The influence of antenatal care Step 3: Meta-analysis of studies

on infant feeding behaviour of antenatal education
and its effects on breastfeeding
70 No prenatal BF information
50%
58 Prenatal BF information
60 39%
40%
50 Initiation
43
Percentage
(8 studies)
Percentage
40 30%
23% Short-term BF
30 27 (10 studies)
20%
18 Long-term BF
20 (7 studies)
10%
10 4%
0 0%
Colostrum BF < 2 h
Increase in selected behaviours
Adapted from: Nielsen B, Hedegaard M, Thilsted S, Joseph A, Liljestrand J. Does antenatal care
Adapted from: Guise et al. The effectiveness of primary care-based interventions to
influence postpartum health behaviour? Evidence from a community based cross-sectional study in
promote breastfeeding: Systematic evidence review and meta-analysis… Annals of
rural Tamil Nadu, South India. British Journal of Obstetrics and Gynaecology, 1998, 105:697-703.
Family Medicine, 2003, 1(2):70-78.

Session 4 (HIV)
Definition of replacement feeding

Why test for HIV in pregnancy?
If HIV negative The process, in the context of HIV/AIDS, of feeding a
à Can be counseled on prevention child who is not receiving any breast milk with a diet that
and risk reduction behaviors provides all the nutrients the child needs.
à Can be counseled on exclusive
breastfeeding
During the first six months this should be with a suitable
If HIV positive
breast-milk substitute, usually commercial formula.
à Can learn ways to reduce risk of
MTCT in pregnancy, at delivery and After six months it should preferably be with a suitable
during infant feeding
à Can better manage illnesses and breast-milk substitute, and complementary foods made
strive for “positive” living from appropriately prepared and nutrient-enriched family
à Can plan for safer infant feeding foods, given three times a day. If suitable breast-milk
method and follow-up for baby
à Can decide about termination (if a substitutes are not available, appropriately prepared
legal option) and future fertility family foods should be further enriched and given five
à Can decide to share her status with times a day.
partner /family for support
Transparency 4.3.6 (HIV)

WHO recommendations on infant feeding

Risk of mother-to-child transmission of HIV
for HIV+ women
100 100
Assumptions:
Exclusive breastfeeding is recommended for HIV-
80 20% prevalence of HIV
infected mothers for the first six months of life unless
Transmission Rate
infection among mothers

60 20% transmission rate replacement feeding is acceptable, feasible,
during pregnancy/delivery
40 15% transmission rate
affordable, sustainable and safe for them and their
20
during breastfeeding infants before that time.
20
4 3
When replacement feeding is acceptable, feasible,
0
Mothers Mothers HIV+ Infants infected Infants infected
affordable, sustainable and safe, avoidance of all
via preg./del. via BF breastfeeding by HIV-infected mothers is
recommended.
Based on data from HIV & infant feeding counselling tools: Reference Guide. Geneva,
WHO/UNICEF/UNAIDS/UNFPA, HIV and Infant Feeding Update. Based on the Technical Consultation
Transparency 4.3.7 (HIV) held on behalf of the IATT on Prevention of HIV Infection in Pregnant Women, Mothers and their Infants.
Geneva 25-27 October 2006. Geneva, World Health Organization, 2007.
If the mother’s HIV status is negative:

HIV & infant feeding recommendations Promote optimal feeding practices (see above)
Counsel her and her partner on how to avoid
If the mother’s HIV status is unknown: exposure to HIV
Encourage her to obtain HIV testing and counselling If the mother’s HIV status is positive:
Promote optimal feeding practices (exclusive BF for 6 Provide access to anti-retroviral drugs to prevent
months, introduction of appropriate complementary MTCT and refer her for care and treatment for her
foods at about 6 months and continued BF to 24 own health
months and beyond) Provide counselling on the risks and benefits of
Counsel the mother and her partner on how to avoid various infant feeding options, including the
exposure to HIV acceptability, feasibility, affordability, sustainability
and safety (AFASS) of the various options.
Assist her to choose the most appropriate option
Adapted from WHO/Linkages, Infant and Young Child Feeding: A Tool for Assessing Provide follow-up counselling to support the mother
National Practices, Policies and Programmes. Geneva, World Health Organization, 2003
(Annex 10, p. 137).
on the feeding option she chooses
Transparency 4.3.9 (HIV) Ibid. Transparency 4.3.10 (HIV)

If the mother is HIV positive and chooses to

breastfeed: Ten steps to successful
Explain the need to exclusively breastfeed for the first
six months with cessation when replacement feeding breastfeeding
is AFASS
Support her in planning and carrying out a safe
transition Step 4. Help mothers initiate
Prevent and treat breast conditions and thrush in her
infant
breastfeeding within a
If the mother is HIV positive and chooses half-hour of birth.
replacement feeding:
Teach her replacement feeding skills, including cup-
feeding and hygienic preparation and storage, away
from breastfeeding mothers
Ibid.
Slide 4.3.11 (HIV) A JOINT WHO/UNICEF STATEMENT (1989)
Transparency 4.4.1
New interpretation of Step 4 in the Early initiation of breastfeeding

revised BFHI Global Criteria (2007): for the normal newborn
Why?
Increases duration of breastfeeding
“Place babies in skin-to-skin contact with their
Allows skin-to-skin contact for warmth and
mothers immediately following birth for at
colonization of baby with maternal organisms
least an hour. Encourage mothers to
recognize when their babies are ready to Provides colostrum as the baby’s first
breastfeed and offer help if needed.” immunization
Takes advantage of the first hour of alertness
Babies learn to suckle more effectively
Improved developmental outcomes
Impact on breastfeeding duration Impact on breastfeeding duration

of early infant-mother contact of early infant-mother contact
70% 70%
58% Early contact: 15-20 min suckling and 58% Early contact: 15-20 min suckling and
60% skin-to-skin contact within 60% skin-to-skin contact within
first hour after delivery first hour after delivery
50% 50%
Control: No contact within first Control: No contact within first
hour hour
40% 40%
30% 26% 30% 26%
20% 20%
10% 10%
0% 0%
Early contact (n=21) Control (n=19) Early contact (n=21) Control (n=19)
Adapted from: DeChateau P, Wiberg B. Long term effect on mother-infant behavior of extra Adapted from: DeChateau P, Wiberg B. Long term effect on mother-infant behavior of extra
contact during the first hour postpartum Acta Peadiatr, 1977, 66:145-151. contact during the first hour postpartum Acta Peadiatr, 1977, 66:145-151.

Session 4 (HIV)
Temperatures after birth in infants Protein composition of human colostrum

kept either skin-to-skin with mother or in cot and mature breast milk (per litre)
Constituent Measure Colostrum Mature Milk
(1-5 days) (>30 days)
Total protein G 23 9-10.5
Casein mg 1400 1870
α-Lactalbumin mg 2180 1610
Lactoferrin mg 3300 1670
IgA mg 3640 1420
From: Worthington-Roberts B, Williams SR. Nutrition in Pregnancy and Lactation, 5th ed. St. Louis,
Adapted from: Christensson K et al. Temperature, metabolic adaptation and crying in healthy MO, Times Mirror/Mosby College Publishing, p. 350, 1993.
full-term newborns cared for skin-to-skin or in a cot. Acta Paediatr, 1992, 81:490.
Effect of delivery room practices

on early breastfeeding
breastfeeding
Successful sucking pattern
70%
60%
63%
Step 5. Show mothers how to
Percentage
50%
P<0.001
40% breastfeed and how to
30%
20%
21%
maintain lactation, even if
10%
0%
P<0.001
they should be separated
Continuous contact
n=38
Separation for procedures
n=34
from their infants.
Adapted from: Righard L , Alade O. Effect of delivery room routines on success of first
breastfeed. Lancet, 1990, 336:1105-1107.
Effect of proper attachment
S Contrary to popular belief, on duration of breastfeeding

Correct sucking technique at discharge
attaching the baby on the breast 100% Incorrect sucking technique at discharge
is not an ability with which a mother is

Percentage
[born…]; rather it is a learned skill

50%
which she must acquire by
observation and experience.T P<0.001 P<0.01 P<0.01 P<0.01
0%
5 days 1 month 2 months 3 months 4 months
From: Woolridge M. The “anatomy” of infant sucking. Midwifery, 1986, 2:164-171. exclusive
breastfeeding Any breastfeeding
Adapted from: Righard L , Alade O. (1992) Sucking technique and its effect on success of
breastfeeding. Birth 19(4):185-189.

Step 5: Effect of health provider

Effect of the maternity ward system
encouragement of breastfeeding in the hospital on the lactation success
on breastfeeding initiation rates
of low-income urban Mexican women
Breastfeeding initiation rates p<0.001
80% 74.6%
NUR, nursery, n-17
70%
60% RI, rooming-in, n=15
Percentage
50% 43.2% RIBFG, rooming-in

40% with breastfeeding
guidance, n=22
30%
20% NUR significantly
10% different from
RI (p<0.05) and
0% RIBFG (p<0.05)
Encouraged to breastfeed Not encouraged to
breastfeed
Adapted from: Lu M, Lange L, Slusser W et al. Provider encouragement of breast-feeding: Evidence From: Perez-Escamilla R, Segura-Millan S, Pollitt E, Dewey KG. Effect of the maternity ward
from a national survey. Obstetrics and Gynecology, 2001, 97:290-295. system on the lactation success of low-income urban Mexican women. Early Hum Dev., 1992, 31
(1): 25-40.
Supply and demand Ten steps to successful

breastfeeding
¾ Milk removal stimulates milk production.
Step 6. Give newborn infants no
¾ The amount of breast milk removed at each
feed determines the rate of milk production food or drink other than
in the next few hours. breast milk unless
¾ Milk removal must be continued during
separation to maintain supply.
Long-term effects of a change The perfect match:

in maternity ward feeding routines quantity of colostrum per feed
100% Intervention group = early, and the newborn stomach capacity
frequent, and unsupplemented
% exclusively breastfed
80% breastfeeding in maternity ward.

Control group = sucrose water
and formula supplements given.
60%
40% P<0.001
20%
P<0.01
0%
1.5 3 6 9
Months after birth
Adapted from: Nylander G et al. Unsupplemented breastfeeding in the maternity ward: positive Adapted from: Pipes PL. Nutrition in Infancy and Childhood, Fourth Edition St. Louis, Times
long-term effects Acta Obstet Gynecol Scand, 1991, 70:208. Mirror/Mosby College Publishing, 1989.

Session 4 (HIV)
Impact of routine formula supplementation Determinants of lactation performance across

time in an urban population from Mexico
Decreased frequency or effectiveness of suckling
Milk came in earlier in the hospital with rooming-in
where formula was not allowed
Milk came in later in the hospital with nursery
Decreased amount of milk removed from breasts (p<0.05)
Breastfeeding was positively associated with
early milk arrival and inversely associated with
early introduction of supplementary bottles,
Delayed milk production or reduced milk supply maternal employment, maternal body mass index,
and infant age.
Some infants have difficulty attaching to breast if
From: Perez-Escamilla et al. Determinants of lactation performance across time in an
formula given by bottle urban population from Mexico. Soc Sci Med, 1993, (8):1069-78.
Summary of studies on the water

requirements of exclusively breastfed infants
Urine
Medically indicated
Temperature Relative osmolarity
Country °C Humidity % (mOsm/l)
There are rare exceptions during
Argentina 20-39 60-80 105-199
which the infant may require other
fluids or food in addition to, or in place
India 27-42 10-60 66-1234
of, breast milk. The feeding
Jamaica 24-28 62-90 103-468
programme of these babies should be
Peru 24-30 45-96 30-544
determined by qualified health
Note: Normal range for urine osmolarity is from 50 to 1400 mOsm/kg.
professionals on an individual basis.
From: Breastfeeding and the use of water and teas. Division of Child Health and Development
Update No. 9. Geneva, World Health Organization, reissued, Nov. 1997.
Acceptable medical reasons for use of Maternal conditions:

breast-milk substitutes Mothers who may need to avoid BF permanently:
Infant conditions:
Infants who should not receive breast milk or any other milk HIV infection – if replacement feeding is AFASS.
except specialized formula:
Classic galactosemia: A special galactose-free formula is needed.
Mothers who may need to avoid BF temporarily:
Maple syrup urine disease: A special formula free of leucine,
isoleucine and valine is needed. Severe illness that prevents a mother from caring for
Phenylketonuria: A special phenylalanine free formula is required her infant
(some BF is possible, under careful monitoring). Herpes simplex virus type 1. (If lesions on breasts,
Infants for whom breast milk remains the best feeding option but avoid BF until active lesions have resolved.)
may need other food in addition to breast milk for a limited Maternal medications – sedating psychotherapeutic
period:
drugs; radioactive iodine – 131 better avoided given
Very low birth weight infants (less than 1500g)
that safer alternatives are available; excessive use of
Very preterm infants (less than 32 weeks gestational age)
topical iodine; cytotoxic chemotherapy usually requires
Newborn infants at risk of hypoglycaemia.
mother to stop BF permanently.
Transparency 4.6.9
Transparency 4.6.8

Mothers who can continue breastfeeding:

Breast abscess Risk factors for HIV transmission
Hepatitis B – infants should get vaccine. during breastfeeding*
Hepatitis C
Mother Infant
Mastitis – if painful, remove milk by expression Age (first month)
Immune/health status
TB – manage together following national Plasma viral load Breastfeeding duration
guidelines Breast milk virus Non-exclusive BF
Substance use: maternal use of nicotine, Lesions in mouth,
Breast inflammation
intestine
alcohol, ecstasy, amphetamines, cocaine and (mastitis, abscess,
Pre-maturity, low birth
related stimulants have harmful effects on BF bleeding nipples)
weight
babies; alcohol, opioids, benzodiazepines and New HIV infection Genetic factors –
cannabis can cause sedation in mother and host/virus
baby * Also referred to as postnatal transmission of HIV (PNT)
HIV transmission through breastfeeding: A review of available evidence. Geneva, Transparency
WHO/UNICEF, Acceptable Medical Reasons for use of BMS, 2009
Transparency 4.6.10 World Health Organization, 2004 (summarized by Ellen Piwoz). 4.6.11 (HIV)
Risk factor: Feeding pattern & risk of HIV transmission

Maternal blood viral load
0.4
Probability of HIV positive test

Risk of HIV transmission per day of 0.35
BF in Nairobi, Kenya (%) 0.3
0.25
0.05 0.044
0.2
0.04 0.15
0.028
% per day
0.03 0.1
0.02 0.011 0.05
0.01 0
0 Birth 6 weeks 3 months 6 months 12 months 15 months
Low Viral Load High Viral Load Average Never breastfed Exclusive breastfeeders Mixed breastfeeders
From: Richardson et al, Breast-milk Infectivity in Human Immunodeficiency Virus Type 1 – From: Coutsoudis et al. Method of feeding and transmission of HIV-1 from mothers to children by 15
Infected Mothers, JID, 2003 187:736-740 (adapted by Ellen Piwoz) months of age: prospective cohort study from Durban, South Africa. AIDS, 2001 Feb 16: 15(3):379-87.
Transparency 4.6.12 (HIV) Transparency 4.6.13 (HIV)
Exposure to safer breastfeeding intervention was associated

with reduced postnatal transmission (PNT)
HIV & Infant feeding study in Zimbabwe by mothers who did not know their HIV status
Elements of safer breastfeeding: Cumulative PNT HIV transmission (%) according

to reported exposure to SBF program
Exclusive breastfeeding
15 13.3
Proper positioning & attachment to the breast
to minimize breast pathology 10 8.8
Seeking medical care quickly for breast 6.2
problems 5
Practicing safe sex 0

0
0 1 2 3
N=365; p=0.04 in test for trend. Each additional intervention contact was
Piwoz et al. An education and counseling program for preventing breastfeeding-associated HIV
transmission in Zimbabwe: Design & Impact on Maternal Knowledge & Behavior Amer. Soc. for Nutr Sci
associated with a 38% reduction in PNT after adjusting for maternal CD4
950-955 (2005)
Piwoz et al. in preparation, 2005.
Transparency 4.6.14 (HIV) Transparency 4.6.15 (HIV)

Session 4 (HIV)

breastfeeding
Step 7. Practice rooming-in —
Rooming-in
allow mothers and infants A hospital arrangement where a
to remain together — mother/baby pair stay in the same room
day and night, allowing unlimited
24 hours a day. contact between mother and infant
Rooming-in Morbidity of newborn babies at Sanglah

Hospital before and after rooming-in
Why? 12%
n=205 6 months before rooming-in
6 months after rooming-in
Reduces costs 10%
% of newborn babies
8%
Requires minimal equipment
6%
Requires no additional personnel n=77
4% n=61
Reduces infection 2% n=25

n=17 n=11 n=17
Helps establish and maintain 0%
n=4
breastfeeding Acute otitis

media
Diarrhoea Neonatal sepsis Meningitis
Facilitates the bonding process Adapted from: Soetjiningsih, Suraatmaja S. The advantages of rooming-in. Pediatrica
Indonesia, 1986, 26:231.
Effect of rooming-in on frequency Ten steps to successful

of breastfeeding per 24 hours breastfeeding
Step 8. Encourage
breastfeeding on
demand.
Adapted from: Yamauchi Y, Yamanouchi I . The relationship between rooming-in/not rooming-

in and breastfeeding variables. Acta Paediatr Scand, 1990, 79:1019.

On demand, unrestricted breastfeeding

Why?
Breastfeeding on demand: Earlier passage of meconium

Lower maximal weight loss
Breastfeeding whenever the baby or
Breast-milk flow established sooner
mother wants, with no restrictions on
Larger volume of milk intake on day 3
the length or frequency of feeds.
Less incidence of jaundice
From: Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after birth in
full-term neonates. Pediatrics, 1990, 86(2):171-175.
Breastfeeding frequency during the first 24

hours after birth and incidence of Mean feeding frequency during the
hyperbilirubinaemia (jaundice) on day 6 first 3 days of life and serum bilirubin
30% 28.1% 12 10.7
Serum Bilirubin, mg/dl
24.5%
10
7.5
20% 8 6.7
Incidence
15.2% 6 4.8
11.8%
4
10%
9 12 5 2 0 2
32 49 33 17 9
0
0.0%
0% 5 to 6 7 to 8 9 to 10 11+
0-2 3-4 5-6 7-8 9-11
Feeding frequency/24 hr
Frequency of breastfeeding/24 hours
From: Yamauchi Y, Yamanouchi I. Breast-feeding frequency during the first 24 hours after
birth in full-term neonates. Pediatrics, 1990, 86(2):171-175. From: DeCarvalho et al. Am J Dis Child 1982; 136:737-738
Ten steps to successful Alternatives to artificial teats

breastfeeding
cup
Step 9. Give no artificial teats or
spoon
pacifiers (also called
dropper
dummies and soothers)
Syringe

Session 4 (HIV)
Proportion of infants who were breastfed

Cup-feeding a up to 6 months of age according to
baby frequency of pacifier use at 1 month
Non-users vs part-
time users:
P<<0.001
Non-users vs. full-
time users:
P<0.001
From: Victora CG et al. Pacifier use and short breastfeeding duration: cause, consequence or
coincidence? Pediatrics, 1997, 99:445-453.

breastfeeding
S The key to best breastfeeding
Step 10. Foster the establishment practices is continued day-to-day
of breastfeeding support support for the breastfeeding
groups and refer mothers mother within her home and
to them on discharge community.T
from the hospital or
clinic. From: Saadeh RJ, editor. Breast-feeding: the Technical Basis and Recommendations for
Action. Geneva, World Health Organization, pp. 62-74, 1993.
Types of breastfeeding mothers’ support groups

Support can include: extended family
Traditional culturally defined doulas
Early postnatal or Mother support village women
clinic checkup groups Modern, non-traditional
à Help set up new by mothers
Home visits ¾ Self-initiated
groups by concerned health professionals
Telephone calls à Establish working ¾ Government planned through:
Community services relationships with
those already in networks of national development groups, clubs, etc.
à Outpatient existence
health services -- especially primary health care (PHC)
breastfeeding clinics
Family support and trained traditional birth attendants (TBAs)
à Peer counselling system
programmes
From: Jelliffe DB, Jelliffe EFP. The role of the support group in promoting breastfeeding in developing

Step 10: Effect of trained peer counsellors

Home visits improve
on the duration of exclusive breastfeeding
exclusive breastfeeding
Exclusive reastfeeding (%)

80% 90%
80%
70% 80%
70% 67% Six-visit group
70% 62%
60% 60% Three-visit group
50%
Percentage
50% Control group

50%
Exclusively 40%
40% breastfeeding 5 30% 24%
30% month old infants 20% 12%
10%
20%
0%
10% 6% 2 weeks 3 months
0% Infant's age
Project Area Control
From: Morrow A, Guerrereo ML, Shultis J, et al. Efficacy of home-based peer counselling to
Adapted from: Haider R, Kabir I, Huttly S, Ashworth A. Training peer counselors to promote and promote exclusive breastfeeding: a randomised controlled trial. Lancet, 1999, 353:1226-31
support exclusive breastfeeding in Bangladesh. J Hum Lact, 2002;18(1):7-12.
Combined Steps: The impact of baby-friendly practices: Differences following the intervention
The Promotion of Breastfeeding Intervention Trial
Control hospitals: Experimental hospitals:
(PROBIT)
Routine separation of mothers Mothers & babies together
& babies at birth from birth
¾ In a randomized trial in Belarus 17,000 mother-infant Routine tight swaddling No swaddling—skin-to-skin
pairs, with mothers intending to breastfeed, were contact encouraged
Routine nursery-based care Rooming-in on a 24-hr basis
followed for 12 months.
Incorrect latching & Correct latching & positioning
¾ In 16 control hospitals & associated polyclinics that positioning techniques techniques
provide care following discharge, staff were asked to Routine supplementation with No supplementation
water & milk by bottle
continue their usual practices. Scheduled feedings every 3 Breastfeeding on demand
hrs
¾ In 15 experimental hospitals & associated polyclinics Routine use of pacifiers No use of pacifiers
staff received baby-friendly training & support.
No BF support after discharge BF support in polyclinics
Adapted from: Kramer MS, Chalmers B, Hodnett E, et al. Promotion of breastfeeding intervention trial
(PROBIT) A randomized trial in the Republic of Belarus. JAMA, 2001, 285:413-420.
Communication from Chalmers and Kramer (2003)
Effect of baby-friendly changes Impact of baby-friendly changes

on breastfeeding at 3 & 6 months on selected health conditions
25% Experimental Group n=8865
50%
Experimental Group n = 8865 Control Group n=8181
43.3%
Control Group n = 8181 20%
40%
Percentage
15% 13.2%
Percentage
30%
10% 9.1%
6.3%
20%
5% 3.3%
10% 7.9% 0%
6.4%
Gastro-intestinal tract infections Atopic eczema
0.6%
0% Note: Differences between experimental and control groups for various respiratory
Exclusive BF 3 months Exclusive BF 6 months tract infections were small and statistically non-significant.
Adapted from: Kramer et al. (2001) Adapted from: Kramer et al. (2001)

Session 4 (HIV)
Combined Steps: Proportion of babies exclusively breastfed for

The influence of Baby-friendly hospitals on the first five months of life -- Switzerland
breastfeeding duration in Switzerland
50%
45% 42%
¾ Data was analyzed for 2861 infants aged 0 to11 months in 40% 34%
35%
Percentage
145 health facilities. 30%
25%
¾ Breastfeeding data was compared with both the progress 20%
towards Baby-friendly status of each hospital and the degree 15%
to which designated hospitals were successfully maintaining 10%
5%
the Baby-friendly standards. 0%
Babies born in Baby friendly Babies born elsewhere
hospitals
Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a

National Level? Pediatrics, 2005, 116: e702 – e708. .Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a
National Level? Pediatrics, 2005, 116: e702 – e708.
Median duration of exclusive breastfeeding for

babies born in Baby-friendly hospitals --
Switzerland
14
12 weeks
12
10
8
6 weeks
6
4
2
0
If hospital showed good If hospital showed poor
compliance with 10 Steps compliance with 10 Steps
.Adapted from: Merten S et al. Do Baby-Friendly Hospitals Influence Breastfeeding Duration on a

National Level? Pediatrics, 2005, 116: e702 – e708.
Transparency 4.11.7

Handout 4.6 (HIV)
Infant and young child feeding in the context of HIV1
Background
Breastfeeding by HIV-positive women is a major means of HIV transmission, but not breastfeeding
carries significant health risks to infants and young children. Breastfeeding is vital to the health of
children, reducing the impact of many infectious diseases, and preventing some chronic diseases. In
the face of this dilemma, the objective of health services should be to protect, promote and support
breastfeeding as the best infant-feeding choice for all women in general, while giving special advice
and support to HIV-positive women and their families so that they can make decisions about how best
to feed infants in relation to HIV.
Achieving this objective requires the organization of services that:
recognize the need to protect child survival and development, and not only to prevent HIV
transmission;
incorporate the interventions of the Global Strategy on Infant and Young Child Feeding (see
section 2.1 and Annex 3);
prevent HIV infection in women and their partners by providing information and promoting
safer and responsible sexual behaviour and practices, including as appropriate, delaying the
onset of sexual activity, practising abstinence, reducing the number of sexual partners and
using condoms, and the early detection and treatment of sexually transmitted infections
(STIs);
encourage use of pre-conception, family planning and antenatal care (ANC) services by
women of reproductive age, including, in particular, women and their partners in
relationships in which one or both partners are HIV-infected;
include the following services as part of the basic package of ANC:

provision of information about breastfeeding and complementary feeding
prevention of HIV infection
STI management
counselling on safer sex practices
HIV testing and counselling
other interventions to reduce HIV transmission
provide and promote HIV testing and counselling for the whole population;
1
Adapted from WHO/UNICEF/UNFPA/UNAIDS. HIV and infant feeding: A guide for health-care managers
and supervisors (revised). Geneva, World Health Organization, 2003, pp 3-7.

Session 4 (HIV)
for HIV-positive women, provide ongoing counselling and support to help them make their
infant-feeding decisions and to carry them out;
for HIV- negative women and women of unknown status, provide support to exclusively
breastfeed for the first six months, with continued breastfeeding for up to two years and
beyond, with adequate and appropriate complementary feeding from age six months;
prevent any spillover effect of replacement feeding;
observe, implement and monitor the Code of Marketing of Breast-milk Substitutes. The Code
is relevant to, and fully covers the needs of, mothers who are HIV-positive;
consider support for infant and young child feeding as part of a continuum of care and
support services for all women, especially HIV-positive women, taking into account the
critical importance of the mother as a caregiver for her child;
provide care and support for pregnant women, mothers and their infants;
promote an enabling environment for women living with HIV by strengthening community
support and by reducing stigma and discrimination.
Protect, respect and fulfil human rights
Protecting, respecting and fulfilling human rights in relation to HIV implies that:
All women and men, irrespective of their HIV status, have a right to determine the
course of their sexual and reproductive lives and to have access to information and
services that allow them to protect their own and their family’s health
Children have a right to survival, development and health
A woman has a right to make decisions about infant feeding, on the basis of full
information, and to receive support for the course of action she chooses
Women and girls have a right to information about HIV/AIDS and to access to the
means to protect themselves against HIV infection
Women have the right to have access to voluntary and confidential HIV testing and
counselling and to know their HIV status
Women have a right to choose not to be tested or to choose not to be told the result of
an HIV test
These principles are derived from international human rights instruments, including the
Convention on the Elimination of All Forms of Discrimination Against Women (1979) and the
Convention on the Rights of the Child.

Overview
Adopted in 2002, the Global Strategy on Infant and Young Child Feeding (Annex 3) clearly sets out
that, as a public health recommendation, infants should be exclusively breastfed for the first six
months of life to achieve optimal growth, development and health. Afterwards, infants should receive
nutritionally adequate and safe complementary food while breastfeeding continues for up to two years
of age and beyond. However, the feeding of children living in the exceptionally difficult
circumstances of being born to an HIV-positive woman merits special consideration and support.
This section sets out information on the risks of HIV transmission through breastfeeding, the risks of
not breastfeeding, and goals and current approaches for the prevention of HIV infection in infants and
young children. On the basis of this information managers should:
be fully aware of the population benefits and risks of all infant-feeding options for HIV-
positive women
take into account the global goals and approaches related to the prevention of HIV infection
in infants and young children
apply these in programme planning and implementation
keep in mind that the ultimate objective is to reduce infant and young child morbidity and
mortality in the general population and specifically in the HIV-infected population.
1.1 Risk of HIV infection in infants and young children
By far the principal source of HIV infection in young children is mother-to-child transmission. The
virus may be transmitted during pregnancy, labour or delivery, or through breastfeeding.
About two-thirds of infants born to HIV-infected mothers will not be infected, even with no
intervention, such as anti-retroviral prophylaxis or caesarean section. About 15–30% of infants of
HIV-infected women will be infected during pregnancy or during delivery, and an additional 5–20%
may become infected during breastfeeding2 (see table).
Estimated risk and timing of mother-to-child transmission of HIV

in the absence of interventions3
Timing Transmission rate
During pregnancy 5–10%
During labour and delivery 10–20%
During breastfeeding 5–20%
Overall without breastfeeding 15–30%
Overall with breastfeeding to 6 months 25–35%
Overall with breastfeeding to 18 to 24 30–45%
months
2
Few studies give information on the mode of breastfeeding (exclusive or mixed). In most cases, mixed feeding may be
assumed.
3
Adapted from De Cock KM, Fowler MG, Mercier E, et al. Prevention of mother-to-child HIV transmission in resource-poor
countries – Translating research into policy and practice. JAMA, 2000, 283: 1175-82.

Session 4 (HIV)
Evidence for HIV transmission through breast milk:
The virus has been found in breast milk, and women with detectable virus are more likely to
transmit infection compared to women who do not have detectable virus.
HIV infection has occurred in breastfed infants of mothers who were not infected with HIV
during pregnancy or at delivery but who became infected while breastfeeding, from either an
infected blood transfusion or through sexual transmission.
Infants born to HIV-uninfected mothers have been infected by breast milk from HIV-infected
wet-nurses or by breast milk from unscreened donors.
Infants born without infection to HIV-infected women, and who were diagnosed as HIV-
uninfected at six months of age, have been found to be infected after this age, with
breastfeeding as the only concurrent risk factor.
1.2 Risk factors for HIV transmission through breastfeeding
A number of factors increase the risk of HIV transmission through breastfeeding:
Recent infection with HIV – a woman who has been infected with HIV during delivery or
while breastfeeding is more likely to transmit the virus to her infant
HIV disease progression – as measured by low CD4 count or high RNA viral load in
plasma, with or without severe clinical symptoms
Breast conditions – sub-clinical or clinical mastitis, cracked or bleeding nipples, or breast

abscess
Oral thrush – in the infant
Longer duration of breastfeeding – infants continue to be at risk of infection as long as they

are exposed to HIV-contaminated milk
Micronutrient deficiencies in the mother – although evidence on this point is weak.

Mode of breastfeeding may also affect the risk of HIV transmission: exclusive breastfeeding may be
less likely to transmit HIV than mixed feeding
1.3 Health risks to non-breastfed infants
The risks associated with not breastfeeding vary with the environment – for example, with the
availability of suitable replacement feeds and safe water. It varies also with the individual
circumstances of the mother and her family, including her education and economic status.
Lack of breastfeeding compared with any breastfeeding has been shown to expose children to
increased risk of malnutrition and life-threatening infectious diseases other than HIV, especially in the
first year of life, and exclusive breastfeeding appears to offer greater protection against disease than
any breastfeeding. This is especially the case in developing countries, where over one-half of all
under-five deaths are associated with malnutrition. Not breastfeeding during the first two months of
life is also associated, in poor countries, with a six fold increase in mortality from infectious diseases.
This risk drops to less than threefold by six months, and continues to decrease with time.

1.4 Current approaches to prevention of HIV transmission in pregnant women, mothers and
their children
Reducing HIV transmission to pregnant women, mothers and their children, including transmission by
breastfeeding, should be part of a comprehensive approach both to HIV prevention, care and support,
and to antenatal, perinatal and postnatal care and support. Policies should serve the best interests of the
mother and infant as a pair, in view of the critical link between survival of the mother and that of the
infant. These policies should reflect government commitments made in the UN General Assembly
Declaration of Commitment on HIV/AIDS, which set the goal: “By 2005, reduce the proportion of
infants infected with HIV by 20 per cent, and by 50 per cent by 2010”, and at the UN General
Assembly Special Session for Children, which set a goal of reduction in the infant and under-five
mortality rates by at least one third by 2010.
The UN strategic approach to prevention of HIV transmission in pregnant women, mothers and their
children has four parts: 1) prevention of HIV infection in general, especially in young women, and
pregnant women; 2) prevention of unintended pregnancies among HIV-infected women; 3) prevention
of HIV transmission from HIV-infected women to their infants; and 4) provision of care, treatment
and support to HIV-infected women, their infants and families. Parts 3 and 4 concern the prevention of
transmission through breastfeeding.
Programmes for prevention of HIV infection in pregnant women, mothers and their children, including
infection through breastfeeding, directed primarily at part 3 may have a variety of components, but
generally include:
the incorporation of HIV testing and counselling into routine antenatal care;
ensuring that antenatal care includes management of sexually transmitted infections and
counselling for safer sex, including promotion of faithfulness or reducing the number of
sexual partners and provision of condoms;
prophylaxis with antiretroviral drugs to HIV-positive women and, in some regimens, to their
babies;
safer obstetric practices;
infant-feeding counselling and support, including promotion of exclusive breastfeeding by

HIV-negative women and by women unaware of their status; and
follow-up care and support to HIV-positive women, their infants and families.

Session 4 (HIV)
Handout 4.7 (HIV)
Infant feeding policy: Rusape Hospital, Zimbabwe4

AIM
To protect, promote and support infant feeding practices at Rusape Hospital.
POLICY
TRAINING ALL HEALTH WORKERS AT RUSAPE HOSPITAL
All health workers should be trained on the importance of breastfeeding and its advantages.
All health workers should be trained on:
(a) Lactation Management (22 hours with 3 hours clinical practice)
(b) Prevention of Mother to Child Transmission
(c) Breastfeeding, HIV and Infant Feeding Counselling (44-hour course with 8 hours clinical
practice and 4 hours practicals on milk measurements, preparation, use and costing).
All health workers should be knowledgeable about the infant feeding policy.
HEALTH EDUCATION DURING PREGNANCY
Educate mothers on:

a) Nutrition
b) Importance of exclusive breastfeeding in the first six months of life
c) Dangers of mixed feeding
d) Advantages and benefits of breastfeeding and breast milk
e) Timely introduction of complementary feeding
f) Positioning and attachment at the breast
g) Manual expression of breast milk
h) Prevention of Mother to Child Transmission
Mode of transmission of HIV
Voluntary Confidential Counselling and Testing
Antiretroviral
Infant feeding options
i) Nutrition and HIV/AIDS
j) Side effects of drugs, smoking and drinking alcohol
Documentation:
a) Document what has been taught pertaining to infant feeding to mothers on the ANC cards.
b) Provide clients with leaflets and handouts.
PROMOTION OF INFANT FEEDING
Initiate infant feeding to all newborn babies within 1-hour post delivery depending on the
condition of both mother and baby.
All mothers regardless of their HIV status should be supported and assisted to bond skin-to-skin
immediately after delivery depending on the condition of the mother and baby (Caesar).
Health workers should give assistance where necessary.
4
Used with permission from Rufaro Madzima, Head of Nutrition, Ministry of Health and Child
Welfare, Zimbabwe.

Breastfeeding mothers are encouraged to feed their babies with colostrums, which is rich in
nutrients required by the baby.
POSITIONING, ATTACHMENT AND MAINTANANCE OF LACTATION
Good positioning and attachment of baby to the breast is important in prevention of breast conditions
such as cracked or sore nipples, assuring enough milk and other breast conditions.
Breastfeeding mothers should be in a comfortable position either sitting or sleeping.

All breastfeeding babies should be breastfed on demand. The pre-term and the ill babies should be
given expressed breast milk by cup or nasogastric tube.
Individual needs of babies not breastfed should be respected and responded to.
Cup feeding should also be encouraged for non-breastfeeding babies.
EXCLUSIVE BREASTFEEDING
All babies below the age of six months (6/12) should be exclusively breastfed, - i.e. giving breast
milk only without any other food or fluids even water- unless medically indicated.
Those babies not breastfed should be exclusively fed for the first six months with the chosen
replacement feed /option.
ROOMING IN
All mothers regardless of their HIV status should be allowed rooming-in / bedding-in with their
babies for 24 hours a day.
Mothers of admitted babies should be admitted to facilitate continuous breastfeeding except when
the mother is critically ill.
Avoid unnecessary separations of mother and baby except when medically indicated or during
hospital procedures.
TIMELY INTRODUCTION OF COMPLEMENTARY FEEDING
Mothers should be taught to prepare soft and nutritious foods which are locally available and
given to the infants gradually in addition to breast milk or other forms of milk, from six months
(6/12) of birth.
Health education on complementary feeding should start at ANC.

Session 4 (HIV)
SUPPLY OF BREAST-MILK SUBSTITUTES (Code of Marketing of Breast-milk Substitutes)
All health workers should refuse free and low cost free supply of breast-milk substitutes, bottles,
teats and pacifiers/dummies/soothers from manufacturers.
Should the hospital require any breast-milk substitutes, including special formulae, which are used
in the health facility, these should be purchased in the same way as other foods and medicines.
Feeding bottles, teats, pacifiers/dummies/soothers should not be given to infants.
Advertising of artificial products is not allowed within the health facilities.
FOLLOW-UP SUPPORT
Infant feeding mothers and their babies should be supported and followed-up.
The existing community based support groups and systems should be strengthened, supported and
involved in PMTCT and infant feeding follow-up.
Networking amongst existing support groups and systems should be promoted.
WORKING MOTHERS
Working mothers should be encouraged to express breast milk in clean containers. This milk is to
be given to the babies during their absence by cup.

Session 5:
Becoming “Baby-friendly”
Objective
Develop a plan for building staff enthusiasm and consensus for working to become “Baby-
friendly”.
Identify actions necessary to implement at least four of the “Ten steps to successful
breastfeeding” in their health facilities.
Identify at least five common concerns related to instituting the Ten Steps and practical
solutions for addressing them.
Duration
Discussion and brainstorming: 15 minutes
Introduction to group work: 5 minutes
Group work: 30-45 minutes
Presentations and discussion: 40-55 minutes
Total: 1½ to 2 hours
Teaching methods
Small group work
Presentations in plenary
Discussion
Review the WHO document, Evidence for the ten steps to successful breastfeeding. Geneva,
Switzerland, 1998.
Read the section on “combined interventions” (pp. 93-99) that gives evidence that the Ten Steps
should be implemented as a package. Also review the WHO/UNICEF document, Global Strategy
for Infant and Young Child Feeding. Geneva, Switzerland, 2003.
http://www.who.int/nutrition/publications/infantfeeding/gs_infant_feeding_eng.pdf
Read in particular sections 30, 31 and 34, pages 13-19, which focus on the importance of
continuing to support the Baby-friendly Hospital Initiative and implementation of the Ten Steps to
Successful Breastfeeding, as well as monitoring and reassessing facilities that are already
designated.

Session 5
If possible, the group work for this session should be scheduled as the last activity for the first day
of the course. Since it involves active participation by course participants, it is more likely to keep
their attention than a lecture-type session at the end of an intensive day. If this plan is followed,
the group reports and discussion can come first on the schedule the next day, giving participants
the flexibility to do some final work, if necessary, to prepare for their reports the evening before.
The group work for this session should focus only on four to five of the Ten Steps since there is
not enough time during either the group work or the reporting and discussion period to adequately
cover the concerns and solutions for all Ten Steps. Preparation for this session should include an
analysis, by the trainers, of which steps tend to be most difficult to implement and thus on which it
would be most important to focus in a session of this type. Indications of which steps need the
most work may come from trainers’ experience with BFHI assessments and training. A review of
the forms participants were asked to complete prior to arriving at the course, indicating what
difficulties they have had, or think they will have, in assisting their institutions to become baby-
friendly, should also be helpful. Consider including “Step Ten” as one of the steps chosen for
group work, since it appears to be a challenge for health facility personnel almost everywhere.
Before the session, the trainers also need to organize the working groups and assign facilitators to
each of them. Consideration should be given during the formation of working groups to insuring
that each group includes some participants who are good at problem solving and supportive of
BFHI. Facilitators should be made aware that their role is not to “lead” the working groups but
rather to make sure the groups understand the assignment, offer help if the group is having
difficulty, and make suggestions if there are important issues the group hasn’t considered. The
facilitators should review the sections of Handout 5.3 which deal with the steps the groups will be
working on, as they may provide ideas on important points the facilitators should mention, if they
are not discussed, during the group work or the group reports.
Once the four or five Steps have been selected for the group work, it would be useful to make
enough copies of the Handout 5.2 “sample sheet” for each of the groups, with one of the Steps and
wording for the Step inserted on each of the four or five sheets.
Consider whether participants should be provided with copies of the completed Handout 5.2 sheets
developed by the working groups, so they can refer to them for ideas as they implement their
action plans on their return home. The completed sheets can be copied “as is” or, if there is time,
the course secretary can be asked to prepare typed versions for copying.
Review Handout 5.3 and decide whether to distribute it at the end of the session. If the Course will
be given a number of times, consider adapting this Handout to the country situation, eliminating
concerns and solutions that aren’t applicable and possibly adding others.
5-2 WHO/UNICEF
Becoming "Baby-friendly"
Training materials
Handouts
5.2 The Ten Steps to Successful Breastfeeding: Actions, Concerns and Solutions – Sample Worksheet
5.3 The Ten Steps to Successful Breastfeeding: Summary of Experiences
5.1-2 The Ten Steps to Successful Breastfeeding: Actions, concerns, and solutions -- Worksheet,
example for Step 1: Have a written breastfeeding policy (blank copy)
5.3-7 The Ten Steps to Successful Breastfeeding: Actions, concerns, and solutions -- Worksheet,
example for Step 7: Practice rooming-in (filled in)
References
US Committee for UNICEF, Barriers and Solutions to the Global Ten Steps to Successful
Breastfeeding: Washington D.C., 1994 (to obtain a copy, send $9.00 US to Baby-Friendly USA, 327
Quaker Meeting House Road, E. Sandwich, MA 02537, USA (Tel. 508-888-8092, Fax. 508-888-8050,
e-mail: info@babyfriendlyusa.org, http://www.babyfriendlyusa.org/
Organization, 2003.
UNAIDS, FAO, UNHCR, UNICEF, WHO, WFP, World Bank, UNFPA, IAEA. HIV and infant
feeding: Framework for priority action. Geneva, World Health Organization, 2003.
http://www.who.int/nutrition/publications/hiv_infantfeed_framework_en.pdfhttp://whqlibdoc.who.
int/publications/2003/9241590777_eng.pdf

Session 5
Outline
1. Discussion on building consensus for Mention that a mini-version of the slides is

“Becoming Baby-friendly” reproduced in Handout 5.1 and included in the
Discussion and brainstorming session Discussion: 15 minutes
on strategies for gaining support within
the health facility for becoming Baby- Discuss the importance for health facility
friendly and drafting a policy and plan administrators and policy-makers of “thinking
of action. strategically” about how best to gain support
within the health facility for making the
The importance of “thinking changes necessary to become Baby-friendly.
strategically”.
Ask the participants to brainstorm concerning
How best to gain support within the how, within their culture and institutional
participants’ culture and administrative system, they can best work to
institutional administrative system gain the support needed to develop a
for a policy and plan of action. breastfeeding policy and plan.
How best to convince those staff Before the session starts, review the “Actions”
members likely to be most resistant. suggested for “Step 1” in Handout 5.3 and, if
necessary, mention the strategies suggested
under the first four bullets as examples, to help
get the participants thinking about what would
work best in their own settings.
Record the suggestions made by the
participants either on a flip chart or board or
on transparencies 5.1 and 5.2. Emphasize that
these strategies are part of the actions needed
to successfully implement “Step 1” in a way
that is most likely to have full administrative
and staff support.
2. Group work on implementing the Ten Introduction: 5 minutes
Steps
Describe the group work, explaining that
Small group work to identify actions participants will be divided into four or five
necessary to implement four or five of small groups, with each group assigned one of
the most challenging of the Ten Steps the Ten Steps that experience has shown can
and address common concerns. be a challenge, as health facilities work to
become Baby-friendly. For the step it is
assigned, each group should identify:
1) common concerns or problems related to
instituting the step and possible solutions, and
then, if they have time,
2) actions necessary to implement the step.
(The worksheet for each step starts with

“Actions Necessary to Implement the Step”,
but ask the groups first to identify “Concerns
and Solutions” and record them on the back of
the worksheet, as some of the “solutions” may
5-4 WHO/UNICEF
be useful to include in their list of “actions”.

If it seems necessary to use an example to
show participants how to complete the group
work, display transparencies showing how to
complete Handout 5.2 for one of the steps that
will not be assigned to the working groups.
Transparencies (5.3-5) have been prepared
using “Step 7” (rooming-in) as an example. If
necessary, the trainer can prepare other
transparencies, focusing on a different step.
Use the transparencies to explain how to
complete the worksheet for both sections on
“Concerns and Solutions” and “Actions”.
Emphasize that during this session the groups
won’t be making “Action Plans” for their own
health facilities, but will be working to
identify common concerns and solutions and
then, if they have time, possible actions to
address them.. Later in the course the
participants from the same facility will work
together to develop specific “Action Plans”
that identify the activities needed for BFHI in
their own facilities.
Ask if there are any questions.
Divide participants into four or five working
groups, assigning a facilitator to each group,
if possible. Assign each working group one of
the Ten Steps to work on. Distribute one of the
Handout 5.2 worksheets (with “Concerns and
Solutions” on one side and “Actions” on the
other) to each group, with the Step and the
wording for the Step that the group will be
working on inserted at the top.
Ask each group to record its work on the
worksheet and summarize results on
transparencies or flip charts, and to assign one
of its members to present the work during the
reporting and discussion period to follow.
3. Presentations and discussion Presentations and discussion: 40-55 minutes
Presentation of group work. Ask each group to present its work. Lead a
Discussion of issues raised after each discussion on each presentation, making sure
group’s presentation. major points are covered.
Collect the group work on each step at the end
of the session. If feasible and not too costly,
make copies and distribute them to all
participants before the course is over. In
addition, include copies of this group work in

Session 5
the course report.

Distribute Handout 5.3, which summarizes
experience in a number of countries at the end
of the session as a “reference document”.
Explain that since the material in this handout
comes from many countries not all the
concerns and solutions will be relevant. The
handout may be helpful, however, as its
review of experience worldwide in
implementing the Ten Steps may give
participants some new and creative ideas
concerning what to do in their own situations.
5-6 WHO/UNICEF
Handout 5.1

Becoming “Baby-friendly”
The Ten Steps to successful breastfeeding:

Actions, concerns and solutions - worksheet STEP 1: Have a written breast-feeding policy that is
Example routinely communicated to all health care staff
STEP 1: Have a written breast-feeding policy that is Common concerns and solutions
routinely communicated to all health care staff
Concerns Solutions
Actions necessary to implement the step

Actions, concerns and solutions - worksheet
Example Concern Solutions
Infection rates will be Stress that danger of infection
STEP 7: Practice rooming-in. higher when mothers is reduced when babies remain
and babies are with mothers than when in a
Common concerns and solutions
together than when nursery and exposed to more
Concern Solutions they are in a nursery. caretakers.
It’s difficult to supervise Assure staff that babies are better Provide staff with data showing
the condition of a baby off rooming-in with their mothers, that infection rates are lower
who is rooming-in. In with the added benefits of security, with rooming-in and
the nursery one staff warmth, and feeding on demand. breastfeeding, for example,
member is sufficient to Stress that 24-hour supervision is from diarrhoeal disease,
neonatal sepsis, otitis media,
supervise several not needed. Periodic checks and
and meningitis.
babies. availability of staff to respond to
mothers' needs are all that are
necessary.
Concern Solutions Concern Solutions

Babies will fall off their Emphasize that newborns don't Full rooming-in, without Study these procedures well.
mothers’ beds. move. more than half-hour Some are not needed. (Example:
If mothers are still concerned, separations, seems weighing baby before and after
arrange for beds to be put next to unfeasible because breastfeeding.) Other procedures
the wall or, if culturally acceptable, some procedures need can be performed in the mothers’
for beds to be put in pairs, with to be performed on the rooms.
mothers placing babies in the babies outside their Review advantages to mother and
centre. mothers’ rooms. time saved by physician when
infant is examined in front of
mother.

Session 5

Example
STEP 7: Practice rooming-in.

Make needed changes in physical facility. Discontinue nursery.
Make adjustments to improve comfort, hygiene, and safety of
mother and baby.
Require and arrange for cross training of nursery and postpartum
personnel so they all have the skills to take care of both baby and
mother.
Institute individual or group education sessions for mothers on
mother-baby postpartum care. Sessions should include
information on how to care for babies who are rooming-in.
Transparency 5.7
5-8 WHO/UNICEF
Handout 5.2
The Ten Steps to Successful Breastfeeding

Worksheet: Concerns and Solutions
STEP ____:
Concerns Solutions
(list concerns, problems or challenges (list possible solutions to each of the concerns,
your maternity services including both actions that have been
face in implementing this successful and other approaches you
Step) think might be useful)

Session 5

Worksheet: Actions necessary to implement the step
STEP ____:
(list key actions you think are necessary to successful implement this Step within maternity
services that do not yet follow the Step)
5-10 WHO/UNICEF
Handout 5.3

Summary of experiences1
STEP 1: Have a written breastfeeding policy that is routinely communicated to all health
care staff.

Identify a core group of people who will provide the primary source of support for developing a
hospital breastfeeding policy and plan.
Ask the core group to develop a rough first draft of a breastfeeding policy and a plan for making
the necessary changes to implement it. Work with the group as they develop the first draft,
providing whatever guidance is needed.
Establish a multi-disciplinary in-house committee or task force to whom the policy and plan will
be presented for input. Include representatives from all appropriate units or departments. When
the policy and plan are discussed, ask committee members to identify barriers to implementing
specific policies, as well as potential solutions. If necessary, form smaller working groups to work
on specific barriers or problems.
Finalize and display written hospital breastfeeding policy and work with designated staff to initiate
changes needed to implement it.
Policy may include guidelines on topics such as:
1. How the “Ten steps to successful breastfeeding” will be implemented;
2. Maternal nutrition issues that should be addressed;
3. Breastfeeding of low-birth-weight infants and infants delivered by C-section;
4. Purchase and use of breast-milk substitutes;
5. Acceptable medical reasons for supplementation (see WHO/UNICEF list);
6. Hazards of bottle-feeding education. How to provide counselling for women who choose to
formula-feed without lessening hospital support for breastfeeding;
7. Code related issues (e.g., prohibiting donations of free and low-cost [under 80% of retail price]
breast-milk substitutes, distribution of samples of breast-milk substitutes, gifts or coupons, use of
materials distributed by formula companies);
8. Prohibiting the practice, if it exists, of giving names of pregnant or recently delivered mothers to
companies producing or distributing breast-milk substitutes;
9. Storing any necessary hospital supplies of breast-milk substitutes, bottles, etc., out of view;
1
This handout summarizes experiences from a variety of countries.

Session 5
10. Allocating staff responsibilities and time related to the implementation of the breastfeeding policy.
Work with designated staff to develop plans for monitoring implementation of the policy and the
effects of the initiative on staff knowledge and practices, patient satisfaction and quality of care.
Publicize positive results to reinforce support for changes made, and use information concerning
problem areas to assist in determining whether further adjustments are needed.
5-12 WHO/UNICEF
STEP 1: Have a written breastfeeding policy that is routinely communicated to all health
care staff.
Concerns Solutions
Resistance to introducing new Provide scientific evidence of the soundness of the
breastfeeding policies. Concern that new policies through presentations such as one on
policies will be inappropriate, dangerous “The Scientific Basis of the Ten Steps” or shorter
to infant health, difficult to implement session on key concerns (see Session 4).
considering other tasks, etc.
Organize a task force to develop the policies,
including representatives of all the departments
that will be affected. If necessary, provide
orientation for the task force so it is well informed
about potential policies, their scientific basis, and
how they will affect hospital practices before
beginning work.
Arrange for presentations by administrators or
department heads from hospitals that have model
breastfeeding policies or have key staff visit other
institutions with good policies in place.
As the policies are being developed, make sure
that input is obtained from all influential parties,
even if opposition is anticipated, so that plans can
be made to address concerns identified.
Present the new policies as the “current state of the
art” and highlight other hospitals in the country or
region that have already successfully implemented
the BFHI.
If resistance is high, make just a few changes at a
time, starting with those for which support is
greatest. Consider addressing just a few of the
“steps” at a time to prevent staff from becoming
overwhelmed.
Economic concerns related to potential Work with key staff to identify both the costs and
costs of policy changes (e.g. costs of savings to hospital and larger health system that
conversion to rooming-in, loss of will result from the changes and weigh the trade-
formula company support, cessation of offs (see Session 6).
free and low-cost supplies).

Session 5

Summary of experiences
STEP 2: Train all health care staff in skills necessary to implement this policy.

Identify who will be responsible for planning and implementing an on-going training program for
breastfeeding and lactation management. Work with the designated individual or group to develop
a training strategy which will include:
11. Identifying who needs to be trained in departments providing maternal/infant services and what
their training needs are (both knowledge and clinical skills).
12. Identifying the types and content of training for each target group.
Obtaining existing training materials. Available courses include, for example:
13. WHO and UNICEF breastfeeding courses:
“Breastfeeding Promotion and Support in a Baby-friendly Hospital: A 20-hour Course for Maternity
Staff” (Section 3 of the revised BFHI documents), New York, UNICEF, 2006.
”Breastfeeding Counselling: A Training Course” (40 hours), Geneva, World Health Organization,
1993.
“Infant and Young Child Feeding Counselling: An Integrated Course” (5 days), Geneva, World Health
Organization, 2006.
14. Other training materials developed within the country or region.
Selecting appropriate training materials and making any necessary adaptations to them.
Identifying trainers with the help of appropriate government breastfeeding, nutrition and MCH
authorities.
Developing a training schedule, considering the need for initial training, refresher training and
training of new staff, as well as for training of trainers.
Allot the necessary budget and staff time.
5-14 WHO/UNICEF
Concerns Solutions
Little or no time for training. Reassess priorities.
Consider time saved by staff in the long run if
breastfeeding problems are prevented and health
of infants improved, thus decreasing time and
resources necessary for caring for sick infants.
Consider scheduling breastfeeding-related training
in conjunction with staff meetings or other on
going training activities or integrating training into
daily routines through apprenticeships or on-the-
job training when appropriate.
Consider requiring staff to read selected materials
or complete a self-guided course and then test
their knowledge. Combine with clinical practice
sessions and performance assessment.
Provide a resource collection where staff can
borrow books, articles, and videos on
breastfeeding, lactation management, and related
topics.
Lack of faculty/trainers/resources. Identify training resources. Contact national,
regional, or international organizations such as
UNICEF; WHO; IBFAN; LINKAGES, Wellstart
and its Associate network; Institute of Child
Health, University of London; La Leche League
International, ILCA, WABA, etc., for assistance,
if necessary (see list of addresses on page 5-17).
Consider initiating a training strategy in which key
health staff members are first trained as trainers
and then used to train the rest of the staff. Choose
strong candidates to be the trainers, if possible
including staff from the various service units and
shifts.
Ask the training coordinator to identify good
training videos already prepared or videotape
training sessions and have new employees view
the tapes. Supplement with clinical practice
sessions.
Staff members do not understand the Consider holding an orientation or advocacy
importance of breastfeeding support and session for staff before the training cycle begins.
thus see little need for training in this Introduce the hospital’s breastfeeding policy and
area. review evidence of the importance of
breastfeeding support, linking the policies with
increased breastfeeding and lowered morbidity
and mortality.

Session 5
Concerns Solutions
Identify times when staff can gather for informal
reviews of case studies of mothers with
breastfeeding problems and how they were
resolved. Follow by discussion on how to address
similar situations in the future.
Arrange for bulletin board displays or include
items in newsletters featuring BFHI progress, new
articles, letters from patients, results from surveys,
etc.
Establish an employee breastfeeding support
program to increase the number of staff members
with positive personal breastfeeding experiences.
Attendance at training sessions is low or Stress the importance of breastfeeding support
health staff members are pulled out of skills along with other areas of expertise and
the training to go back to the unit. require attendance at training sessions.
Bring the training to staff on each shift.
Offer continuing education credits for the training
or other incentives such as recognition for new
skills.
Arrange for several hospitals to sponsor joint
training in an attractive site.
Work with hospital management to insure that
training is considered a priority.
Hospital and its health staff members Convince staff of the hidden agenda of the
rely on funding from companies selling formula industry and the moral issues involved in
breast-milk substitutes for training accepting its funding.
activities, conference attendance, etc.
Calculate the cost to hospital and families of
illnesses due to feeding breast-milk substitutes.
Search for alternative sources of funding.
5-16 WHO/UNICEF
List of training resources

Institute of Child Health UNICEF Headquarters
University of London 3 United Nations Plaza
30 Guilford Street 44th Street Between1st and 2nd,
London WCN 1EH New York, NY 10017
United Kingdom USA
Tel.: +44 171-242-9789 Tel.: +1 212-326-7000
Fax: +44 171-404-2062 Fax: +1 212-887-7465
Website: http://www.unicef.org/
International Baby Food Action Network
(IBFAN) Wellstart International
P.O. Box 781 E-mail: info@wellstart.org
Mbabane Website: www.wellstart.org
Swaziland
Tel: [268] 45006 World Alliance for Breastfeeding Action
Fax: [268] 44246 PO Box 1200
19850 Penang, Malaysia.
International Lactation Consultant Association Tel.: +60 4-658-4816
(ILCA) Fax: +60 4-657-2655
1500 Sunday Drive, Suite 102 E-mail: waba@streamyx.com
Raleigh, North Carolina, 27607, USA Websites: http://www.waba.org.my/
Tel.:+1 919-861-5577 www.waba.org.br
Fax: +1 919-787-4916
E-mail: info@ilca.org World Health Organization
La Leche League International Development
1400 N. Meacham Road 20, Avenue. Appia
P.O. Box 4079 CH-1211 Geneva 27
Schaumburg, IL 60173-4809 Switzerland
USA Tel.: +41 22-791-3315
Tel.: +1 847-592-7570 Fax: +41 22-791-4156
Fax: +1 847-969-0460 E-mail: nutrition@who.int
Website: http://www.who.int/nutrition/en/
LINKAGES Project
Academy for Educational Development World Health Organization
1825 Connecticut Avenue, N.W. Department of Child and Adolescent
Washington, DC. 20009 Health and Development
Website: http://www.linkagesproject.org/ 20, Avenue. Appia
(note: The LINKAGES Project ended CH-1211 Geneva 27
December 2006. Publications are still Switzerland
available on the LINKAGES website) Tel.: +41 22-791-3281
Fax: +41 22-791-4853
Infant and Young Child Nutrition Project E-mail: cah@who.int
PATH Website:
1800 K Street, NW, Suite 800 http://www.who.int/child_adolescent_health/e
Washington, DC 20006 n/

Session 5

STEP 3: Inform all pregnant women about the benefits and management of breastfeeding.

Insure routine scheduling of prenatal classes that cover essential topics related to breastfeeding.
Ask the staff to keep records of the classes held and their content.
Review (or prepare) written guidelines for individual prenatal counselling to insure that key
breastfeeding topics are covered and time is allowed to address concerns of individual mothers.
Essential topics that are important to address during prenatal education and counselling include:
• benefits of breastfeeding;
• early initiation;
• importance of rooming-in (if new concept);
• importance of feeding on demand;
• how to assure enough milk;
• positioning and attachment;
• importance of exclusive breastfeeding;
• Risks of artificial feeding and use of bottles and pacifiers;
(prenatal education should not include group education on formula preparation).
Determine if any special strategies are needed to encourage women to attend prenatal classes or
counselling sessions (for example, holding late-evening classes for working mothers, providing
special incentives for attendance, etc.).
Take away all literature and posters about bottle-feeding and promotion of breast-milk substitutes.
Ensure that formula companies do not provide breastfeeding promotion materials.
Discontinue distribution in prenatal clinics of samples of breast-milk substitutes or coupons.
5-18 WHO/UNICEF
Concerns Solutions
Promotional materials are free from the Determine what promotional materials are
formula industry. It’s difficult to find available free or at low cost from the government,
replacement materials and the funds to NGOs or other agencies. If there is a BFHI
purchase them. national authority, ask what materials it has
available.
Pressure local and national health authorities to
make materials available.
Ask the health facility staff to develop low-cost
promotional materials with appropriate
breastfeeding messages, adapting materials from
elsewhere, when appropriate.
Seek other sources of support, including donations
from local businesses and volunteer organizations
to support the development and production of
educational materials.
There’s no staff time in busy prenatal Convince staff of importance of such sessions.
clinics for individual counselling or
Show how this will save time in the future, due to
group sessions related to breastfeeding.
fewer breastfeeding problems and reduction in
levels of illness.
Seek volunteer help from local NGOs, mother-
support groups etc., for conducting classes or
providing counselling.
Integrate breastfeeding material into other prenatal
classes such as those on childbirth education,
infant care, and nutrition.
Promotional and educational materials Ask the staff to produce or adapt promotional or
are often not well adapted to different educational materials to meet local needs, as
educational, cultural and language necessary.
groups.
Form a network with other health facilities in the
area and share materials or work together to
develop them.
Busy mothers are reluctant to spend time Ask the staff to arrange group counselling while
to receive information or instructions, or mothers are waiting to be seen.
don’t know the information is available.
Ask the receptionist or registrar at the health
facility to encourage participation in breastfeeding
classes.
Obtain support of clinical staff in assuring time
allocation for counselling and stressing its
importance during consultations.
Ask the staff to prepare written materials that
mothers can take with them when they leave the
health facility. Include breastfeeding guidelines,

Session 5
Concerns Solutions
overview of the “Ten steps” and hospital
breastfeeding support services,
invitation/announcement of breastfeeding classes,
list of mother-support groups and other
community resources etc.
Hold an extra prenatal class in late evening for
working women.
Arrange for a resource centre or area where
mothers can look at or borrow breastfeeding-
related books, articles, videos, or other materials,
at their own convenience.
Hold a “breastfed baby parade” or a “beautiful
breastfed baby contest” at a park, marketplace, or
other public area.
Ask private practitioners to refer their clients to
breastfeeding classes and other support services.
5-20 WHO/UNICEF

STEP 4: Help mothers initiate breastfeeding within a half-hour of birth.

Work with staff to reprioritise perinatal routines for infant care immediately after birth to allow
time for immediate mother/baby contact.
Institute temperature control in labour, delivery, and recovery areas to insure infant temperature
regulation.
Arrange for continuous mother/baby contact after delivery.
Assign staff responsibility for seeing that early initiation occurs for mothers who have chosen to
breastfeed and insure that staff has the skills to give mothers required support.
Train staff in the importance of suctioning a normal newborn only if necessary (if initial
assessment [APGAR] are good and baby is crying lustily it is NOT necessary). If necessary to
suction, do so gently as micro trauma to the mucus membranes of the newborn’s throat and upper
airway (oropharynx) can interfere with breastfeeding.
Allot staff time if necessary for breastfeeding support.
Allow support person (family member, “doula” etc.) to stay with the mother during and
immediately after delivery and participate in providing breastfeeding, as appropriate.
When reviewing delivery-room policies, consider issues such as the mother/baby pair’s need for
privacy, a tranquil environment, subdued lighting, a minimal number of health personnel in room,
reduced reliance on sophisticated technology for low-risk births etc.

Session 5
Concerns Solutions
It is routine to suction all babies Discuss the anatomic and physiologic reasons for
immediately after delivery and this is why a normal, crying, newborn will clear its own
what health staff learned in school. airway.
Review with the head of the maternity, what the
current protocol is for babies who do need
suctioning and what equipment is used. Suggest
that a mucus “bulb” (ear) syringe, may be the
cheapest, most effective and least traumatic to use
for this purpose.
Not enough staff or personnel time to Ask key staff to reassess which procedures are
assist with breastfeeding initiation, necessary immediately after birth. Reorganize
considering number of deliveries and “standing orders” to allow time for immediate
other procedures scheduled immediately contact and breastfeeding for mothers who have
after birth. Prescribed duration of skin- chosen to breastfeed. For example, review with
to-skin contact (at least 30 minutes) is of staff the 5 Steps of the WHO “Warm Chain”
special concern. recommendations for newborn care that include
“immediate drying, skin-to-skin contact,
breastfeeding, and postponing weighing and
bathing”.
Reinforce the positive aspects of this change: time
savings, no need to warm infant up, minimal
separation of the mother and infant etc.
Arrange for staff to be taught how to examine the
baby right on the mother’s chest.
Arrange for a voluntary breastfeeding counsellor
to help mothers to breastfeed right after birth, if
staff is too busy. The mother and baby can be left
by themselves, part of the time, to get to know
each other, while the staff continues its work.
If space in labour and delivery is needed right
away for another birth, determine if staff can move
mother and baby to a nearby empty room and have
nurse do charting and exam there, if necessary.
Mother is too tired after delivery to feed Explain that this is often a misconception. If the
infant. mother is given her baby to hold, and encouraged,
she will almost always become engaged.
Arrange to have a breastfeeding support person
help her.
Ensure that breastfeeding mothers receive
instruction during pregnancy about the importance
of early feeds and the fact that mother and baby
usually remain alert during this period.
5-22 WHO/UNICEF
Concerns Solutions
The beds in the delivery room are too Place the infant on the mother’s chest. Elevate the
narrow. If the infant is placed with the mother’s head with pillow, blanket or even her
mother (who may be very tired) and own clothing. If there is danger of the infant
there is not constant supervision, the falling from a narrow bed, consider wrapping the
infant may fall. mother and baby together, lightly, with a sheet or
cloth.
Alternatively, roll the mother on her side and tuck
the newborn next to her to breastfeed.
Need to monitor mothers and babies -- Ask that delivery room staff consider clustering
therefore need light, personnel, procedures, for example, assessing maternal and
equipment. infant condition and vital signs all at the same time
and then leaving mother and infant alone.
If the delivery room is cold, it is too Review with staff the 5 Steps of the WHO “Warm
chilly for immediate breastfeeding and Chain” recommendations (see Step 4 above).
the baby must be transferred either to the
Show staff, by using a thermometer under the
nursery or mother’s room for the first
baby’s arm, that skin-to-skin contact with the
feeding.
mother provides enough heat to keep baby warm.
If the delivery room is cold, consider whether it is
possible to raise the temperature.
Perinatal personnel think that Briefly review with the staff the key research on
breastfeeding within 30 to 60 minutes WHY the very early first breastfeeds are linked to
after birth is a lower priority than other ongoing breastfeeding success (i.e., baby is awake,
procedures. alert state in first hour, baby’s keen sense of smell
and crawling reflexes, mother’s readiness in first
hour, etc.).
Convince delivering physicians to routinely
suggest to mothers “Let’s get you started with
breastfeeding right now”.
Ask the staff responsible to add “time of
breastfeeding initiation” to the baby’s chart.
Make sure that the physiologic and psychological
advantages of early breastfeeding are stressed
during staff training. When labour and delivery
staff are trained, emphasize their critical link to
breastfeeding management and that the first hour
is a very important and special time in this
connection.

Session 5

STEP 5: Show mothers how to breastfeed and maintain lactation even if they should be
separated from their infants.

Train staff on milk-expression techniques and safe handling and storage of breast milk.
Designate staff time for individual or group counselling of mothers on breastfeeding management
and maintenance of lactation when mother and baby are separated.
Designate areas for mothers to breastfeed and for milk expression and milk storage. Purchase
equipment (e.g. milk-storage containers, cups and spoons).
Facilitate sleeping accommodations that allow mothers to stay with their babies if hospitalised.
Likewise, allow healthy breastfed babies to stay with hospitalised breastfeeding mothers.
5-24 WHO/UNICEF
Concerns Solutions
In hospitals where the postpartum stay is Emphasize counselling during prenatal period.
very short or staffing is minimal, there’s
Reassign nursery staff to do counselling.
very little time for counselling.
If minimal time is available for individual
counselling, arrange that most of the instruction is
provided through group classes.
Require that hospital staff members observe at
least one breastfeed before discharging each
mother/baby pair.
Use volunteers to make rounds and provide
advice. Arrange to train volunteers and provide
them with guidelines concerning their roles and
any restrictions.
Have breastfeeding education handouts available
after delivery.
Have the staff arrange to show videos to reinforce
proper breastfeeding techniques if the time for
classes or bedside instruction is limited.
Reluctance on the part of staff to provide Provide short instruction sheets concerning what
breastfeeding counselling because of advice to give for common breastfeeding
lack of competence. problems.
Post a list of staff members that have completed
breastfeeding practicums. Encourage other health
personnel that ask for their assistance to watch as
these experienced staff members give mothers
advice.
Make sure an integral part of training includes
clinical experience in working with breastfeeding
mothers and dealing with common problems.
Lack of understanding among staff of the In discussions with staff, emphasize the
importance of breastfeeding in the importance of patient-centred care and the role
immediate postpartum period and the breastfeeding education plays in this connection.
problems caused by inaccurate or
Encourage trainers, first, to conduct focus groups
inconsistent messages.
with nursing staff on what they were taught and
why they do what they do, and then to tailor
training to address identified problems.
Fear on the part of staff and mothers of Wet nursing and using breast milk from other
wet-nursing and use of stored breast milk mothers is acceptable in some settings and not
for feeding other babies because of HIV acceptable in others. Local formative research will
transmission. show whether or not mothers will choose these as
alternative feeding methods.

Session 5
Concerns Solutions
Expressed breast milk from a donor will need to

be heat treated per most current WHO
recommendations.
Generally wet nursing is no longer encouraged as
a feeding option, although there are exceptions to
this in the case of a family member who is known
to be HIV negative.
Lack of milk storage area and No sophisticated equipment is needed for milk
equipment. storage. Only a refrigerator and clean collection
containers for expressed milk are required.
Milk storage may not be needed if mothers have
day-and-night access to their hospitalised infants
for breastfeeding.
Healthy infants will get sick if kept with Offer information regarding the protective effects
their mothers when their mothers of breastfeeding and the health risks to newborns
become sick and are admitted to the if not kept with their mothers and breastfed.
hospital.
Mothers who are sick in the hospital will Ask the staff to evaluate this problem case by
not be able to take care of their newborn case. Perhaps a relative or friend will need to
infants who room in with them. room-in to care for the infant in some situations.
5-26 WHO/UNICEF

STEP 6: Give newborn no other food or drink other than breast milk unless medically
indicated.

Examine routine policies concerning the use of breast-milk substitutes. Make sure they conform
with the WHO/UNICEF list of “acceptable medical reasons for supplementation” (should be
included in hospital policy, see Step # 1).
Arrange that small amounts of breast-milk substitutes be purchased by the hospital for use if
Store breast-milk substitutes and related equipment and supplies out of sight.
Develop policies that facilitate early breastfeeding of low-birth-weight infants and infants
delivered by C-section, when there are no medical contraindications (can be included in hospital
policy, see Step # 1).
Ensure that adequate space and equipment is available for milk expression and storage (see Step # 5)

Session 5
indicated.
Concerns Solutions
Staff members or mothers worry that Make sure that staff and mothers are provided
mothers’ milk is insufficient for babies in information about the sufficiency and benefits of
the first few hours or days after birth colostrums and the fact that nothing else is needed
because of delay in the “true milk” (e.g. water, tea, or infant formula) in addition to
coming in. breast milk. Include the fact that it is normal for a
baby’s weight to drop during the first 48 hours.
Staff members or mothers fear that Establish a literature review committee and
babies will become dehydrated or present findings related to this issue at a staff
hypoglycaemic if given only breast milk. meeting.
Make sure that staff members are reminded of the
signs that babies are getting all they need from
breastfeeding, and encourage them to pass on this
information to mothers who are worried that their
milk is insufficient.
Consider arranging for brief in-service training
sessions to demonstrate how to assess the
effectiveness of a breastfeed and give nurses
supervised practice in making their own
assessments.
Remove glucose water from the unit, so it is more
difficult to use routinely.
Mothers request supplements. Arrange for mothers to be informed during the
prenatal and early postpartum period concerning
the problems that arise from supplementation.
Some mothers are too malnourished to Make sure that staff members realize that even
breastfeed. malnourished mothers produce enough milk for
their infants if their infants feed on demand.
In cases where the family provides food for the
mother while she is in the hospital, use the
opportunity to inform family members about the
importance of sound nutrition for the mother and
inexpensive, nutritious dietary choices.
The counselling and support necessary to Stress that costs will be more than offset by
achieve exclusive breastfeeding is too savings to the hospital when purchase, preparation
expensive. and provision of breast-milk substitutes is
minimized. Emphasize that savings will also
accrue from reduction in neonatal infections,
diarrhoea etc.
Medications are being given to the Ensure that staff members are familiar with the list
mother that are considered of acceptable medical reasons for supplementation
contraindications to breastfeeding. that are included in the revised Annex to the
Global Criteria for the Baby-friendly Hospital
5-28 WHO/UNICEF
Concerns Solutions
Initiative and as Handout 4.5 in Session 4 of this
course.
Ask the pharmaceutical department to prepare a
list of drugs that are compatible and incompatible
with breastfeeding.
Mothers will feel they have been denied Consider replacing samples of breast-milk
something valuable if distribution of substitutes with a “breastfeeding pack”, which
samples or discharge packs is includes information on breastfeeding and where
discontinued. to get support and may include samples of
products that don’t discourage breastfeeding.

Session 5
The Ten Steps to Successful Breastfeeding:

STEP 7: Practice rooming-in – allow mothers and infants to remain together – 24 hours a
day.

Make needed changes in physical facility. Discontinue nursery for normal newborns. Make
adjustments to improve comfort, hygiene, and safety of mother and baby.
Require and arrange for cross training of nursery and postpartum personnel so they all have the
skills to care for both baby and mother (see Step # 2).
Institute individual or group education sessions for mothers on mother-baby postpartum care.
Sessions should include information on how to care for baby who is rooming-in.
5-30 WHO/UNICEF
STEP 7: Practice rooming-in – allow mothers and infants to remain together – 24 hours a
day.
Concerns Solutions
It is difficult to supervise the Assure staff that babies are better off close to their
condition of a baby who is rooming- mothers, with the added benefits of security, warmth,
in. In the nursery one staff member is and feeding on demand. “Bedding-in”, if culturally
sufficient to supervise a number of acceptable, provides the best situation for gaining all
babies. these benefits and eliminates the need to purchase
bassinets or cots. Mothers can provide valuable
assistance when their infants are rooming-in or
bedding-in, alerting staff if problems arise.
Stress that 24-hours supervision is not needed.
Periodic checks and availability of staff to respond to
mothers’ needs are all that is necessary.
Mothers need to get some rest after Ask staff to assure mothers that by “rooming-in” they
delivery (especially at night) and are doing the best for their babies, that not much
babies still need to eat. Especially extra work is involved, and that health workers are
after caesarean sections, mothers need available in the unit to assist them if needed.
time to recuperate. Babies should be
Ask staff to discuss with mothers the fact that the
fed breast-milk substitutes during this
more babies are with them the more they’ll
period.
understand what is normal and abnormal and how to
provide good care. It is best to practice being with
their babies (even during the night) while still in the
hospital, when staff is around to help if necessary.
Suggest to the staff that after good breastfeeds
mothers may even sleep better when their babies are
with them.
Make sure that staff knows how to help mothers who
have had Caesarean sections choose breastfeeding
techniques and positions that are comfortable and
effective.
If regional or local anaesthesia is used during
Caesarean sections, early breastfeeding will be less of
a problem. However, a mother who has had general
anaesthesia can breastfeed as soon as she is conscious
if a staff member supports her.
Infection rates will be higher when Stress that the danger of infection is less when babies
mothers and babies are together than remain with their mothers than when in the nursery
in a nursery. and exposed to more caretakers.
Provide staff with data that show that with rooming-
in and breastfeeding, infection rates are lower, for
example, from diarrhoeal disease, neonatal sepsis,
otitis media, and meningitis.

Session 5
Concerns Solutions
If visitors are allowed in the rooming- Emphasize that babies receive immunity to infection
in wards, danger of infection and from colostrum, and that studies show infection is
contamination will increase. In actually less in rooming-in wards than in nurseries.
situations where visitors are allowed
To support mothers further in doing the best for their
to smoke, it is a health hazard to
babies, limit visiting hours and the number of
mother and baby. Some mothers feel
visitors, and prohibit smoking.
they need to entertain their visitors
and that they will have time for their
babies after discharge.
The rooms are too small. No need to have bassinets for infants. No extra space
is necessary for “bedding-in”.
Babies will fall off the mothers’ beds. Emphasize that newborns don’t move. If mothers are
still concerned, arrange for the beds to be put next to
the wall or, if culturally acceptable, for the beds to be
put in pairs, with mothers keeping their babies in the
centre.
Full rooming-in, without more than Study these procedures well. Some are not needed
half hour separations, seems (e.g. weighing baby before and after breastfeeding.)
unfeasible because some procedures Other procedures can be performed in the mother’s
and routines need to be performed on room.
the babies outside their mothers’
Review advantages to mother and time saved by
rooms.
physician when he examines the infant in front of the
mother.
Private patients feel they have the Whatever is best for public patients is also best for
privilege to keep their babies in private patients.
nurseries and feed them breast-milk
Consider pilot projects to “test” rooming-in in private
substitutes, receive expert help from
as well as public wards.
nursery staff etc.
Some private hospitals make money Explore the compensatory savings from rooming-in
from nursery charges and thus are due to less frequent use of breast-milk substitutes,
reluctant to disband these units. less staff time for bottle preparation and nursery care,
less infant illness etc.
Consider continuing to charge the same fees when
the nursery is disbanded, reallocating the charges for
mother/baby care on the wards.
Babies more easily kidnapped when Suggest to the staff that they ask mothers to request
rooming-in than in the nursery. that someone (e.g. other mothers, family members, or
staff members) watch their babies if they go out of
the room.
Mothers need to know that there is no reason a baby
should be removed without the mother’s knowledge.
5-32 WHO/UNICEF

STEP 8: Encourage breastfeeding on demand.

Introduce rooming-in (see Step # 7).
Examine routine policies concerning infant procedures (e.g. blood drawing, physical examination,
weighing, bathing, circumcision, cleaning of rooms etc.) that separate mother and baby; conduct
the procedures on the ward, whenever possible.
Ensure that staff training includes the definition and benefits of on-demand feeding and key messages
concerning this issue that mothers should receive during breastfeeding counselling (see Step # 2).

Session 5
Concerns Solutions
On-demand feeding is good, but does not Remind staff that the infant’s stomach capacity is
provide enough milk for the baby. 10 - 20 ml at birth and the quantity of colostrum is
Colostrum is insufficient and physiologically matched.
supplementation is necessary.
In situations where rooming-in is not Consider rooming-in, which will take less staff
practised, it saves on staff time and effort time than keeping babies in the nursery and
if babies are fed in the nursery instead of feeding them breast-milk substitutes or
taking babies to mothers to breastfeed at transporting them back and forth for
unpredictable times. breastfeeding.
When babies are taken out of the rooms Encourage physicians to examine babies in
for exams, lab tests, and measurement mothers’ rooms. Emphasize that it is a time-saver
procedures this interferes with feeding since mothers’ questions can be answered and any
on demand. education provided at the same time. Stress that
patient satisfaction also increases as a result.
Arrange for staff to complete other procedures in
mothers’ rooms, when feasible (e.g. the weighing
scale might be wheeled from room to room).
Ask the staff to try to schedule after feedings
procedures that must be performed outside the
rooms, or allow mothers to accompany their
babies so they can breastfeed when required.
Inform the staff that babies are not to be
supplemented while they are away for procedures.
If necessary, mothers should be called to
breastfeed.
Visiting hours that are too long or Shorten visiting hours or limit them (i.e. 2 visitors
unrestricted interfere with breastfeeding per patient or only immediate family and
on demand. Mothers may be grandparents).
embarrassed to breastfeed in front of
Arrange for the staff to provide mothers with signs
visitors, may be too busy entertaining
they can place on their doors (if they have private
visitors, or may be too exhausted
rooms) to ask that they not be disturbed if resting
afterwards to feed their babies.
or feeding their babies.
Ask instructors in prenatal classes to emphasize
the importance of limited visiting hours to allow
more time for mother/baby learning, feeding and
rest.
5-34 WHO/UNICEF

STEP 9: Give no artificial teats or pacifiers.

Examine routine policies. Hospital policies should:
15. Discourage mothers or family members from bringing pacifiers from outside for their babies’ use.
16. Prohibit use of bottles and teats or nipples for infant feeding within the hospital.
17. Provide guidance for use of alternative feeding methods, for example, use of cups and spoons if
breast-milk substitutes are used.
Purchase supplies (e.g. cups, syringes, spoons) for use in feeding breast-milk substitutes to infants
(without using teats or bottles) in cases where there are acceptable medical reasons for
supplementation (see Step # 5).

Session 5
Concerns Solutions
When infants are upset, pacifiers will Babies may cry for a variety of reasons. Ask staff
help quiet them. Also, infants may not be to explore alternatives to pacifiers (e.g.
hungry, but still need to suck. encouraging mother to hold baby, offering the
breast, checking for soiled diaper), possibly
through a group discussion.
The nursing staff and/or mothers do not Make sure that staff and mothers are educated
believe that pacifier use causes any concerning problems with pacifier use (e.g.
problems. interferes with oral motor response involved in
breastfeeding, easily contaminated).
Establish an ad hoc committee to review the
literature and make a presentation to the
administrative and medical staff on issues related
to pacifier use.
Post a notice visible to both staff and patients --
“no more pacifiers for breastfed infants” -- and list
the reasons why.
If the mother requests a pacifier, have staff discuss
with her the problems it may cause. Consider
asking her to sign a written informed consent form
that discusses the risks of nipple confusion,
impaired milk supply and contamination.
In settings where contamination of pacifiers can
lead to diarrhoea and other illness, it is best to
encourage calming the bay in other ways or to use
a mother’s or family member’s washed finger as a
pacifier.
Pacifiers are provided free of charge for Calculate the savings to the hospital from not
mothers requesting them. buying pacifiers or artificial teats.
Establish a policy stating that the hospital will not
supply free pacifiers and mothers, if they wish to
use them, must bring their own.
Infants may aspirate if fed by cup. Provide the staff with examples (through video,
slides, or visit) of infants being successfully fed by
cup in other health facilities.
Emphasize the feasibility and safety of cup
feeding.
Purchasing cups, syringes, and spoons Special types of cups, syringes and spoons are not
may be expensive. necessary. They just need to be clean.
5-36 WHO/UNICEF

STEP 10: Foster the establishment of breastfeeding support groups and refer mothers to
them on discharge from the hospital or clinic.

Work with key hospital staff to identify hospital and community resources for breastfeeding
mother support.
Make sure that the hospital provides follow-up support for breastfeeding, for example, through a
postnatal clinic, and schedules the first visit within a week of discharge and insures that
breastfeeding is assessed and any problems are identified and addressed.
Explore ways to link mothers with community-level breastfeeding support resources, such as
health centres, MCH clinics, and breastfeeding support groups (NGOs such as local La Leche
League groups). One means would be to send a discharge/referral slip to the community clinic
where the mother can go for postnatal care and at the same time tell the mother where she can
receive breastfeeding support.
Consider arranging for mother-support groups to make contact with mothers while still in the
hospital. For example, volunteers can offer refreshments to mothers on the wards and at the same
time provide information on where to go for breastfeeding support. Volunteers can help conduct
hospital lactation clinics, give breastfeeding advice on wards etc.
Consider asking hospital personnel to organize breastfeeding support groups for which, at least
initially, hospital staff serve as facilitators. Arrange training for hospital staff on organizing and
facilitating mother-support groups and consider similar training for other potential mother-support
group leaders.
Make information (verbal and written) on breastfeeding support resources available to mother, family
and community.

Session 5
STEP 10: Foster the establishment of breastfeeding support groups and refer mothers to
Concerns Solutions
The hospital staff members are Form an ad hoc group with a representative from
unfamiliar with good sources of the hospital, the local MCH clinics, and any
breastfeeding support to which they can mother support groups that can be identified. Ask
refer mothers. groups to develop a resource list and make it
available to hospital staff, local physicians and
mothers.
Encourage local mother-support groups to meet
occasionally at the hospital, which can provide
space and publicity free of charge.
Arrange for community breastfeeding support
groups to provide a mini-training session to the
staff on the services they offer.
There is a mistaken impression that If lay leaders are not available to organize and
health professionals aren’t supposed to facilitate mother-support groups, explore using
be involved in organizing or facilitating health staff for this purpose. If health staff
mother-support groups. members are involved, they need to be trained not
to direct or dominate the groups, but to facilitate
sharing and support among mothers. As lay
leaders come forward, they can receive additional
training and take over the group work.
Lay group leaders and their members Make sure that potential mother-support group
may provide incorrect information. leaders are provided with adequate training and
that the mothers themselves receive accurate
prenatal and postnatal education on breastfeeding
from the hospital staff.
Hospital administrators and staff already Explore whether knowledgeable volunteer groups
have too much to do; organizing support or individuals can help in, or even take full
groups would be a serious imposition. responsibility for, this activity.
Mother-to-mother support doesn’t work Explore culturally appropriate support
in the local culture. mechanisms for breastfeeding mothers.
For example:
Involving traditional or religious organizations for
women in providing breastfeeding or more general
mother support.
Reinforcing the extended family role in supporting
breastfeeding by providing updated information on
breastfeeding to family members most likely to
provide advice.
5-38 WHO/UNICEF
Concerns Solutions
Post-discharge hospital follow-up is too Examine what follow-up mechanisms are most
costly. Home visits are either impossible feasible in the local situation, considering
or only possible in emergencies or for constraints. For example:
very high-risk patients. Phone contact is
Arranging for breastfeeding assessment and
either not possible or, at best, unreliable.
support during postnatal visits.
Arranging home visits at least for the mother at
highest risk of breastfeeding failure.
Referring mothers to community health centres,
outreach workers, and/or volunteer groups that can
provide support.

Session 5
5-40 WHO/UNICEF
Session 5:
Becoming “baby-friendly”
in settings with high HIV prevalence
Note: This alternate Session 5 has been prepared for use in settings with high HIV prevalence. This
version of the Session is identical to Session 5, except that additional content concerning HIV and
infant feeding have been added, wherever useful.
Since the launch of the Baby-friendly Hospital Initiative in 1991 the growing HIV/AIDS pandemic,
especially in sub-Saharan Africa and parts of Asia, has raised concerns and questions about promoting
protecting and supporting breastfeeding where HIV is prevalent. These concerns arise because
breastfeeding is known to be one of the routes for infecting infant and young children with HIV. This
session, revised in order to address these concerns, provides guidance on how to implement the Ten
Steps to Successful Breastfeeding and the BFHI in settings where HIV is a major public health
concern.
Objective
Develop a plan for building staff enthusiasm and consensus for working to become “Baby-
friendly”.
Identify actions necessary to implement at least four of the “Ten steps to successful
breastfeeding” in their health facilities.
Identify at least five common concerns related to instituting the Ten Steps and practical
solutions for addressing them.
Identify at least five challenges to baby-friendly hospital promotion in a setting where there is a
high prevalence of HIV/AIDS and how to overcome them.
Describe the usefulness/need for counselling to help the HIV-infected mother to choose an
infant feeding method of her choice which best suits her personal setting and circumstances.
Duration
Presentation/discussion: 20-30 minutes

Discussion and brainstorming: 15 minutes
Introduction to group work: 5 minutes
Presentations and discussion: 40-55 minutes
Total: 2 to 2½ hours

Session 5 (HIV)
Teaching methods
Small group work

Presentations in plenary
Discussion
Review the WHO document, Evidence for the ten steps to successful breastfeeding. Geneva,
Read the section on “combined interventions” (pp. 93-99) that gives evidence that the Ten Steps
should be implemented as a package. Also review the WHO/UNICEF document, Global Strategy
for Infant and Young Child Feeding. Geneva, Switzerland, 2003.
http://www.who.int/nutrition/publications/infantfeeding/gs_infant_feeding_eng.pdf..
Read in particular sections 30, 31 and 34, pages 13-19, which focus on the importance of
continuing to support the Baby-friendly Hospital Initiative and implementation of the Ten Steps to
Successful Breastfeeding, as well as monitoring and reassessing facilities that are already
designated.
If possible, the group work for this session should be scheduled as the last activity for the first day
of the course. Since it involves active participation by course participants, it is more likely to keep
their attention than a lecture-type session at the end of an intensive day. If this plan is followed,
the group reports and discussion can come first on the schedule the next day, giving participants
the flexibility to do some final work, if necessary, to prepare for their reports the evening before.
The group work for this session should focus only on four to five of the Ten Steps since there is
not enough time during either the group work or the reporting and discussion period to adequately
cover the concerns and solutions for all Ten Steps. Preparation for this session should include an
analysis, by the trainers, of which steps tend to be most difficult to implement and thus on which it
would be most important to focus in a session of this type. Indications of which steps need the
most work may come from trainers’ experience with BFHI assessments and training. A review of
the forms participants were asked to complete prior to arriving at the course, indicating what
difficulties they have had, or think they will have, in assisting their institutions to become Baby-
friendly, considering HIV prevalence, should also be helpful. The steps most needing
consideration in light of HIV and infection of infants and young children with HIV are Steps 1, 2,
3, 5, 6 and 10. Steps 3 and 5 may present the greatest challenges in that they may require changes
in care routines and protocols. Step 10, community follow-up support, poses challenges for the
original BFHI and will continue to be a challenge for BFHI in light of HIV.
Countries (or hospitals) which have already implemented BFHI but who are now rethinking their
strategies in light of providing care to HIV infected women, may need guidance by a master
trainer who is experienced with BFHI in HIV-prevalent areas. It may be helpful to guide decision-
making on which steps should be tackled in-group work based on what other countries have found
most challenging in implementing BFHI in HIV-prevalent areas.

Becoming "Baby-friendly" (HIV)
Before the session, the trainers also need to organize the working groups and assign facilitators to
each of them. Consideration should be given during the formation of working groups to insuring
that each group includes some participants who are good at problem solving and supportive of
BFHI. Facilitators should be made aware that their role is not to “lead” the working groups but
rather to make sure the groups understand the assignment, offer help if the group is having
difficulty, and make suggestions if there are important issues the group hasn’t considered. The
facilitators should review the sections of Handout 5.6 HIV which deal with the steps the groups
will be working on, as they may provide ideas on important points the facilitators should mention,
if they are not discussed, during the group work or the group reports.
Once the four or five Steps have been selected for the group work, it would be useful to make
enough copies of the Handout 5.5 HIV “sample sheet” for each of the groups, with one of the
Steps and wording for the Step inserted on each of the four or five sheets.
Consider whether participants should be provided with copies of the completed Handout 5.5 HIV
sheets developed by the working groups, so they can refer to them for ideas as they implement
their action plans on their return home. The completed sheets can be copied “as is” or, if there is
time, the course secretary can be asked to prepare typed versions for copying.
Review Handout 5.6 HIV and decide whether to distribute it at the end of the session. If the
Course will be given a number of times, consider adapting this Handout to the country situation,
eliminating concerns and solutions that aren’t applicable and possibly adding others.
Training materials
Handouts
5.1 HIV Slide Presentation Handout – Session 5 HIV
5.2 HIV The ten steps to successful breastfeeding for settings where HIV is prevalent: Issues to
consider
5.3 HIV Applying the Ten Steps in facilities with high HIV prevalence 5.4 HIV The ten steps to
successful breastfeeding for settings where HIV is prevalent: Actions, concerns and solutions –
Sample Worksheet
5.5 HIV The ten steps to successful breastfeeding for settings where HIV is prevalent: Summary of
experiences
5.1-13 HIV The ten steps to successful breastfeeding for settings where HIV is prevalent –Issues
to consider
5.14-15 HIV The ten steps to successful breastfeeding for settings where HIV in prevalent: Actions,
concerns and solutions – Worksheet, Example for Step 1: Have a written breastfeeding policy
(blank copy)
5.16-21 HIV The ten steps to successful breastfeeding for settings where HIV in prevalent:
Example for Step 7: Practice rooming-in

Session 5 (HIV)
Note: The slides for the basic Session 5 have been integrated with the additional HIV-related slides
and included all together in both the slide and transparency files for this session, for ease of use.
References
Coutsoudis A, Pillay K, Spooner E, et al. Influence of infant feeding patterns on early mother-to –child
transmission of HIV-1 in Durban, South Africa: a prospective cohort study. South Africa, Vitamin A
Study Group. Lancet, 1999, 354(9177): 471-76.
Coutsoudis A, Pillay K, Kuhn L, et al. Method of feeding and transmission of HIV-1from mothers-to –
children by 15 months of age: prospective cohort study. South Africa, Vitamin A Study Group. AIDS,
2001, 15(3) 379-87.
DeCock KM, Fowler MG, Mercier E, et al. Prevention of mother-to-child HIV transmission in
LINKAGES. World Linkages, Zambia. Pamphlet LINKAGES country programs series. LINKAGES
Project: Academy for Educational Development, Washington DC, 2000.
http://www.linkagesproject.org/
LINKAGES. Breastfeeding and HIV/AIDS Frequently Asked Questions (FAQ Sheet 1) LINKAGES
Project: Academy for Educational Development, Washington DC, updated 2001.
http://www.linkagesproject.org/
LINKAGES. Replacement Feeding. Spotlight, Academy for Educational Development, Washington

D.C., April 2004. http://www.linkagesproject.org/
Madzima, R. Baby friendly Hospital Initiative in the context of HIV and AIDS: Africa Region.
Ministry of Health. Zambia’s National Policy Framework on Infant feeding practices and HIV /AIDS
Transmission from Mother-to Child, Final Working Draft, Lusaka, Zambia, 1998.
UNICEF/UNAIDS/WHO. Review of HIV transmission through breastfeeding: HIV transmission

through breastfeeding: a review of available evidence. New York, UNICEF, 2003.
US Committee for UNICEF, Barriers and Solutions to the Global Ten Steps to Successful
Breastfeeding: Washington D.C., 1994. (To obtain a copy, send $9.00 US to Baby-Friendly USA, 327
Quaker Meeting House Road, E. Sandwich, MA 02537, USA (Tel. 508-888-8092, Fax. 508-888-
8050, e-mail: info@babyfriendlyusa.org, (http://www.babyfriendlyusa.org).
Walley J, Whitter S, Nicholl A. Simplified antiviral prophylaxis with or and without artificial feeding
to reduce mother-to-child transmission of HIV in low and middle income countries: modelling
positive and negative impact on child survival. Med Sci Monit, 2001, 7(5): 1043-1051.
Thermal Protection of the Newborn: a practical guide. Geneva, World Health Organization, 1997.
http://whqlibdoc.who.int/hq/1997/WHO_RHT_MSM_97.2.pdf

HIV in Pregnancy: A Review, Geneva, World Health Organization, 1999.

http://whqlibdoc.who.int/hq/1999/WHO_CHS_RHR_99.15.pdf
New data on the prevention of mother-to-child transmission of HIV and their policy implications:
conclusions and recommendations. WHO Technical Consultation on Behalf of the
UNFPA/UNICEF/WHO/UNAIDS Interagency Task Force Team on Mother-to-Child transmission of
HIV, Geneva, 11-13 October 2000, Geneva. World Health Organization. Geneva, 2001.
http://www.who.int/reproductive-health/publications/new_data_prevention_mtct_hiv/text.pdf
Piwoz, Ellen G. What are the options? Using Formative Research to Adapt Global Recommendations
on HIV and Infant Feeding to the Local Context. Geneva, World Health Organization, 2004.
http://whqlibdoc.who.int/publications/2004/9241591366.pdf
WHO/AED. HIV and infant feeding counselling tools. Geneva, World Health Organization and
Washington D.C., The LINKAGES Project, 2003.
Organization, 2003.
UNAIDS, FAO, UNHCR, UNICEF, WHO, WFP, World Bank, UNFPA, IAEA. HIV and infant
feeding: Framework for priority action. Geneva, World Health Organization, 2003.
http://www.who.int/nutrition/publications/hiv_infantfeed_framework_en.pdf
UNICEF. Report for the meeting on Baby-friendly Hospital Initiative (BFHI) in the context of
HIV/AIDS, Gaborone, June 2nd – 4th 2003.
WHO/UNICEF/UNAIDS/UNFPA. HIV and infant feeding: guidelines for decision-makers. Geneva,

http://www.who.int/nutrition/publications/HIV_IF_decision_maker.pdf
WHO/UNICEF/UNAIDS/UNFPA. HIV and Infant Feeding: A Guide for Health Care Managers and
Supervisors. Geneva, World Health Organization, 2003.
http://www.who.int/nutrition/publications/HIV_IF_guide_for_healthcare.pdf
WHO. Consultation on Nutrition and HIV/AIDS in Africa, Evidence, lessons, and recommendations
for action – ICC, Durban, South Africa, April 2005.
http://www.who.int/nutrition/topics/consultation_nutrition_and_hivaids/en/index.html
WHO. Regional Consultation on Nutrition and HIV/AIDS, Evidence, lessons and recommendations
for action in South-East Asia, Bangkok, Thailand, 8-11 October 2007.
(http://www.who.int/nutrition/topics/hiv_regional_consultation_bangkok/en/index.html)
WHO HIV and Infant Feeding Technical Consultation Consensus Statement. Held on behalf of the
Inter-agency Task Team (IATT) on Prevention of HIV Infections in Pregnant Women, Mothers and
their Infants, Geneva, October 25-27, 2006. World Health Organization, 2007.
http://www.who.int/child_adolescent_health/documents/pdfs/who_hiv_infant_feeding_technical_cons
ultation.pdf

Session 5 (HIV)
Outline
1. Discussion on building consensus for Mention that a mini-version of the slides is

“Becoming Baby-friendly” reproduced in Handout 5.1 HIV and included in
the participants’ folder.
Indicate that finding ways of balancing BFHI, its

original aims and goals with the threats from HIV
and AIDS is crucial for the successful
implementation of the Global Strategy for infant
and young child feeding, especially as countries
develop comprehensive policies. It is also
important for the facilities to continue protecting,
promoting and supporting breastfeeding while
helping HIV-positive mothers to implement the
infant feeding methods that they chose. Introduce
the “Ten steps to successful breastfeeding in the
context of HIV”, using slides 5.1-9 HIV. Go
through the 10 steps briefly, discussing what key
issues administrators and policy makers need to
consider. Pass out Handout 5.2 HIV as a
reference.
Discussion and brainstorming session on Discussion: 15 minutes

strategies for gaining support within the
health facility for becoming Baby- Discuss the importance for health facility
friendly and drafting a policy and plan of administrators and policy-makers of “thinking
action. strategically” about how best to gain support
within the health facility for making the changes
The importance of “thinking necessary to become baby-friendly. (Note: if the
strategically” facilities are already baby-friendly, concentrate on
how support can be gained for adjusting the
How best to gain support within the policy and BFHI approach to be most appropriate
participants’ culture and institutional in facilities where mothers who may be HIV
administrative system for a policy infected receive care).
and plan of action
Ask the participants to brainstorm concerning
How best to convince those staff how, within their culture and institutional
members likely to be most resistant administrative system, they can best work to gain
the support needed to develop a breastfeeding
The special concerns about HIV and policy and plan (or to adjust the existing policy
breastfeeding promotion in this and plan in the light of high HIV prevalence).
setting
Before the session starts, review the “Actions”
suggested for “Step 1” in Handout 5.5 HIV and, if
necessary, mention the strategies suggested under
the first four bullets as examples, to help get the
participants thinking about what would work best
in their own settings.
Record the suggestions made by the participants
either on a flip chart or board or on
Transparencies 5.14-15 HIV. Emphasize that
these strategies are part of the Actions needed to

successfully implement “Step 1” in a way that is

most likely to have full administrative and staff
support.
Briefly mention the importance of developing
hospital infant feeding policies that provide
guidance for applying the Ten Steps in facilities
with high HIV prevalence. Pass out Handout 5,3
HIV, which can provide the initial guidance for
developing policies appropriate to the
participants’ particular settings and challenges.
Emphasize that the Ten Steps remain “as is”, but
that it is essential that policies provide additional
guidance for implementing each of them, and that
both this Handout and Handout 5.2 HIV can
provide useful technical information to use in
their development. Also mention the policy
developed for Rusape Hospital in Zimbabwe
serving a population with high risk of HIV as
another example – Handout 4.7 HIV distributed
during Session 4-HIV.
2. Group work on implementing the Ten Introduction: 5 minutes
Steps
Describe the group work, explaining that
Small group work to identify actions participants will be divided into four or five small
necessary to implement four or five of the groups, with each group assigned one of the Ten
most challenging of the Ten Steps in the Steps that experience has shown can be a
context of HIV and address common challenge, as health facilities work to become
concerns. baby-friendly in the context of HIV.
(Note: Steps 1, 2, 3, 5, 6 and 10 are most

challenging in the context of HIV. Steps 3 and 5
in particular present the challenges in that they
may require changes in care routines and
protocols. Step 10, community follow-up support,
posed challenges for the original BFHI and will
continue to be a challenge for BFHI in light of
HIV. Thus the Steps to use in group work could
be selected from among these, unless the
facilitators feel that other Steps should be chosen
because they are particularly challenging in
general for the health facilities represented).
For the step it is assigned, each group should

identify:1) common concerns or problems related
to instituting the step and possible solutions, and
then, if they have time, 2) actions necessary to
implement the step.
(the worksheet for each step starts with “Actions

necessary to implement the step”, but ask the
groups first to identify “Concerns and Solutions”
and record them on the back of the worksheet, as

Session 5 (HIV)
some of the “Solutions” may be useful to include

in their list of “Actions”).
If it seems necessary to use an example to show

participants how to complete the group work,
display transparencies showing how to complete
Handout 5.2 HIV for one of the steps that will not
be assigned to the working groups.
Transparencies (5.16-20 HIV) have been prepared
using “Step 7” (rooming-in) as an example,
including concerns and solutions related to HIV.
Then present Transparency 5.21 HIV that
provides an example of “Actions” that could be
taken to implement this Step in settings with high
HIV prevalence. If necessary, the trainer can
prepare other transparencies, focusing on a
different step. Use the transparencies to explain
how to complete the worksheet for both sections
on “Concerns and Solutions” and “Actions”.
Emphasize that during this session the groups

won’t be making “Action plans” for their own
health facilities, but will be working to identify
common concerns and solutions and then, if they
have time, possible actions to address them. Later
in the course the participants from the same
facility will work together to develop specific
“Action plans” that identify the activities needed
for BFHI in their own facilities.
Ask if there are any questions.
Divide participants into four or five working

groups, assigning a facilitator to each group, if
possible. Assign each working group one of the
Ten Steps to work on. Distribute one of the
Handout 5.4 HIV worksheets (with “Concerns
and Solutions” on one side and “Actions” on the
other) to each group, with the Step and the
wording for the Step that the group will be
working on inserted at the top.
Ask each group to record its work on the

worksheet and summarize results on
transparencies or flip charts, and to assign one of
its members to present the work during the
reporting and discussion period to follow.

3. Presentations and discussion Presentations and discussion: 40-55 minutes
Presentation of group work. Ask each group to present its work. Lead a
discussion on each presentation, making sure
Discussion of issues raised after each major points are covered.
group’s presentation.
Collect the group work on each step at the end of
the session. If feasible and not too costly, make
copies and distribute them to all participants
before the course is over. In addition, include
copies of this group work in the course report.
Distribute Handout 5.5 HIV, which summarizes

experience in a number of countries at the end of
the session as a “reference document”. Explain
that since the material in this handout comes from
many countries not all the concerns and solutions
will be relevant. The handout may be helpful,
however, as its review of experience worldwide in
implementing the Ten Steps in settings where
HIV is prevalent may give participants some new
and creative ideas concerning what to do in their
own situations.

Session 5 (HIV)
Handout 5.1 (HIV)
Presentation for session 5 (HIV):

Becoming “baby-friendly”
in settings with high HIV prevalence
The ten steps to successful breastfeeding STEP 1 (continued): Have a written breastfeeding
for settings where HIV is prevalent: policy that is routinely communicated to
all health care staff
Issues to consider
The policy should include a recommendation that all
STEP 1: Have a written breastfeeding policy that is pregnant and lactating women be offered or referred for HIV
routinely communicated to all health care staff testing & counselling.
The policy should require that the hospital offer counselling
The hospital policy should promote, protect and support for HIV-positive pregnant women about feeding options.
breastfeeding irrespective of the HIV infection rate within the
The policy should stress that full compliance with the “Code
population.
of Marketing of Breast-milk Substitutes” or a similar national
The policy will need to be adapted so that providing measure is essential.
appropriate support in the context of HIV is addressed. The issue of confidentiality should be addressed in the
The policy should require the training of staff in HIV and policy.
infant feeding counselling. If there is a national level policy on infant feeding in the
context of HIV the hospital policy should incorporate the
national guidelines.
Slide 5.1 (HIV) Slide 5.2 (HIV)
Step 2: Train all health care staff in skills Step 3: Inform all pregnant women about the
necessary to implement this policy. benefits and management of
breastfeeding.
Staff training needs may vary from facility to facility.
If the hospital is already a baby-friendly hospital, then WHO/UNAIDS recommends that pregnant women be
emphasis should be placed on refresher training related to offered VCT during antenatal care.
HIV and infant feeding. Where VCT services do not yet exist, this will involve
If the facility has never implemented the BFHI then BFHI additional equipment, space, reagents, and staff time.
training will need to include guidance related to HIV and Mothers may be HIV-infected but not know their status.
infant feeding, or additional training on this topic will need to They need to know their HIV status in order to make
be organized,requiring more time and training resources. informed infant feeding choices.
Training may require a multi-sectoral training team from Pregnant women who are HIV-positive should be counselled
nutrition, HIV/AIDS and other MCH sections. about the benefits and risks of locally appropriate infant
If there are no master trainers available locally with feeding options so they can make informed decisions on
experience in implementing BFHI in settings where HIV- infant feeding.
positive mothers receive care, external trainers may be
needed.
Step 3 (continued): Inform all pregnant women

Step 4: Help mothers initiate breastfeeding within
about the benefits and management of
a half-hour of birth.
breastfeeding.
All babies should be well dried, given to their mothers to hold
Mothers have to weigh the balance of risks: Is it safer to skin-to-skin and covered, whether or not they have decided
exclusively breastfeed for a period of time or to replacement to breastfeed.
feed, given the possibility of illness or death of a baby if not
Staff may assume that babies of HIV infected mothers must
breastfed.
be bathed and even separated from their mothers at birth.
Counsellors must be knowledgeable about the local situation
They need to understand that HIV is not transmitted by
relative to what replacement feeds are locally appropriate.
mothers while they are holding their newborns - mothers
They should be able to help mothers assess their own
need to be encouraged to hold and feel close and
situations and choose feeding options.
affectionate towards their newborn babies.
Counsellors need to recognize that the social stigma of
HIV-positive mothers should be supported in using the
being labelled as being “HIV-positive or having AIDS” may
feeding option of their choice. They shouldn’t be forced to
affect some mothers’ decisions on infant feeding.
breastfeed, as they may have chosen to replacement feed
Counselling should be individual and confidential. without knowledge of the delivery room staff.

Step 5: Show mothers how to breastfeed and Step 5 (continued): Show mothers how to breastfeed
maintain lactation even if they should be and maintain lactation even if they should
separated from their infants. be separated from their infants.
Staff members will need to counsel HIV-positive mothers
Staff members will need to counsel mothers who have who have chosen replacement feeds on their preparation
chosen to breastfeed (regardless of their HIV status) on how and use and how to care for their breasts while waiting for
to maintain lactation by manual expression, how to store their milk to cease and how to manage engorgement.
their breast milk safely, and how to feed their babies by cup. Mothers should have responsibility for feeding while in the
They will also need to counsel HIV-positive mothers on hospital. Instructions should be given privately.
locally available feeding options and the risks and benefits of Breast milk is particularly valuable for sick or low birth weight
each, so they can make informed infant feeding choices. infants. Heat treating breast milk is an option.
Staff members should counsel HIV-positive mothers who If there is a breast-milk bank, WHO guidelines will need to
have chosen to breastfeed on the importance of doing it be followed for heat treatment of breast milk. Wet nursing is
exclusively and how to avoid nipple damage and mastitis. an option as well, if the wet nurse is given proper support.
Staff members should try to encourage family and
Staff members should help HIV-positive mothers who have
community support of HIV-positive mothers after discharge,
chosen to breastfeed to plan and implement early cessation but will need to respect the mothers’ wishes in regards to
of breastfeeding. disclosure of their status.
Step 6: Give newborn infants no food or drink Step 7: Practice rooming in — allow mothers and
other than breast milk unless medically infants to remain together — 24 hours a day.
indicated.
In general it is best that HIV-positive mothers be treated just
Staff members should find out whether HIV-positive mothers
like mothers who are not HIV-positive and provided the same
have made a feeding choice and make sure they don't give post partum care, including rooming-in/bedding-in. This will be
babies of breastfeeding mothers any other food or drink. best for the mothers and babies and will help protect privacy
Being an HIV-positive mother and having decided not to and confidentiality concerning their status.
breastfeed is a medical indication for replacement feeding. HIV-positive mothers who have chosen not to breastfeed
Staff members should counsel HIV-positive mothers who should be counselled as to how to have their babies bedded in
have decided to breastfeed on the risks if they do not with them, skin-to-skin, if they desire, without allowing the
exclusively breastfeed. Mixed feeding brings both the risk of babies access to the breast. General mother-to-child contact
HIV from breastfeeding and other infections. does not transmit HIV.
Even if many mothers are giving replacement feeds, this Staff members who are aware of an HIV-positive mother's
does not prevent a hospital from being designated as baby- status need to take care to ensure that she is not stigmatised or
friendly, if those mothers have all been counselled and discriminated against. If confidentiality is not insured, mothers
offered testing and made genuine choices. are not likely to seek the services and support they need.
Step 8: Encourage breastfeeding on demand. Step 9: Give no artificial teats or pacifiers.
This step is important regardless of mothers’ HIV status and

This step applies to breastfeeding mothers regardless of whether they are breastfeeding or replacement feeding.
their HIV status.
Teats, bottles, and pacifiers can carry infections and are not
Babies differ in their hunger. The individual needs of both needed, even for the non-breastfeeding infant. They should
breastfed and artificially fed infants should be respected and not be routinely used or provided by facilities.
responded to.
If hungry babies are given pacifiers instead of feeds, they
may not grow well.
HIV-positive mothers who are replacement feeding need to
be shown ways of soothing other than giving pacifiers.
Mothers who have chosen to replacement feed should be
given instructions on how to cup feed their infants and the
fact that cup feeding has less risk of infection than bottle-
feeding.

Session 5 (HIV)
The Ten Steps to successful breastfeeding

Step 10: Foster the establishment of breastfeeding
for settings where HIV is prevalent:
support groups and refer mothers to them Actions, concerns and solutions - worksheet
on discharge from the hospital or clinic. Example
The facility should provide information on MTCT and HIV and STEP 1: Have a written breastfeeding policy that is
infant feeding to support groups and others providing support routinely communicated to all health care staff
for HIV-positive mothers in the community.
The facility should make sure that replacement-feeding mothers Actions necessary to implement the step
are followed closely in their communities, on a one-to-one basis
to ensure confidentiality. In some settings it is acceptable to
have support groups for HIV-positive mothers.
HIV-positive mothers are in special need of on-going skilled
support to make sure they continue the feeding options they
have chosen. Plans should be made before discharge.
The babies born to HIV-positive mothers should be seen at
regular intervals at well baby clinics to ensure appropriate
growth and development.
Slide 5.14 (HIV)
Slide 5.13 (HIV)
The ten steps to successful breastfeeding

for settings where HIV is prevalent :
STEP 1: Have a written breastfeeding policy that is Actions, concerns and solutions - worksheet
routinely communicated to all health care staff Example

Concerns Solutions Common concerns and solutions
Concern Solutions
It’s difficult to supervise Assure staff that babies are better
the condition of a baby off rooming-in with their mothers,
who is rooming-in. In with the added benefits of
the nursery one staff security, warmth, and feeding on
member is sufficient to demand.
supervise several Stress that 24-hour supervision is
babies. not needed. Periodic checks and
availability of staff to respond to
mothers’ needs are all that are
necessary.

Infection rates will be Stress that danger of infection Babies will fall off their Emphasize that newborns don't
higher when mothers is reduced when babies remain mothers’ beds. move.
and babies are with mothers than when in a If mothers are still concerned,
together than when nursery and exposed to more arrange for beds to be put next to
they are in a nursery. caretakers. the wall or, if culturally acceptable,
Provide staff with data showing for beds to be put in pairs, with
that infection rates are lower mothers placing babies in the
with rooming-in and centre.
breastfeeding, for example,
from diarrhoeal disease,
neonatal sepsis, otitis media,
and meningitis.


Full rooming-in, without Study these procedures well. A mother in the For an HIV-positive mother who
more than half-hour Some are not needed. (Example: postnatal ward may be chooses replacement feeding it is
separations, seems weighing baby before and after seen by others while likely others will notice, but she has
unfeasible because breastfeeding.) Other procedures she is replacement been counselled and has already
some procedures need can be performed in the mothers’ feeding her infant, and decided how she will make this
to be performed on the rooms. confidentiality will be change in her life even after she
babies outside their Review advantages to mother and hard to protect. has left the maternity.
mothers’ rooms. time saved by physician when For an HIV-positive mother who
infant is examined in front of chooses breastfeeding, she should
mother. be supported to exclusively
breastfeed and there should be no
obvious difference in her care.

for settings where HIV is prevalent :
Example
Make needed changes in physical facility. Discontinue nursery. Make
adjustments to improve comfort, hygiene, and safety of mother and
baby.
Require and arrange for cross training of nursery and postpartum
personnel so they all have the skills to take care of both baby and
mother.
Institute individual or group education sessions for mothers on mother-
baby postpartum care. Sessions should include information on how to
care for babies who are rooming-in.
Protect privacy and confidentiality of a mother's HIV status by
providing the same routine care to ALL mothers and babies, including
rooming-in/bedding-in, so that no one is stigmatised or set apart as
different.
Slide 5.21 (HIV)

Session 5 (HIV)
Handout 5.2 HIV

Issues to consider 1
Step 1: Have a written breastfeeding policy that is a routine communicated to all health care
staff.
The hospital policy should promote, protect and support breastfeeding irrespective of the HIV
infection rate within the population.
The hospital policy will need to be adapted so that providing appropriate support in the context of
HIV is addressed.
The hospital policy should include a recommendation that all pregnant and lactating women be
offered or referred for HIV testing and counselling.
The hospital policy should require that the hospital offer counselling for HIV-positive pregnant
women about feeding options.
The hospital policy should require the training of staff in HIV and infant feeding counselling.
The issue of confidentiality should be addressed in the policy. Confidentiality is a challenge in

settings where many staff members handle patient charts, where storage of charts is not secure,
and where shortage of staffing interferes with supervision and quality assurance in care.
The hospital policy should stress that full compliance with the “Code of Marketing of Breast-milk
Substitutes” or similar national measures is essential.
There may or may not be a national level policy on infant feeding in the context of HIV. Where
one exists, the hospital policy should incorporate the national guidelines.
1 See the Session on “Integrated care for the HIV-positive Woman and her Baby” and the discussion and exercise on implementing BFHI in
settings with high HIV prevalence in HIV and Infant Feeding Counselling: A Training Course, pp. 45-56, for further information on this
topic. Points marked with an asterisk (*) are adapted from this document.

Step 2: Train all health care staff in skills necessary to implement this policy.
Staff training needs may vary from facility to facility.
If the hospital is already a BF hospital, then the breastfeeding knowledge and skills should be in
place and the issues of adapting for a high HIV prevalence will be foremost in planning for
refresher training. If the facility has never implemented the BFHI then BFHI training will need to
include guidance related to HIV and infant feeding in the context of BFHI, or additional training
on HIV and infant feeding will need to be organized. This will require more time and training
resources.
Staff needs to be trained on such topics as how HIV is transmitted from mother to child and how
to prevent it, voluntary counselling and testing (VCT), the risks and benefits associated with
various feeding options, how to help mothers make informed choices, how to teach mothers to
prepare and give replacement feeds, how to maintain privacy and confidentiality, and how to
minimize the “spill over” effect, causing mothers who are HIV negative or of unknown status to
choose replacement feeding when breastfeeding has less risk.
Training may require a multi-sectoral training team from nutrition, HIV/AIDS and other MCH
sections.
If there are no master trainers available locally with knowledge and experience in implementing
BFHI in settings where HIV-positive mothers receive care, external trainers may need to be
figured into the training budget.
Step 3: Inform all pregnant women about the benefits and management of breastfeeding.
This step will involve considerable thought and planning for implementation. Pregnant women
need general information on HIV and breastfeeding and those that are HIV-positive need
additional counselling and assistance.
WHO/UNAIDS recommends that pregnant women be offered voluntary testing and counselling
(VCT) during antenatal care.
Where VCT services do not yet exist in the antenatal/MCH service setting, their organization will
involve additional equipment, space, reagents, and staff time, including for specialized training.
Mothers may be infected but not know their HIV status. They need to know their HIV status in
order to make informed infant feeding choices on the most feasible infant feeding method.
Pregnant women who are HIV-positive should be counselled about the benefits and risks of locally
appropriate infant feeding options so they can make informed decisions on infant feeding before
they deliver.
Mothers have to weigh the balance of risks: Is it safer to exclusively breastfeed for a period of
time or to replacement feed, given the risk of illness or death of a baby if not breastfed?
Staff members who serve as infant-feeding counsellors must be knowledgeable about the local
situation relative to what replacement feeds are locally appropriate. They should also be able to
help mothers in assessing their own situations to choose the best feeding options for themselves.

Session 5 (HIV)
Counsellors need to recognize that other factors such as the social stigma of being labelled as
being “HIV-positive” or “having AIDS” may affect some mothers’ decisions on infant feeding.
Some mothers may become victims of physical abuse or ostracized if they are suspected of being
HIV-positive because they are known to have gone for testing or are not breastfeeding.
Any discussion of feeding options should be only with HIV-positive mothers. Counselling should
be individual and confidential. No group discussion on feeding options is recommended.
Step 4: Help mothers initiate breastfeeding within a half hour of birth.
All babies should be well dried, covered and given to their mothers to hold skin-to-skin after
delivery, whether or not they have decided to breastfeed.
Staff may assume that babies of HIV-positive mothers must be bathed and even separated from
their mothers at birth. They need to understand that HIV is not transmitted by a mother while she
is holding her newborn (after drying and covering) and that, in fact, an HIV-positive mother needs
to be encouraged to hold and feel close and affectionate towards her newborn baby.
The HIV-positive mothers may either breastfeed or not, depending on the choices they have made.
VCT should be made available to help them make these choices. HIV-positive mothers should be
supported in using the infant feeding option of their choice.
Mothers should not be forced to breastfeed, since they may have chosen to replacement feed
without the knowledge of the delivery room staff.
Step 5: Show mothers how to breastfeed, and how to maintain lactation even if they should be
Staff members will need to counsel mothers who have chosen to breastfeed (regardless of their
HIV status) on how to maintain lactation by expression, how to store their breast milk safely, and
how to feed their babies by cup.
They will also need to counsel HIV-positive mothers on locally available feeding options and the
risks and benefits of each, so they can make informed infant feeding choices.
Staff members should counsel HIV-positive mothers who have chosen to breastfeed on the
importance of doing it exclusively, to avoid the increased risks of HIV that come with mixed
feeding, and how to use good techniques to avoid nipple damage and mastitis.
Staff members should help HIV-positive mothers who have chosen to breastfeed to plan and
implement early cessation of breastfeeding.
Staff members will need to counsel mothers who are HIV-positive and who have chosen locally
appropriate replacement feeding methods, on their preparation and use. They will also need to
teach mothers about breast care while waiting for their breast milk to cease and about managing
engorgement at home. Mothers should have responsibility for preparing feeds and cup feeding
their infants while in the hospital, with staff assistance. The importance of giving instructions
privately and confidentially should be emphasized.
Breast milk is particularly valuable for sick or low birth weight infants. Expressing and heat
treating breast milk is an option for HIV-positive mothers and they will need help to do this.*

If there is a breast milk bank, WHO guidelines will need to be followed for heat treatment of
breast milk.
If a mother has decided to use a wet nurse who is HIV-negative, the staff will need to discuss
breastfeeding with the wet nurse and help her to get started or to relactate.*
Staff members should try to encourage family and community support of HIV-positive mothers
after discharge, but will need to respect the mothers’ wishes in regards to disclosure of their status.
Step 6: Give newborn infants no food or drink other than breast milk unless medically
indicated.
Staff members should find out whether HIV-positive mothers have decided to breastfeed or
replacement feed and make sure they don’t give babies of breastfeeding mothers any other food or
drink.
Being an HIV-positive mother and having decided not to breastfeed is a medical indication for
replacement feeding.
Staff members should counsel HIV-positive mothers on the risks if they do not exclusively
breastfeed or replacement feed their babies. Mixed feeding brings with it both the risk of HIV
transmission from breastfeeding and the risk of other infections and malnutrition.
Even if many mothers are giving replacement feeds, this does not prevent a hospital from being
designated as baby-friendly, if those mothers have all been counselled and offered testing and
made genuine choices.*
Step 7: Practice rooming in – allow mothers and infants to remain together – 24 hours a day.
In general it is best that HIV-positive mothers be treated just like mothers who are not HIV-
positive and provided the same post partum care, including rooming-in/bedding-in. This will be
best for the mothers and babies as it will help with bonding and will also help protect privacy and
confidentiality concerning their status.
HIV-positive mothers who have chosen not be breastfeed should be counselled as to how to have
their babies bedded in with them, skin-to-skin, if they desire, without allowing the babies access to
the breast. General mother-to-child contact does not transmit HIV.*
Staff members who are aware of an HIV-positive mother’s status need to take care to ensure that
she is not stigmatised or discriminated against. If privacy and confidentiality are not insured,
mothers are not likely to seek the services and support they need for optimal infant feeding.

Session 5 (HIV)
Step 8: Encourage breastfeeding on demand.
This step applies to breastfeeding mothers regardless of their HIV status.
Babies differ in their hunger. The individual needs of both breastfed and artificially fed infants
should be respected and responded to.*
Step 9: Give no artificial teats or pacifiers (also called dummies or soothers) to breastfeeding
infants.
This step is important regardless of mothers’ HIV status and whether they are breastfeeding or
replacement feeding. Teats, bottles and pacifiers can carry infections and are not needed, even for
the non-breastfeeding infant and thus should not be routinely used or provided by facilities.*
If hungry babies are given pacifiers instead of feeds, they may not grow well.*
HIV-positive mothers who are replacement feeding need to be shown ways of soothing other than
giving pacifiers.
Mothers who have chosen to replacement feed should be given instructions on how to cup feed
their infants and the fact that feeding by cup has less risk of infection than bottle-feeding.
Step 10: Foster the establishment of breastfeeding support groups and refer mothers to them
on discharge from the hospital or clinic.
The facility should provide information on mother-to-child transmission of HIV and HIV and
infant feeding to support groups and others providing support for HIV-positive mothers and their
babies in the community.
The facility should make sure that follow-up support exists for HIV-positive breastfeeding
mothers in their communities. This may be in the form of support groups or individuals, home
visiting, and other ways to ensure safe, optimal breastfeeding.
The facility should make sure that HIV-positive mothers that have chosen to replacement feed are
followed closely in their communities. This should be done on a one-to-one basis to ensure
confidentiality and privacy. In some communities it is acceptable to have support groups for HIV-
positive mothers.
HIV-positive mothers are in special need of on-going skilled support to make sure they continue
the feeding options they have chosen. Appropriate follow-up care plans should be prepared before
they are discharged.
The babies born to HIV-positive mothers need to be seen at regular intervals at well baby clinics
to ensure appropriate growth and development.

Handout 5.3 HIV
Applying the Ten Steps

in facilities with high HIV prevalence2
The “Ten Steps” for Successful Guidance on applying the “Ten Steps” in facilities
Breastfeeding with high HIV prevalence
Step 1: Have a written policy on Expand the policy to focus on infant feeding,
breastfeeding that is routinely including guidance on the provision of support for
communicated to all health care HIV positive mothers and their infants.
staff.
Step 2: Train all health care staff Ensure that the training includes information on infant
in skills necessary to implement feeding options for HIV-positive women and how to
this policy. support them.
Step 3: Inform all pregnant Where voluntary testing and counselling for HIV and
women about the benefits and PTMCT is available, counsel all pregnant women on
management of breastfeeding. the benefits of knowing their HIV status so that, if
they are positive, they can make informed decisions
about infant feeding, considering the risks and
benefits of various options. Counsel HIV-positive
mothers on the various feeding options available to
them and how to select options that are acceptable,
feasible, affordable, sustainable and safe. Promote
breastfeeding for women who are HIV negative or of
unknown status.
Step 4: Help mothers initiate Place all babies in skin-to-skin contact with their
breastfeeding within a half-hour mothers immediately following birth for at least an
of birth. hour. Encourage mothers who have chosen to
breastfeed to recognize when their babies are ready to
breastfeed, offering help if needed. Offer mothers who
are HIV positive and have chosen not to breastfeed
help in keeping their infants from accessing their
breasts.
Step 6: Give newborn infants no Counsel HIV positive mothers on the importance of
food or drink other than breast feeding their babies exclusively by the option they
milk, unless medically indicated. have chosen (breastfeeding or replacement feeding)
and the risks of mixed feeding (that is, giving both the
breast and replacement feeds).
2 The application of the Steps for facilities with high HIV prevalence provided in this handout has been developed to provide additional
guidance for health care managers and staff working in high prevalence settings. Guidance has been prepared, taking account of the: Report
of a meeting on BFHI in the context of HIV/AIDS, Gaborone, June 2nd – 4th 2003, sample infant feeding policies for settings with high HIV
prevalence, and the Consensus Statement for the WHO HIV and Infant Feeding Technical Consultation, Geneva, October 25-27, 2006.

Session 5 (HIV)
The “Ten Steps” for Successful Guidance on applying the “Ten Steps” in facilities
Breastfeeding with high HIV prevalence
Step 7: Practise rooming-in — Protect the privacy and confidentiality of mother’ HIV
allow mothers and infants to status by providing the same routine care to all
remain together — 24 hours a mothers and babies, including rooming-in.
day.
Step 8: Encourage breastfeeding Address the individual needs of mothers and infants
on demand. who are not breastfeeding, encouraging replacement
feeding at least 8 times a day.
Step 9: Give no artificial teats or Apply this step for both breastfeeding and non-
pacifiers (also called dummies or breastfeeding infants.
Step 10: Foster the establishment Provide on-going support from the hospital or clinic
of breastfeeding support groups and foster community support for HIV positive
and refer mothers to them on mothers to help them maintain the feeding method of
discharge from the hospital or their choice and avoid mixed feeding. Offer infant
clinic. feeding counselling and support, particularly at key
points when feeding decisions may be reconsidered,
such as the time of early infant diagnosis and at six
months of age. If HIV positive mothers are
breastfeeding, counsel them to exclusively breastfeed
for the first 6 months of life unless replacement
feeding is acceptable, feasible, affordable, sustainable
and safe for them and their infants before that time.

Handout 5.4 HIV

Worksheet: Concerns and solutions
STEP ____:
Concerns Solutions
(list concerns, problems or challenges (list possible solutions to each of the concerns,
your maternity services including both actions that have been
face in implementing this successful and other approaches you think
Step). might be useful).

Session 5 (HIV)

Worksheet: Actions necessary to implement the step
STEP ____:
(list key actions you think are necessary to successful implement this Step within maternity
services that do not yet follow the Step).

Handout 5.5 (HIV)

Summary of experiences3
STEP 1: Have a written breastfeeding policy that is routinely communicated to all health care
staff.

Identify a core group of people who will provide the primary source of support for developing a
hospital breastfeeding policy and plan and addresses the issues of infant feeding in the presence of
maternal HIV infection. The core group may include officers from various MOH units including
Nutrition, MCH, Primary Health Care, RH, HIV/AIDS programs and others. Many countries have
revised their national breastfeeding policy to a broader infant and young child feeding policy that
encompasses HIV infected mothers.
Ask the core group to develop a rough first draft of a new infant feeding policy that follows
national breastfeeding and young child nutrition guidelines; National Code of Marketing Breast-
milk Substitutes; and national HIV and/or MTCT guidelines. If an infant feeding policy exists,
plan for making the necessary changes to reflect support for breastfeeding and also enabling
mothers of known HIV status to make informed decisions about the safest infant feeding option
for them. Work with the group as they develop the first draft, providing whatever guidance is
needed.
Establish a multi-disciplinary in-house committee or task force to whom the policy and plan will
be presented for input. Include representatives from all appropriate units or departments. When
the policy and plan are discussed, ask committee members to identify barriers to implementing
specific policies, as well as potential solutions. If necessary, form smaller working groups to work
on specific barriers or problems.
Finalize and display written hospital breastfeeding policy and work with designated staff to initiate
changes needed to implement it.
Policy may include guidelines on topics such as:
o How the “Ten steps to successful breastfeeding” will be implemented in the context of HIV
and in coordination with other existing national guidelines.
o Maternal nutrition issues that should be addressed.
o Breastfeeding of low-birth-weight infants and infants delivered by C-section.
o Purchase and use of breast-milk substitutes.
3 This handout summarizes experiences from a variety of countries.

Session 5 (HIV)
o Acceptable medical reasons for supplementation (see WHO/UNICEF list — and refer to the
balance of risks for HIV-positive mothers of NOT breastfeeding versus replacement feeding).
o The importance of providing voluntary testing and counselling (VCT) for HIV to pregnant
women.
o The importance of providing individual counselling and education on replacement feeding to

HIV-positive mothers who choose not to breastfeeding, rather than group education, which
violates confidentiality.
o Hazards of bottle-feeding education. How to provide counselling for women who choose to
formula-feed without lessening hospital support for breastfeeding.
o Code related issues (e.g., prohibiting donations of free and low-cost [under 80% of retail
price] breast-milk substitutes, distribution of samples of breast-milk substitutes, gifts or
coupons, use of materials distributed by formula companies). Many countries are choosing to
strengthen their national codes in the face of HIV.
o Prohibiting the practice, if it exists, of giving names of pregnant or recently delivered mothers
to companies producing or distributing breast-milk substitutes.
o Storing any necessary hospital supplies of breast-milk substitutes, bottles, etc., out of view.
o Allocating staff responsibilities and time related to the implementation of the breastfeeding
policy.
Work with designated staff to develop plans for monitoring implementation of the policy and the
effects of the initiative on staff knowledge and practices, patient satisfaction and quality of care.
Publicize positive results to reinforce support for changes made, and use information concerning
problem areas to assist in determining whether further adjustments are needed.

STEP 1: Have a written breastfeeding policy that is routinely communicated to all health care
staff.
Concerns Solutions
Considerable evidence documents that Strengthened infant feeding policy in the face of HIV
some health administrators and care and training in the implementation of this policy is
providers are uncertain about promotion essential. Provide information on MTCT.
of breastfeeding in the face of HIV. They
have heard that breastfeeding is a major
route of mother to child transmission
(MTCT) and are not well informed on
basics facts of HIV and infant feeding.
Resistance to introducing new Provide the latest global guidelines and policies on
breastfeeding policies. Concern that infant feeding and HIV such as the
policies will be inappropriate, dangerous WHO/UNAIDS/UNICEF global recommendations
to infant health, difficult to implement on HIV and infant feeding. See websites such as:
considering other tasks, etc. http://www.who.int/nutrition/topics/hivaids/en/index.html
http://www.who.int/child_adolescent_health/topics/prevention
_care/child/nutrition/hivif/en/index.html
http://www.unicef.org/aids/
http://www.linkagesproject.org/publications/index.php
http://www.linkagesproject.org/technical/infantfeeding.php
http://www.unaids.org/publications/documents/mtct/infantpolic
y.pdf.
Provide scientific evidence of the soundness of the new

policies through presentations such as one on “The
Scientific Basis of the Ten Steps” or shorter session on
key concerns (see Session 4) and the balance of risks of
breastfeeding versus replacement feeding in resource
poor settings (see Review of HIV transmission through
breastfeeding. UNICEF/UNAIDS/WHO, 2003).
Organize a task force to develop the policies, including

representatives of all the departments that will be
affected. If necessary, provide orientation for the task
force so it is well informed about potential policies, their
scientific basis, and how they will affect hospital
practices before beginning work.
Arrange for presentations by administrators or

department heads from hospitals that have model
breastfeeding policies or have key staff visit other
institutions with good policies in place.
As the policies are being developed, make sure that

input is obtained from all influential parties, even if
opposition is anticipated, so that plans can be made
to address concerns identified.
Present the new policies as the “current state of the

Session 5 (HIV)
Concerns Solutions
art” and highlight other hospitals in the country or
region that have already successfully implemented
the BFHI.
If resistance is high, make just a few changes at a

time, starting with those for which support is
greatest. Consider addressing just a few of the
“steps” at a time to prevent staff from becoming
overwhelmed.
Economic concerns related to potential Work with key staff to identify both the costs and
costs of policy changes (e.g. costs of savings to hospital and larger health system that will
conversion to rooming-in, loss of result from the changes and weigh the trade-offs (see
formula company support, cessation of Session 6).
free and low-cost supplies, refusal of
donations of breast-milk substitutes for Work with staff members so they fully understand
HIV-positive mothers). that the balance of risks for donated formulas to
mothers who cannot guarantee sanitary conditions
and afford to continue to buy replacement feeds after
donations are discontinued.
Work with staff to understand the dangers of

“spillover”4 to the community at large if free and low
cost formula is made available to “some” mothers.
4
Spillover: a term used to designate the feeding behaviour of new mothers who either know that they are HIV-negative or are unaware of
their HIV status – they do not breastfeed, or they breastfeed for a short time only, or they mix-feed, because of unfounded fears about HIV or
of misinformation or of the ready availability of breast milk substitutes (HIV and infant feeding: Guidelines for decision makers, 2003).



Identify who will be responsible for planning and implementing an on-going training program for
breastfeeding and lactation management and on counselling on infant feeding and HIV including
locally appropriate replacement feeding. Work with the designated individual or group to develop
a training strategy which will include:
Identifying who needs to be trained in departments providing maternal/infant services and what
their training needs are (both knowledge and clinical skills).
Identifying the types and content of training for each target group.
Obtain existing training materials. Available courses include, for example:
“Breastfeeding “Breastfeeding Promotion and Support in a Baby-friendly Hospital: A 20-
hour Course for Maternity Staff” (Section 3 of the revised BFHI documents), New York,
UNICEF.
“Breastfeeding Counselling: A Training Course”. (40 hours) Geneva, World Health
Organization, 1993.
“Infant and Young Child Feeding Counselling: An Integrated Course” (5 days). Geneva,
Thomas E; Piwoz EG; World Health Organization; UNICEF; USAID “HIV and Infant
Feeding Counselling Tools” (flipchart, take home flyers, reference guide and orientation
guide). Geneva, World Health Organization, 2005/2008.
“Integrating Counseling on HIV and Infant feeding into MCH and Community Services”.
Basic Course; MOH Zambia and LINKAGES Project (12 days).
“Integrating Counseling on HIV and Infant feeding into MCH and Community Services,
Training of Trainers for the Basic Course”, MOH Zambia and LINKAGES Project (12 days).
“Integrating Counselling on HIV and Infant feeding into MCH and Community Services,
Comprehensive Counselling Course”; MOH Zambia and LINKAGES Project (5 weeks).
“Integrated BFHI and MTCT course for MCH and Community Services”, Malawi. Basic
Course, LINKAGES Malawi (12 days).
Other training materials developed within the country or region.
Select appropriate training materials and make any necessary adaptations to them.
Identify trainers with the help of appropriate government breastfeeding, nutrition, MCH, and
HIV/AIDS authorities.
Develop a training schedule, considering the need for initial training, refresher training and
training of new staff, as well as for training of trainers.
Allot the necessary budget and staff time.

Session 5 (HIV)
Concerns Solutions
Little or no time for training. Reassess priorities.
Consider time saved by staff in the long run if

breastfeeding problems as well as HIV transmission
are prevented and health of infants improved, thus
decreasing time and resources necessary for caring
for sick infants and reducing the risks of mother to
child transmission (MTCT).
Consider scheduling breastfeeding-related training,

including training on infant feeding in the context of
HIV, in conjunction with staff meetings or other on
going training activities or integrating training into
daily routines through apprenticeships or on-the-job
training when appropriate.
Consider requiring staff to read selected materials or

complete a self-guided course and then test their
knowledge. Combine with clinical practice sessions
and performance assessment.
Provide a resource collection where staff can borrow

books, articles, and videos on breastfeeding, lactation
management, and related topics.
Lack of faculty/trainers/resources Identify training resources. Contact national,

regional, or international organizations such as
UNICEF; WHO; IBFAN; LINKAGES, Wellstart and
its Associate network; Institute of Child Health,
University of London; La Leche League
International, ILCA, WABA, etc., for assistance, if
necessary (see list of addresses on page 5-36).
Consider initiating a training strategy in which key

health staff members are first trained as trainers and
then used to train the rest of the staff. Choose strong
candidates to be the trainers, if possible including
staff from the various service units and shifts.
Ask the training coordinator to identify good training

videos already prepared or videotape training
sessions and have new employees view the tapes.
Supplement with clinical practice sessions.

Concerns Solutions
Staff members do not understand the Consider holding an orientation or advocacy session
importance of breastfeeding support nor for staff before the training cycle begins. Introduce
the need for voluntary testing and the hospital’s breastfeeding policy and review
counselling (VCT) or HIV and infant evidence of the importance of breastfeeding support,
feeding counselling and support and thus linking the policies with increased breastfeeding and
see little need for training in this area. lowered morbidity and mortality and balance of risks
for HIV-positive mothers to replacement feed in this
setting. It may also be helpful to review the national
(or hospital’s) current rates of mother-to-child
transmission of HIV.

reviews of case studies of mothers with breastfeeding
problems and how they were resolved. Follow by
discussion on how to address similar situations in the
future.

reviews of case studies of mothers with replacement
feeding problems and how they were resolved.
Follow by discussion on how to address similar
situations in the future.
Arrange for bulletin board displays or include items

in newsletters featuring BFHI progress, new articles,
letters from patients, results from surveys, etc.
Establish an employee HIV and infant feeding

support program to increase the number of staff
members with positive personal breastfeeding
experiences.
Stigmatisation and prejudice by health Training of health providers must address not only
providers creates a barrier for mothers to the basic facts about HIV generally and MTCT and
learn their HIV status and from seeking infant feeding in particular, but it must allow the
the care they need (i.e. prevents mothers opportunity for staff to share their own fears and
from seeking breastfeeding counselling, misunderstandings about HIV.
voluntary counselling and testing for
HIV, and infant feeding counselling Training must include field experiences where they
(BF/VCT/IF). can visit VCT services, breastfeeding mothers,
groups of people living with HIV/AIDS in order to
become sensitised to the problem and to help them to
become more understanding of mothers who are
HIV-positive.
Training on HIV and infant feeding counselling must
allow for experiential sessions wherein staff feel safe
to air their own biases, misconceptions, prejudices,
and fears. Only in this way will these not translate to
care of mothers and babies.
Health staff have poor knowledge and Train staff on breastfeeding and the BFHI.
clinical skills on HIV in general, and on

Session 5 (HIV)
Concerns Solutions
prevention of mother-to-child Train staff on basic facts on HIV and on PMTCT.
transmission of HIV (PMTCT) and on
breastfeeding and HIV, and infant Train staff on locally appropriate replacement
feeding counselling. feeding options.
Train staff on the balance of risks of breastfeeding

versus replacement feeding in the mother’s own
setting.
Attendance at training sessions is low or Stress the importance of HIV and infant feeding
health staff members are pulled out of counselling and support skills along with other areas
the training to go back to the unit. of expertise and require attendance at training
sessions.
Bring the training to staff on each shift.
Offer continuing education credits for the training or

other incentives such as recognition for new skills.
Arrange for several hospitals to sponsor joint training

in an attractive site.
Work with hospital management to insure that

training is considered a priority.
Hospital and its health staff members Convince staff of the hidden agenda of the formula
rely on funding from companies selling industry and the moral issues involved in accepting
breast-milk substitutes for training its funding. In settings that are resource poor and
activities, conference attendance, etc. hard hit by the HIV pandemic, families are even
more financially compromised than in the past and
household food security is very weak.
Calculate the cost to hospital and families of illnesses

due to feeding breast-milk substitutes.
Search for alternative sources of funding.

List of training resources
Institute of Child Health UNICEF Headquarters

University of London 3 United Nations Plaza
30 Guilford Street 44th Street Between1st and 2nd,
London WCN 1EH New York, NY 10017
United Kingdom USA
Tel.: +44 171-242-9789 Tel.: +1 212-326-7000
Fax: +44 171-404-2062 Fax: +1 212-887-7465
Website: http://www.unicef.org/
International Baby Food Action Network
(IBFAN) Wellstart International
P.O. Box 781 E-mail: info@wellstart.org
Mbabane Website: www.wellstart.org
Swaziland
Tel: [268] 45006 World Alliance for Breastfeeding Action
Fax: [268] 44246 PO Box 1200
19850 Penang, Malaysia.
International Lactation Consultant Tel.: +60 4-658-4816
Association (ILCA) Fax: +60 4-657-2655
1500 Sunday Drive, Suite 102 E-mail: waba@streamyx.com
Raleigh, North Carolina, 27607, USA Websites: http://www.waba.org.my/
Tel.:+1 919-861-5577 www.waba.org.br
Fax: +1 919-787-4916
E-mail: info@ilca.org World Health Organization
La Leche League International Development
1400 N. Meacham Road 20, Avenue. Appia
P.O. Box 4079 CH-1211 Geneva 27
Schaumburg, IL 60173-4809 Switzerland
USA Tel.: +41 22-791-3315
Tel.: +1 847-592-7570 Fax: +41 22-791-4156
Fax: +1 847-969-0460 E-mail: nutrition@who.int
Website: http://www.who.int/nutrition/en/
LINKAGES Project
Academy for Educational Development World Health Organization
1825 Connecticut Avenue, N.W. Department of Child and Adolescent
Washington, DC. 20009 Health and Development
Website: http://www.linkagesproject.org/ 20, Avenue. Appia
(note: The LINKAGES Project ended CH-1211 Geneva 27
December 2006. Publications are still Switzerland
available on the LINKAGES website) Tel.: +41 22-791-3281
Fax: +41 22-791-4853
Infant and Young Child Nutrition Project E-mail: cah@who.int
PATH Website:
1800 K Street, NW, Suite 800 http://www.who.int/child_adolescent_healt
Washington, DC 20006 h/en/

Session 5 (HIV)


Insure routine scheduling of prenatal classes that cover essential topics related to breastfeeding
and infant feeding in the context of HIV. Ask the staff to keep records of the classes held and their
content.
Review (or prepare) written guidelines for individual prenatal counselling to insure that key
breastfeeding/infant feeding in the context of HIV topics are covered and time is allowed to
address concerns of individual mothers. (“HIV and Infant Feeding Counselling Tools”, 2005, are
available from the World Health Organization. These include a flipchart and take-home flyers that
can be used as tools to help counsel HIV-positive women on feeding options).
Essential topics that are important to address during prenatal education and counselling include:
benefits of breastfeeding;
early initiation;
importance of rooming-in (if new concept);
importance of feeding on demand;
how to assure enough milk;
positioning and attachment;
importance of exclusive breastfeeding;
risks of artificial feeding and use of bottles and pacifiers;
basic facts on HIV and prevention of mother-to-child transmission of HIV (PMTCT);
voluntary testing and counselling (VCT) for HIV;
locally appropriate replacement feeding options;
balance of risks of breastfeeding versus replacement feeding in the mother’s own setting.
(prenatal education should not include group education on formula preparation. HIV-positive
mothers who have chosen replacement feeding should be given individualized instruction on
preparation of the feed of their choice).
determine if any special strategies are needed to encourage women to attend prenatal classes or
counselling sessions (for example, holding late-evening classes for working mothers, providing
special incentives for attendance, etc.);

take away all literature and posters about bottle-feeding and promotion of breast-milk substitutes;
ensure that formula companies do not provide breastfeeding promotion materials;
discontinue distribution in prenatal clinics of samples of breast-milk substitutes or coupons.

Session 5 (HIV)
Concerns Solutions
Promotional materials are free from the Determine what promotional materials are available
formula industry. It’s difficult to find free or at low cost from the government, NGOs or
replacement materials and the funds to other agencies. If there is a BFHI national authority,
purchase them. ask what materials it has available.
Pressure local and national health authorities to make

materials available.
Ask the health facility staff to develop low-cost

promotional materials with appropriate breastfeeding
messages, adapting materials from elsewhere, when
appropriate.
Seek other sources of support, including donations

from local businesses and volunteer organizations to
support the development and production of
educational materials.
There’s no staff time in busy prenatal Convince staff of importance of such sessions.
clinics for individual counselling or
group sessions related to breastfeeding, Show how this will save time in the future, due to
voluntary testing and counselling and fewer breastfeeding and other infant feeding
HIV and infant feeding counselling. problems and reduction in levels of illness.
Seek volunteer help from local NGOs, mother-

support groups, etc., for conducting classes or
providing counselling.
Integrate breastfeeding and infant feeding material

into other prenatal classes such as those on childbirth
education, infant care, and nutrition.
Promotional and educational materials Ask the staff to produce or adapt promotional or
are often not well adapted to different educational materials to meet local needs, as
educational, cultural and language necessary.
groups.
Form a network with other health facilities in the
area and share materials or work together to develop
them.
Busy mothers are reluctant to spend time Ask the staff to arrange group counselling while
to receive information or instructions, or mothers are waiting to be seen.
don’t know the information is available.
Ask the receptionist or registrar at the health facility
to encourage participation in breastfeeding classes.

Concerns Solutions
Obtain support of clinical staff in assuring time
allocation for counselling and stressing its
importance during consultations.
Ask the staff to prepare written materials that

mothers can take with them when they leave the
health facility. Include breastfeeding guidelines,
overview of the “Ten steps” and hospital
breastfeeding support services,
invitation/announcement of breastfeeding classes, list
of mother-support groups and other community
resources, etc.
For HIV-positive mothers, HIV and infant feeding

education groups may not be appropriate. Provide
mothers with a list of individual peer counsellors,
including HIV-positive mothers who are trained as
HIV and infant feeding counselling volunteers, and
other community resources who will visit the HIV-
positive mother in her home or where she wishes.
Hold an extra prenatal class in late evening for

working women.
Arrange for a resource centre or area where mothers

can look at or borrow breastfeeding-related books,
articles, videos, or other materials, at their own
convenience.
Hold a “breastfed baby parade” or a “beautiful

breastfed baby contest” at a park, marketplace, or
other public area.
Ask private practitioners to refer their clients to

breastfeeding classes and other support services and,
when appropriate, to HIV and infant feeding
education support services.
Pregnant mothers are afraid or unwilling Counsel all pregnant mothers concerning the reasons
to undergo voluntary testing and why VCT will be valuable to them and their unborn
counselling (VCT). Therefore they are babies.
unable to made informed decisions about
feeding options other than breastfeeding. Conduct formative research to determine the local
barriers to accepting VCT.
If a mother knows that she is HIV-positive, arrange

for a private room for infant feeding to ensure a
mother can make appropriate infant feeding choice
while still maintainer her confidentiality.
Determine staffing and time needed for counselling

women on these issues. Weigh various options for
addressing these needs, given resource constraints.

Session 5 (HIV)
Concerns Solutions
Community volunteers may be helpful in sensitising
mothers in advance of their attendance at antenatal
clinic.
Health administrators say there are not Meetings can be held with district and national health
enough funds to create new confidential decision makers to leverage funding for these
counselling space and/or for additional activities
staff for VCT or HIV and infant feeding
counselling. Creative, low cost ways can be looked at to better
utilize existing space, to build inexpensive barriers to
make smaller counselling rooms, and to rearranging
timing of clinic services.
Health staff members have poor Train staff on how to provide appropriate counselling
knowledge and clinical skills on HIV, and care related to these issues (see Step 2 above).
MTCT and HIV and infant feeding
counselling.



Work with staff to reprioritise perinatal routines for infant care immediately after birth to allow
time for immediate mother/baby contact.
Institute temperature control in labour, delivery, and recovery areas to insure infant temperature
regulation.
Arrange for continuous mother/baby contact after delivery.
Assign staff responsibility for seeing that early initiation occurs for mothers who have chosen to
breastfeed and insure that staff has the skills to give mothers required support.
Train staff in the importance of suctioning a normal newborn only if necessary (if initial
assessment [APGAR] are good and baby is crying lustily it is NOT necessary). If necessary to
suction, do so gently as micro trauma to the mucus membranes of the newborn’s throat and upper
airway (oropharynx) can interfere with breastfeeding and can potentially risk HIV transmission if
the mother is breastfeeding.
Allot staff time if necessary for breastfeeding support.
Allow support person (family member, “doula”, etc.) to stay with the mother during and
immediately after delivery and participate in providing breastfeeding, as appropriate.
When reviewing delivery-room policies, consider issues such as the mother/baby pair’s need for
privacy, a tranquil environment, subdued lighting, a minimal number of health personnel in room,
reduced reliance on sophisticated technology for low-risk births, etc. Assuring confidentiality and
privacy for an HIV-positive mother who has chosen replacement feeding may be a challenge, but
can be accomplished with staff and administrative commitment.

Session 5 (HIV)
Concerns Solutions
It is routine to suction all babies Discuss the anatomic and physiologic reasons for
immediately after delivery and this is why a normal, crying, newborn will clear its own
what health staff learned in school. airway.
Review with the head of the maternity, what the

current protocol is for babies who do need suctioning
and what equipment is used. Suggest that a mucus
“bulb” (ear) syringe, may be the cheapest, most
effective and least traumatic to use for this purpose.
Not enough staff or personnel time to Ask key staff to reassess which procedures are
assist with breastfeeding initiation, necessary immediately after birth. Reorganize
considering number of deliveries and “standing orders” to allow time for immediate
other procedures scheduled immediately contact and breastfeeding for mothers who have
after birth. Prescribed duration of skin- chosen to breastfeed. For example, review with staff
to-skin contact (at least 30 minutes) is of the 5 Steps of the WHO “Warm Chain”
special concern. recommendations for newborn care that include
“immediate drying, skin-to-skin contact,
breastfeeding, and postponing weighing and
bathing”.
Reinforce the positive aspects of this change: time

savings, no need to warm infant up, minimal
separation of the mother and infant, etc.
Arrange for staff to be taught how to examine the

baby right on the mother’s chest.
Arrange for a voluntary breastfeeding counsellor to

help mothers to breastfeed right after birth, if staff is
too busy. The mother and baby can be left by
themselves, part of the time, to get to know each
other, while the staff continues its work. A mother
who has chosen not to breastfeed can still be
encouraged to have skin-to-skin contact and hold and
cuddle her newborn.
If space in labour and delivery is needed right away

for another birth, determine if staff can move mother
and baby to a nearby empty room and have nurse do
charting and exam there, if necessary.

Concerns Solutions
Mother is too tired after delivery to feed Explain that this is often a misconception. If the
infant. mother is given her baby to hold, and encouraged,
she will almost always become engaged.
Arrange to have a breastfeeding support person help

her.
Ensure that breastfeeding mothers receive instruction

during pregnancy about the importance of early feeds
and the fact that mother and baby usually remain
alert during this period.
The beds in the delivery room are too Place the infant on the mother’s chest. Elevate the
narrow. If the infant is placed with the mother’s head with pillow, blanket or even her own
mother (who may be very tired) and clothing. If there is danger of the infant falling from a
there is not constant supervision, the narrow bed, consider wrapping the mother and baby
infant may fall. together, lightly, with a sheet or cloth.
Alternatively, roll the mother on her side and tuck the

newborn next to her to breastfeed.
Need to monitor mothers and babies - Ask that delivery room staff consider clustering
therefore need light, personnel, procedures, for example, assessing maternal and
equipment. infant condition and vital signs all at the same time
and then leaving mother and infant alone.
If the delivery room is cold, it is too Review with staff the 5 Steps of the WHO “Warm
chilly for immediate breastfeeding and Chain” recommendations (see Step 4 above).
the baby must be transferred either to the
nursery or mother’s room for the first Show staff, by using a thermometer under the baby’s
feeding. arm, that skin-to-skin contact with the mother
provides enough heat to keep baby warm.
If the delivery room is cold, consider whether it is

possible to raise the temperature.
Perinatal personnel think that Briefly review with the staff the key research on
breastfeeding within 30 to 60 minutes WHY the very early first breastfeeds are linked to
after birth is a lower priority than other ongoing breastfeeding success, (i.e., baby is awake,
procedures. alert state in first hour, baby’s keen sense of smell
and crawling reflexes, mother’s readiness in first
hour, etc.
Convince delivering physicians to routinely suggest

to mothers “Let’s get you started with breastfeeding
right now”.
Ask the staff responsible to add “time of

breastfeeding initiation” to the baby’s chart.

Session 5 (HIV)
Concerns Solutions
Make sure that the physiologic and psychological
advantages of early breastfeeding are stressed during
staff training. When labour and delivery staff are
trained, emphasize their critical link to breastfeeding
management and that the first hour is a very
important and special time in this connection.

The ten Steps to successful breastfeeding


Train staff on milk-expression techniques and safe handling and storage of breast milk.
Designate staff time for individual or group counselling of mothers on breastfeeding management
and maintenance of lactation when mother and baby are separated.
Designate areas for mothers to breastfeed and for milk expression and milk storage. Purchase
equipment (e.g. milk-storage containers, cups and spoons).
Facilitate sleeping accommodations that allow mothers to stay with their babies if hospitalised.
Likewise, allow healthy breastfed babies to stay with hospitalised breastfeeding mothers.
Designate staff time for individual counselling of HIV-positive mothers on infant feeding options.
If a mother wishes, involve a family member of the mother’s choice in this counselling.
Train staff on preparation and storage of replacement feeds so that they can confidently train the
HIV-positive mothers who choose this option in preparation, storage and use of the replacement
feed of her choice.
Train staff on how to show HIV-positive mothers, who will replacement feed, how to suppress
lactation and how to manage engorgement at home.
Train staff to care for mothers who are very ill with advanced HIV/AIDS. They will need special
counselling, along with a designated relative or support person (if that is the woman’s choice), on
replacement feeding for the baby and the need for close monitoring of the baby’s growth and
development.
Train staff on how to counsel guardians of an infant who is orphaned on replacement feeding and
on the need for close monitoring of the baby’s growth and development.
Help staff to understand the dangers of “spillover” to the community if all mothers see replacement
feeding demonstrations and get the wrong message about breastfeeding. Here again it is also important
that staff understand the dangers if donated formula is made available to “some” mothers. The
spillover effect can be minimized if BFHI is strong and if ONLY mothers who are of known HIV-
positive status are counselled on feeding options other than breastfeeding.

Session 5 (HIV)
Concerns Solutions
In hospitals where the postpartum stay is Emphasize counselling during prenatal period.
very short or staffing is minimal, there’s
very little time for counselling. Reassign nursery staff to do counselling.
If minimal time is available for individual

counselling, arrange that most of the instruction is
provided through group classes.
Require that hospital staff members observe at least

one breastfeed before discharging each mother/baby
pair.
Use infant feeding volunteers to make rounds and

provide advice. Arrange to train volunteers and
provide them with guidelines concerning their roles
and any restrictions.
Have infant feeding (breastfeeding and the locally

available and appropriate replacement feeding
methods) education handouts available after delivery.
Have the staff arrange to show videos to reinforce

proper preparation and storage of the chosen
replacement feeding methods and lactation
suppression techniques. Bedside instruction may or
may not be the appropriate place for this counselling.
Reluctance on the part of staff to provide Training must include basic facts on MTCT and
breastfeeding counselling because of review of the global and national infant
lack of competence. feeding/MTCT guidelines and policies.
Provide short instruction sheets concerning what

advice to give for common breastfeeding problems
including guidelines for counselling mothers who are
HIV-positive or of unknown status.
Post a list of staff members Encourage other health

personnel that ask for their assistance to watch as
these experienced staff members give mothers
advice.
Make sure an integral part of training includes

clinical experience in working with breastfeeding
mothers and dealing with common problems, as well
as on locally appropriate replacement feeding,

Concerns Solutions
lactation suppression, management of engorgement,
and increased risks of MTCT if there is ANY
breastfeeding.
Lack of understanding among staff of the In discussions with staff, emphasize the importance
importance of breastfeeding in the of patient-centred care and the role breastfeeding
immediate postpartum period and the education plays in this connection.
problems caused by inaccurate or
inconsistent messages. Encourage trainers, first, to conduct focus groups
with nursing staff on what they were taught and why
they do what they do, and then to tailor training to
address identified problems.
Fear on the part of staff and mothers of Wet nursing and using breast milk from other
wet-nursing and use of stored breast milk mothers is acceptable in some settings and not
for feeding other babies because of HIV acceptable in others. Local formative research will
transmission. show whether or not mothers will choose these as
alternative feeding methods.
Expressed breast milk from a donor will need to be

heat treated per most current WHO
recommendations.
Generally wet nursing is no longer encouraged as a

feeding option, although there are exceptions to this
in the case of a family member who is known to be
HIV negative.
Lack of milk storage area and No sophisticated equipment is needed for milk
equipment. storage. Only a refrigerator and clean collection
containers for expressed milk are required.
Milk storage may not be needed if mothers have day-

and-night access their hospitalised infants for
breastfeeding.
Healthy infants will get sick if kept with Offer information regarding the protective effects of
their mothers when their mothers breastfeeding and the health risks to newborns if not
become sick and are admitted to the kept with their mothers and breastfed even if their
hospital. mothers are ill and hospitalised.
Breastfeeding/replacement feeding Ask the staff to evaluate this problem case by case.
mothers who are sick in the hospital will Perhaps a relative or friend will need to room-in to
not be able to take care of their newborn care for the infant in some situations.
infants who room in with them.
Counselling on replacement feeding will Help staff to understand the dangers of “spillover” to
give a “mixed” message to all mothers the community if all mothers see replacement
and may undermine breastfeeding feeding demonstrations and get the wrong message
(spillover). about breastfeeding. Here again it is also important
that staff understand the dangers if donated formula
is made available to “some” mothers. The spillover
effect can be minimized if BFHI is strong and if

Session 5 (HIV)
Concerns Solutions
ONLY mothers who are of known HIV-positive
status are counselled on feeding options other than
breastfeeding.


indicated.

Examine routine policies concerning the use of breast-milk substitutes. Make sure they conform
with the WHO/UNICEF list of “Acceptable medical reasons for use of breast-milk substitutes“
(should be included in hospital policy, see Step #1).
Examine current national and global policies on the mother-to child transmission of HIV and
infant feeding (see WHO Summary of New Recommendations on the USE of ARV in preventing
MTCT of HIV, October 2000). http://www.who.int/hiv/pub/guidelines/pmtctguidelines3.pdf?
Ensure that staff members caring for HIV-positive mothers are counselled so they can make
informed infant feeding choices best for their own setting and circumstances and that they
understand the risks of ANY mixed feeding. This applies to BOTH breastfeeding mothers who
should exclusively breastfed and replacement feeding mothers who should exclusively
replacement feed.
Arrange that small amounts of breast-milk substitutes be purchased by the hospital for use if
Store breast-milk substitutes and related equipment and supplies out of sight.
Develop policies that facilitate early breastfeeding of low-birth-weight infants and infants
delivered by C-section and for HIV-positive mothers who have chosen to breastfeed, when there
are no medical contraindications (can be included in hospital policy, see Step # 1).
Ensure that adequate space and equipment is available for milk expression and storage (see Step #
5).

Session 5 (HIV)
indicated.
Concerns Solutions
Staff members or mothers are worried or Review with staff the current research on the relative
confused about what is the safest feeding safety of different feeding options (Coutsoudis 1999,
option for HIV-positive mothers and 2001 and WHO Oct 2000).
may think that replacement feeding
and/or mixed feeding is safer than Review with staff the balance of risks that an HIV-
exclusive breastfeeding. positive mother must weigh in deciding on what
infant feeding method is best for her
(WHO/UNICEF/UNAIDS/UNFPA (HIV and infant
feeding: A guide for health-care managers and
supervisors) 2003, pp. 5-7 – Session 4 HIV Handout,
Overview: Infant and young child feeding in the
context of HIV).
HIV-positive mothers are afraid that if Antenatal counselling for all mothers on HIV is
they are seen NOT breastfeeding they essential. This counselling helps dispel myths about
will be stigmatised and labelled as HIV and MTCT and also helps HIV-positive mothers
having AIDS or being promiscuous. weigh the stigma issues for themselves and their
Some are afraid of physical abuse. families before delivery.
Follow-up support for HIV-positive mothers,

regardless of their infant feeding choice, is as
important as follow-up for breastfeeding mothers.
Staff members or mothers worry that Make sure that staff and mothers are provided
mothers’ milk is insufficient for babies in information about the sufficiency and benefits of
the first few hours or days after birth colostrums and the fact that nothing else is needed
because of delay in the “true milk” (e.g. water, tea, or infant formula) in addition to
coming in. breast milk. Include the fact that it is normal for a
baby’s weight to drop during the first 48 hours.
For HIV-positive mothers who have chosen to

breastfeed it is essential that they understand that NO
other feeds other than their own breast milk
(including colostrum) should be given to their babies.
Staff members or mothers fear that Establish a literature review committee and present
babies will become dehydrated or findings related to this issue at a staff meeting.
hypoglycaemic if given only breast milk.
Make sure that staff members are reminded of the
signs that babies are getting all they need from
breastfeeding, and encourage them to pass on this
information to mothers who are worried that their
milk is insufficient.
Consider arranging for brief in-service training

Concerns Solutions
sessions to demonstrate how to assess the
effectiveness of a breastfeed and give nurses
supervised practice in making their own assessments.
Remove glucose water from the unit, so it is more

difficult to use routinely.
Mothers request supplements. Arrange for mothers to be informed during the

prenatal and early postpartum period concerning the
problems that arise from supplementation.
Depending on the national policy and hospital there

may or may not be small stocks of replacement feeds
for HIV-positive mothers.
Mothers who are HIV-positive request Counsel the mother about the risks of mixed feeding
replacement feeds. and that either exclusive breastfeeding or
replacement feeding is the best way for her to reduce
risks of HIV transmission.
For mothers who have chosen replacement feeding it

is best that she begin from birth to buy her own
replacement feeding supplies. She will need to
sustain this feeding method for as long as the baby
needs breast milk substitutes.
Depending on the national policy and hospital policy

there may or may not be small stocks of replacement
feeds for HIV-positive mothers, but the point above
is important to consider.
Some mothers are too malnourished to Make sure that staff members realize that even
breastfeed. malnourished mothers produce enough milk for their
infants if their infants feed on demand.
In cases where the family provides food for the

mother while she is in the hospital, use the
opportunity to inform family members about the
importance of sound nutrition for the mother and
inexpensive, nutritious dietary choices.
The counselling and support necessary to Stress that costs will be more than offset by savings
achieve exclusive breastfeeding is too to the hospital when purchase, preparation and
expensive. provision of breast-milk substitutes is minimized.
Emphasize that savings will also accrue from
reduction in neonatal infections, diarrhoea, etc.
Medications are being given to the Ensure that staff members are familiar with the list of
mother that are considered acceptable medical reasons for supplementation that
contraindications to breastfeeding. are included in the revised Annex to the Global
Criteria for the Baby-friendly Hospital Initiative and
as Handout 4.5 in Session 4 of this course.

Session 5 (HIV)
Concerns Solutions
Ask the pharmaceutical department to prepare a list
of drugs that are compatible and incompatible with
breastfeeding.
Mothers will feel they have been denied Consider replacing samples of breast-milk substitutes
something valuable if distribution of with a “breastfeeding pack”, which includes
samples or discharge packs is information on breastfeeding and where to get
discontinued. support and may include samples of products that
don’t discourage breastfeeding.


STEP 7: Practice rooming-in – allow mothers and infants to remain together – 24 hours a day.

Make needed changes in physical facility. Discontinue nursery for normal newborns. Make
adjustments to improve comfort, hygiene, and safety of mother and baby.
Require and arrange for cross training of nursery and postpartum personnel so they all have the
skills to care for both baby and mother (see Step # 2).
Institute individual or group education sessions for mothers on mother-baby postpartum care.
Sessions should include information on how to care for baby who is rooming-in.
Protect privacy and confidentiality of a mother’s HIV status by providing the same routine care to
ALL mothers and babies including rooming-in/bedding –in, so that no one is stigmatised or set apart
as different.

Session 5 (HIV)
STEP 7: Practice rooming-in – allow mothers and infants to remain together – 24 hours a day.
Concerns Solutions
It is difficult to supervise the Assure staff that babies are better off close to their
condition of a baby who is rooming- mothers, with the added benefits of security, warmth,
in. In the nursery one staff member is and feeding on demand. “Bedding-in”, if culturally
sufficient to supervise a number of acceptable, provides the best situation for gaining all
babies. these benefits and eliminates the need to purchase
bassinets or cots. Mothers can provide valuable
assistance when their infants are rooming-in or bedding-
in, alerting staff if problems arise.
Stress that 24-hour supervision is not needed. Periodic

checks and availability of staff to respond to mothers’
needs are all that is necessary.
Mothers need to get some rest after Ask staff to assure mothers that by “rooming-in” they
delivery (especially at night) and are doing the best for their babies, that not much extra
babies still need to eat. Especially work is involved, and that health workers are available
after caesarean sections, mothers need in the unit to assist them if needed.
time to recuperate. Babies should be
fed breast-milk substitutes during this Ask staff to discuss with mothers the fact that the more
period. babies are with them the more they’ll understand what
is normal and abnormal and how to provide good care.
It is best to practice being with their babies (even during
the night) while still in the hospital, when staff is around
to help if necessary.
Suggest to the staff that after good breastfeeds mothers

may even sleep better when their babies are with them.
Make sure that staff knows how to help mothers who

have had Caesarean sections choose breastfeeding
techniques and positions that are comfortable and
effective.
If regional or local anaesthesia is used during Caesarean

sections, early breastfeeding will be less of a problem.
However, a mother who has had general anaesthesia can
breastfeed as soon as she is conscious if a staff member
supports her.
Mothers in the postnatal ward may Staff members can be sensitive to this concern and
worry if they room-in in close reassure mothers that HIV is not spread through casual
proximity to HIV-positive mothers contact. Explain to mothers that requests that HIV-
because of misconception about how positive mothers be “isolated” may contribute to
HIV is spread. “stigmatisation” of people with HIV/AIDS and help
perpetuate misconceptions about how HIV is spread

Concerns Solutions
(see Step # 2 above).
Infection rates will be higher when Stress that the danger of infection is less when babies
mothers and babies are together than remain with their mothers than when in the nursery and
in a nursery. exposed to more caretakers.
Provide staff with data that show that with rooming-in

and breastfeeding, infection rates are lower, for
example, from diarrhoeal disease, neonatal sepsis, otitis
media, and meningitis.
If visitors are allowed in the rooming- Emphasize that babies receive immunity to infection
in wards, danger of infection and from colostrum, and that studies show infection is
contamination will increase. In actually less in rooming-in wards than in nurseries.
situations where visitors are allowed
to smoke, it is a health hazard to To support mothers further in doing the best for their
mother and baby. Some mothers feel babies, limit visiting hours and the number of visitors,
they need to entertain their visitors and prohibit smoking.
and that they will have time for their
babies after discharge.
The rooms are too small. No need to have bassinets for infants. No extra space is
necessary for “bedding-in”.
Babies will fall off the mothers’ beds. Emphasize that newborns don’t move. If mothers are
still concerned, arrange for the beds to be put next to the
wall or, if culturally acceptable, for the beds to be put in
pairs, with mothers keeping their babies in the centre.
Full rooming-in, without more than Study these procedures well. Some are not needed.
half hour separations, seems (Example: Weighing baby before and after
unfeasible because some procedures breastfeeding) Other procedures can be performed in the
and routines need to be performed on mother’s room.
the babies outside their mothers’
rooms. Review advantages to mother and time saved by
physician when he examines the infant in front of the
mother.
Private patients feel they have the Whatever is best for public patients is also best for
privilege to keep their babies in private patients.
nurseries and feed them breast-milk
substitutes, receive expert help from Consider pilot projects to “test” rooming-in in private as
nursery staff, etc. well as public wards.
Some private hospitals make money Explore the compensatory savings from rooming-in due
from nursery charges and thus are to less frequent use of breast-milk substitutes, less staff
reluctant to disband these units. time for bottle preparation and nursery care, less infant
illness, etc.
Consider continuing to charge the same fees when the

nursery is disbanded, reallocating the charges for
mother/baby care on the wards.

Session 5 (HIV)
Concerns Solutions
Babies more easily kidnapped when Suggest to the staff that they ask mothers to request that
rooming-in than in the nursery. someone (e.g., other mothers, family members, or staff
members) watch their babies if they go out of the room.
Mothers need to know that there is no reason a baby

should be removed without the mother’s knowledge.
An HIV-positive mother in the For an HIV-positive mother who chooses replacement

postnatal ward may be seen by others feeding, confidentiality WILL be an issue, but optimally
replacement feeding her infant, and a mother will have already been counselled in the
confidentiality will be hard to protect. antenatal period and have made an informed decision
that replacement feeding is most appropriate for her and
her baby.
For an HIV-positive mother who chooses breastfeeding,

she should be supported to exclusively breastfeed, just
like the other mothers, and there will be no obvious
difference in her care.
Staff who care for mothers in HIV prevalent settings

will ALL need to be trained to be sensitive to
confidentiality issues at all times, including in record
keeping.



Introduce rooming-in (see Step # 7).
Examine routine policies concerning infant procedures (e.g., blood drawing, physical examination,
weighing, bathing, circumcision, cleaning of rooms, etc.) that separate mother and baby; conduct
the procedures on the ward, whenever possible.
Ensure that staff training includes the definition and benefits of on-demand feeding and key
messages concerning this issue that mothers should receive during breastfeeding counselling (see
Step # 2).

Session 5 (HIV)
Concerns Solutions
On-demand feeding is good, but does not Remind staff that the infant’s stomach capacity is 10
provide enough milk for the baby. - 20 ml at birth and the quantity of colostrum is
Colostrum is insufficient and physiologically matched.
supplementation is necessary.
In situations where rooming-in is not Consider rooming-in, which will take less staff time
practised, it saves on staff time and effort than keeping babies in the nursery and feeding them
if babies are fed in the nursery instead of breast-milk substitutes or transporting them back and
taking babies to mothers to breastfeed at forth for breastfeeding.
unpredictable times.
When babies are taken out of the rooms Encourage physicians to examine babies in mothers’
for exams, lab tests, and measurement rooms. Emphasize that it is a time-saver since
procedures this interferes with feeding mothers’ questions can be answered and any
on demand. education provided at the same time. Stress that
patient satisfaction also increases as a result.
Arrange for staff to complete other procedures in

mothers’ rooms, when feasible. For example, the
weighing scale might be wheeled from room to
room.
Ask the staff to try to schedule after feedings

procedures that must be performed outside the
rooms, or allow mothers to accompany their babies
so they can breastfeed when required.
Inform the staff that babies are not to be

supplemented while they are away for procedures. If
necessary, mothers should be called to breastfeed.
Visiting hours that are too long or Shorten visiting hours or limit them (i.e. 2 visitors
unrestricted interfere with breastfeeding per patient or only immediate family and
on demand. Mothers may be grandparents).
embarrassed to breastfeed in front of
visitors, may be too busy entertaining Arrange for the staff to provide mothers with signs
visitors, or may be too exhausted they can place on their doors (if they have private
afterwards to feed their babies. rooms) to ask that they not be disturbed if resting or
feeding their babies.
Ask instructors in prenatal classes to emphasize the

importance of limited visiting hours to allow more
time for mother/baby learning, feeding and rest.



Examine routine policies. Hospital policies should:
discourage mothers or family members from bringing pacifiers from outside for their babies’
use;
prohibit use of bottles and teats or nipples for infant feeding within the hospital;
provide guidance for use of alternative feeding methods, for example, use of cups and spoons
if breast-milk substitutes are used;
Purchase supplies (e.g. cups, syringes, spoons) for use in feeding breast-milk substitutes to infants
(without using teats or bottles) in cases where there are acceptable medical reasons for
supplementation (see Step # 5).

Session 5 (HIV)
Concerns Solutions
When infants are upset, pacifiers will Babies may cry for a variety of reasons. Ask staff to
help quiet them. Also, infants may not be explore alternatives to pacifiers (e.g. encouraging
hungry, but still need to suck. mother to hold baby, offering the breast, checking for
soiled diaper), possibly through a group discussion.
The nursing staff and/or mothers do not Make sure that staff and mothers are educated
believe that pacifier use causes any concerning problems with pacifier use (e.g. interferes
problems. with oral motor response involved in breastfeeding,
easily contaminated).
Establish an ad hoc committee to review the

literature and make a presentation to the
administrative and medical staff on issues related to
pacifier use.
Post a notice visible to both staff and patients -- “no

more pacifiers for breastfed infants” -- and list the
reasons why.
If the mother requests a pacifier, have staff discuss

with her the problems it may cause. Consider asking
her to sign a written informed consent form that
discusses the risks of nipple confusion, impaired milk
supply and contamination.
In settings where contamination of pacifiers can lead

to diarrhoea and other illness, it is best to encourage
calming the bay in other ways or to use a mother’s or
family member’s washed finger as a pacifier.
Pacifiers are provided free of charge for Calculate the savings to the hospital from not buying
mothers requesting them. pacifiers or artificial teats.
Establish a policy stating that the hospital will not

supply free pacifiers and mothers, if they wish to use
them, must bring their own.
Infants may aspirate if fed by cup. Provide the staff with examples (through video,
slides, or visit) of infants being successfully fed by
cup in other health facilities.
Emphasize the feasibility and safety of cup feeding.
Purchasing cups, syringes, and spoons Special types of cups, syringes and spoons are not
may be expensive. necessary. They just need to be clean.


STEP 10: Foster the establishment of breastfeeding support groups and refer mothers to them

Work with key hospital staff to identify hospital and community resources for mothers that are
both breastfeeding and replacement feeding.
Make sure that the hospital provides follow-up support for breastfeeding and replacement feeding,
for example, through a postnatal clinic, and schedules the first visit within a week of discharge and
insures that infant feeding is assessed and any problems are identified and addressed.
Explore ways to link mothers with community-level breastfeeding support resources, such as
health centres, MCH clinics, and breastfeeding support groups (NGOs such as local La Leche
League groups). One means would be to send a discharge/referral slip to the community clinic
where the mother can go for postnatal care and at the same time tell the mother where she can
receive breastfeeding support.
Explore ways to link HIV-positive mothers with community-level resources for people living with
HIV/AIDS, including health centres, MCH clinics, NGOs, churches, and home based care groups.
Optimally referrals will be done in such a way as to preserve privacy and confidentiality. In some
settings support groups of HIV-positive mothers and their babies may be appropriate, in others not
and support may need to be one-on-one.
Consider arranging for mother-support groups to make contact with mothers while still in the
hospital. For example, volunteers can offer refreshments to mothers on the wards and at the same
time provide information on where to go for breastfeeding support. Volunteers can help conduct
hospital lactation clinics, give breastfeeding advice on wards, etc. For HIV-positive women it will
depend on individual circumstances as to how this initial contact is made.
Consider asking hospital personnel to organize breastfeeding or replacement feeding support

groups for which, at least initially, hospital staff serve as facilitators. Arrange training for hospital
staff on organizing and facilitating mother-support groups and consider similar training for other
potential mother-support group leaders.
Make information (verbal and written) on breastfeeding support resources available to mother,
family and community.
Make information (verbal and written) on locally appropriate replacement feeding options and
resources available to the HIV-positive mother, and, if she wishes, her family and community.

Session 5 (HIV)
STEP 10: Foster the establishment of breastfeeding support groups and refer mothers to them
Concerns Solutions
The hospital staff members are Form an ad hoc group with a representative from the
unfamiliar with good sources of hospital, the local MCH clinics, and any mother
breastfeeding support to which they can support groups that can be identified. Ask groups to
refer mothers. develop a resource list and make it available to
hospital staff, local physicians and mothers.
Encourage local mother-support groups to meet

occasionally at the hospital, which can provide space
and publicity free of charge.
Arrange for community breastfeeding support groups

to provide a mini-training session to the staff on the
services they offer.
Arrange for community HIV support groups to

provide a mini-training session to the staff on the
services they offer related to HIV-positive mothers
and their families.
There is a mistaken impression that If lay leaders are not available to organize and
health professionals aren’t supposed to facilitate mother-support groups, explore using health
be involved in organizing or facilitating staff for this purpose. If health staff members are
mother-support groups. involved, they need to be trained not to direct or
dominate the groups, but to facilitate sharing and
support among mothers. As lay leaders come
forward, they can receive additional training and take
over the group work.
Lay group leaders and their members Make sure that potential mother-support group
may provide incorrect information. leaders are provided with adequate training and that
the mothers themselves receive accurate prenatal and
postnatal education on breastfeeding/locally
appropriate replacement feeding from the hospital
staff.
Hospital administrators and staff already Explore whether knowledgeable volunteer groups or
have too much to do; organizing support individuals can help in, or even take full
groups would be a serious imposition. responsibility for, this activity.
Mother-to-mother support doesn’t work Explore culturally appropriate support mechanisms

in the local culture. for breastfeeding/replacement feeding mothers. For
example:
involving traditional or religious organizations for

women in providing breastfeeding or more general

Concerns Solutions
mother support;
involving existing community-based HIV support

groups in providing breastfeeding, replacement
feeding or more general mother support;
reinforcing the extended family role in supporting

breastfeeding/replacement feeding by providing
updated information on breastfeeding to family
members most likely to provide advice.
Post-discharge hospital follow-up is too Examine what follow-up mechanisms are most
costly. Home visits are either impossible feasible in the local situation, considering constraints.
or only possible in emergencies or for For example:
very high-risk patients. Phone contact is
either not possible or, at best, unreliable. arranging for breastfeeding/replacement feeding
assessment and support during postnatal visits;
arranging home visits at least for the mother at

highest risk of breastfeeding/replacement feeding
failure;
referring mothers to community health centres,

outreach workers, and/or volunteer groups that
can provide support (following the caveats above
about preserving privacy and confidentiality).

Session 5 (HIV)

Session 6:
Costs and savings
Objectives
Describe the potential costs and savings related to converting to and maintaining baby-
friendly health facilities.
Suggest several creative ways to minimize costs or use existing resources when
implementing the Ten Steps.
Describe how they would estimate costs and savings related to breastfeeding promotion
within their own health facilities.
Discuss the costs and savings related to breastfeeding promotion for the family, the larger
health system, and the country (optional).
Duration
Costs and savings in health facilities (including in participants’ own institutions): 50 minutes
Costs and savings for the family: 15-30 minutes (optional)
Costs and savings at the health system and national level: 15 minutes (optional)
Costs and savings related to breastfeeding promotion (discussion): 10 minutes
Total: 1 to 1¾ hours
Teaching methods
Presentation
Group work
Discussion
Review the slides/transparencies provided with the session plan. They present data on costs and
savings in both non-industrialized and industrialized country settings. You may want to use only a
selected set of the slides/transparencies in the session, emphasizing those with most relevance to your
own situation.
Prepare additional slides/transparencies presenting costs and savings data from your own country or
region, if feasible. Using local and national data in this session will greatly enhance its relevance for
the participants. If information is not readily available, the process of collecting it should begin several
weeks before the course.

Session 6
A miniature version of the slide/transparency presentation has been included as a handout for
participants. If a number of slides/transparencies are omitted from the presentation and/or other slides
or transparencies are included, consider adjusting the handout as well.
After reviewing the entire session, decide whether to include sections 4 and 5, which focus on costs
and savings at the family, health system and national levels. Costs and savings at the health facility
level (examined in sections 1-3) are especially relevant for health facility administrators. If your
audience includes health care policy-makers responsible for decisions related to the larger health care
system, sections 4 and 5 may be of particular interest to them. If there is a need to shorten the session,
consider omitting some or all of the material in these last sections.
If you plan to include the exercise described in section 4, decide whether to use slide/transparency
6.15 or 6.16 and Handout 6.4a or 6.4b, depending on whether there are different average or minimum
wages for urban and rural areas of the country, and gather the data needed for the exercise on costs of
various brands of formula and average or minimum wages. Before the session begins adjust whichever
handout you will use so it uses formula “tins” of a weight commonly found locally (for example 500g
tins or 450g tins) and adjust the number needed so 20 Kg of formula will be provided in the first six
months (for example 40 500g tins or about 44 450g tins). Then fill in the information concerning
brands of formula and their costs, as well as average (or minimum) wages.
Training materials
Summaries
Available summaries of research studies presented in Session 6
Handouts
6.2 Cost analysis of maintaining a newborn nursery at the Dr. Jose Fabella Memorial Hospital
6.3 Table 1: Potential costs and savings associated with breastfeeding promotion in health facilities
(organized according to the Ten Steps)
6.4a: Exercise: The percentage of wages needed to feed formula to an infant for six months
6.4b: Exercise: The percentage of urban and rural wages needed to feed formula to an infant for six
months.
6.1 - 6.32
6-2 WHO/UNICEF
Costs and savings
References
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Autotte PA. A mid-term evaluation of hospital institutions for the PROALMA Project, Honduras.
INCS Report Series. Newton, MA, Educational Development Center, 1985.
Avendona P, Matson D, Long J, Whitney S, Matson C, Pickering L. Costs associated with office visits
for diarrhea in infants and toddlers. The Pediatric Infectious Disease Journal, 1993, 12:897-902.
Ball TM, Bennett DM. The economic impact of breastfeeding, Breastfeeding 2001, Part I: The
evidence for breastfeeding. Pediatric Clinics of North America, 2001, 48(1):253-262.
*Ball TM, Wright AF. Health care costs of formula-feeding in the first year of life. Pediatrics, 1999,
April, 103(4 Pt 2):870-876.
Berg A. The Nutrition Factor. Washington D.C., The Brookings Institution, 1973.
Bhatnagar S, Jain NP, Tiwara VK. Cost of infant feeding in exclusive and partially breastfed infants.
Indian Pediatrics, 1996, 33:655-658.
*Bitoun P. The Economic Value of Breastfeeding in France. Les Dossiers de l’Obstetrique, 1994,
216:10-13 (English-language desktop publishing provided by Wellstart International, San Diego CA).
Bonuck K, Arno PS, Memmott MM, Freeman K, Gold M, McKee D. Breastfeeding promotion
interventions: Good public health and economic sense. Journal of Perinatology, 2002, 22:78-81.
Chee G, Makinen M, Sakagawa B, Franklin N, Quinn V, Schubert J, Agble R. Cost and effectiveness
analysis of LINKAGES’ breastfeeding interventions in Ghana. Bethesda, MD, Abt Associates, 2002.
*Cohen R, Mrtek MD, Mrtek RG. Comparison of maternal absenteeism and illness rates among
breastfeeding and formula-feeding women in two corporations. American Journal of Health
Promotion, 1995, 10(2):148-153.
Daga SR, Daga AS. Impact of breast milk on the cost-effectiveness of the special care unit for the
newborn. J Trop Pediatr, 1985, 31:121-123.
Department of Health. Breastfeeding: Good practice guidance to the NHS. London, United Kingdom
of Great Britain, 1995.
Drane D. Breastfeeding and formula feeding: a preliminary economic analysis. Breastfeeding Review,
1997, vol. 5(1):7-16.
Eldridge S, and Croker A. Breastfeeding friendly workplace accreditation. Creating supportive

workplaces for breastfeeding women. Breastfeed Rev, 2005, vol. 13, no. 2: 17-22.
Fiedler JL. The Cost of the Breastfeeding Promotion Program in the Guilherme Alvaro Hospital of
Santos, Brazil. Washington D.C., Latin American and Caribbean Health and Nutrition Sustainability
Project, International Science and Technology Institute, 1993.
*Fok D, Mong TG, Chua D. The economics of breastfeeding in Singapore. Breastfeeding Review:
Professional Publication of the Nursing Mothers’ Association of Australia, 1998, 6(2):5-9.

Session 6
*Gonzales R. Cost Analysis of Maintaining a Newborn Nursery at Dr. Jose Fabella Memorial
Hospital, Manila. [Transparencies presented in meeting in Manila, Philippines], 1990.
Greiner T et al. The Economic Value of Breastfeeding (with results from research conducted in Ghana
and the Ivory Coast). Cornell International Nutrition Monograph Series 6, Ithaca, New York, Cornell
University, 1979.
*Gupta A, Khanna K. Economic value of breastfeeding in India. The National Medical Journal of
India, 1999, May-June 12(3):123-7.
Heinig MJ. Breastfeeding and the bottom line: why are the cost savings of breastfeeding such a hard
sell? Journal of Human Lactation, 1998, 14(2):87-88.
Hoey C, Ware J. Economic advantages of breastfeeding in an HMO setting: A pilot study. The
American Journal of Managed Care, 1997, 3:861-865.
Horton S, Sanghvi T, Phillips M, Fiedler J, Perez-Escamilla. Breastfeeding promotion and priority

setting in health. Health Policy and Planning, 1996, 11(2):156-168.
Huffman SL. Panama Breastfeeding Promotion Project Evaluation. Washington D.C., Center to
Prevent Childhood Malnutrition and the Academy for Educational Development, 1990.
*Huffman SL, Panagides D, Rosenbaum J, Parlato M. Breastfeeding Promotion in Central America:

High Impact at Low Cost. Washington D.C., Nutrition Communication Project, Academy for
Educational Development, 1991.
Huffman SL, Steel A, Toure KM, Middleton E. Economic Value of Breastfeeding in Belize.
Washington D.C., Nuture/Center to Prevent Childhood Malnutrition, 1992.
Jarosz LA. Breastfeeding versus formula: Cost comparison. Hawaii Medical Journal, 1993, 52(1):14-
18.
Levine R. A Workbook for Policymakers, Guide to Assessing the Economic Value of Breastfeeding.
Washington D.C., Nurture/Center to Prevent Childhood Malnutrition and Social Sector Policy
Analysis Project, Academy for Educational Development, 1991.
*Levine R, Huffman SL. The Economic Value of Breastfeeding, The National, Public Sector,
Hospital, and Household Levels, A Review of the Literature. Washington D.C., Nuture/Center to
Prevent Childhood Malnutrition, 1990.
Levine R, Huffman SL, Labbok M. Changing Hospital Practices to Promote Breastfeeding: Financial
Considerations. Washington D.C., Reproductive Health, Georgetown University, Department of
Obstetrics-Gynecology, 1990.
Marquez LE, Piwoz E, Wong R, Huffman SL. Application of the “Guide to Assessing the Economic
Value of Breastfeeding” in El Salvador and Suggestions for Future Modifications to the Guide.
Washington D.C., Wellstart International, 1994.
Melville BM. Can low income women in developing countries afford artificial feeding? Journal of
Tropical Pediatrics, 1991, 37:141-142.
Montgomery D, Splett P. Economic benefit of breastfeeding infants enrolled in WIC. Journal of the
American Dietetic Association, 1997, 97:379-385.
6-4 WHO/UNICEF
Costs and savings
Mora JO. Results of the Field Test in Guatemala of the Workbook “Guide to Assessing the Economic
Value of Breastfeeding”. Washington D.C., Latin American and Caribbean Health and Nutrition
Sustainability Project, University Research Corporation and International Science and Technology
Institute, 1991.
*Nuture. The Economic Value of Breastfeeding: Four Perspectives for Policymakers. Center to
Prevent Childhood Malnutrition Policy Series, 1990, 1(1):1-16, September.
Phillips M, Sanghvi T, Fiedler J, Lutter C, Perez-Escamilla R, Rivera A, Teruya K, Segall AM. A

Comparison of the Costs, Savings and Cost-Effectiveness of Hospital-Based Breastfeeding Promotion
Programs in Latin America. Washington D.C., Latin American and Caribbean Health and Nutrition
Sustainability Project, University Research Corporation and International Science and Technology
Institute, 1994.
Riordan J. The cost of not breastfeeding: A commentary. Journal of Human Lactation, 1997, 13:93-
97.
Robertson R, Sanghvi T, Brownlee A, Fiedler J. Guidelines for Estimating the Costs, Savings, and
Cost Effectiveness of Breastfeeding Promotion Through Health Facilities. Washington D.C., Latin
American and Caribbean Health and Nutrition Sustainability Project, International Science and
Technology Institute, 1995.
Rohde JE. Mother milk and the Indonesian economy: A major national resource. Journal of Tropical
Pediatrics, 1982, 28(4):166-74.
Saadeh R ed., with Labbok M, Cooney K, Koniz-Booher P. Breastfeeding: The Technical Basis and
Recommendations. Geneva, World Health Organization, 1993.
Smith, J.P. Human milk supply in Australia. Food Policy, 1999, 24(1):71-91.
Smith, JP and Ellwood, M. Where does a mothers' day go? Preliminary estimates from the Australian
Time Use Survey of New Mothers, paper presented at the International Association of Time Use
Researchers annual conference. Copenhagen, Denmark, 2006.
* Smith, JP, Thompson, JF, and Ellwood, DA. Hospital system costs of artificial infant feeding:
Estimates for the Australian Capital Territory. Australian and New Zealand Journal of Public Health,
2002, 26(6):543-551.
Smith, JP and Ingham, LH. Mothers milk and measures of economic output. Feminist Economics,
2005, 11(1):43-64.
*Soetjiningsih, Suraatmaja S. The advantages of rooming-in. Paediatrica Indonesiana, 1986, 26(11-

12):229-235.
Tuttle C and Dewey K. Potential cost savings for Medi-Cal, ADFC, food stamps and WIC programs
associated with increasing breastfeeding among low-income Hmong women in California. Journal of
the American Dietetic Association, 1996, 96:885-890.
United States Breastfeeding Committee. Economic benefits of breastfeeding (issue paper). Raleigh,
NC, United States Breastfeeding Committee, 2002.
*Valdes V, Perez A, Labbok M, Pugin E, Zambrano I, Catalan S. The impact of a hospital and clinic-
based breastfeeding promotion programme in a middle class urban environment. Journal of Tropical
Pediatrics. 1993, 39:142-151.

Session 6
Walker M. Why aren’t more mothers breastfeeding? The benefits are clear. So how do we convince
mothers? Childbirth Instructor, 1992, (Winter):19-24.
*Weimer J. The economic benefits of breastfeeding: A review and analysis, Food Assistance and
Nutrition Research Report No. 13. Washington D.C., U.S. Department of Agriculture, 2001.
*Wong R, Marquez L, Piwoz E, Melendez C, Huffman S. An Analysis of the Economic Value of

Breastfeeding in El Salvador, Policy and Technical Monographs. Washington D.C., Wellstart
International and Nuture, 1994.
Woolridge M. UK Baby Friendly Initiative, Calculating the Benefits of Breastfeeding. London, United
Kingdom, UNICEF UK (draft), 1995.
*WHO/UNICEF. Breastfeeding Counselling: a Training Course, Trainer’s Guide. pages 420-421,

Wright A, Holberg C, Martinez F. Breast feeding and lower respiratory tract illness in the first year of
life. British Medical Journal, 1989, 299:945-949.
*References used in the Session Plan.
6-6 WHO/UNICEF
Costs and savings
Outline
1. Costs and savings from breastfeeding Presentation and discussion: 10 minutes

promotion in health facilities
Brief examples of savings from Mention that a mini-version of the presentation is

breastfeeding promotion and rooming-in reproduced in Handout 6.1 and included in the
in health facilities: participants’ folder.
Show slide/transparency 6.1, which provides the

heading for this part of the session focusing on
costs and savings for health facilities, and then
show slides/transparencies with examples of
savings from breastfeeding promotion in health
facilities. If possible, use slides/transparencies
showing data from your own country or region. If
desired, use some or all of the
slides/transparencies below which provide
additional examples from a variety of countries:
A reduced need for infant formula, Slide/transparency 6.2

bottles, glucose and oxytocin in the
Maternal and Child Hospital in
Tegucigalpa, Honduras (Huffman et
al.).
Reduced formula purchases and Slide/transparency 6.3
intravenous fluids used at Sanglah
Hospital in Indonesia (Soetjiningssih
and Suraatmaja S).
Reduced length of newborn Slide/transparency 6.4
hospitalization at Sanglah Hospital in
Indonesia (Soetjiningssih and
Suraatmaja S).
Decreased use of bottles in the Slide/transparency 6.5
newborn nursery in Hospital Santo
Tomas in Panama City (Levine et
al.).
Decreased need for staff in the Slide/transparency 6.6
Clinical Hospital of the Catholic
University in Chile (Valdes et al.). Emphasize, if appropriate, that staff don’t have to
be laid off but can be reassigned to other
important tasks.
Cost analysis of maintaining a newborn Show slides/transparencies 6.7 - 6.11 and refer
nursery at the Dr. Jose Fabella Memorial participants to Handout 6.2. Inform the
Hospital. participants that the Medical Director of Fabella
Hospital made this estimation of savings
Calculation of recurrent costs for
resulting from conversion to rooming-in at the
maintenance of a nursery for normal
hospital by calculating what extra costs in current
newborns with formula feeding
prices would be involved in maintaining a full

Session 6
compared to the current system of system of nursery care and formula feeding as
rooming-in and intensified compared to rooming-in. Review the summary of
breastfeeding promotion (Gonzales). costs for maintaining the nursery presented in the
slides/transparencies and suggest that the
participants look later at Handout 6.2 if they are
interested in additional details on how the
calculations were made. Mention that costs for
converting to rooming-in (such as for training
and physical changes) need to be calculated as
well. Ask for questions or comments from the
participants.
2. Creative ways to minimize costs or use Presentation and discussion: 10 minutes

existing resources when implementing the
Ten Steps
Presentation of examples from a variety Show slides/transparencies 6.12 and 6.13 and
of countries of ways to minimize costs or describe the examples of creative ways to
use existing resources: minimize costs or use existing resources when
implementing the Ten Steps. Stress the fact that
Reassign staff from the normal
what is appropriate and feasible will vary from
newborn nursery and/or formula
country to country and that these examples are
room to provide mother/baby care
presented simply to provide ideas on ways health
and education on the rooming-in
facilities might cut costs as they implement the
wards.
Ten Steps.
Organize a group of volunteers to
provide breastfeeding counselling on
the wards or ask a local mother-
support organization to provide this
service.(provide training and written
guidelines for the volunteers to
insure quality).
“Bed-in” babies with their mothers,
if culturally acceptable, rather than
providing them with cribs or
bassinets.
Use a simple refrigerator for breast
milk storage and low-cost containers
for cup-feeding.
Counsel mothers, who are staying in
the hospital so they can breastfeed
their premature or sick babies, and, if
possible, assist them in providing
care.
Examples or suggestions from After the examples have been given, ask the
participants on other creative ways to cut participants for their own suggestions concerning
costs or use existing resources more creative ways to cut costs or use existing
resources (if participants do not have many
6-8 WHO/UNICEF
Costs and savings
efficiently and economically. examples to contribute, ask the trainers for ideas
and/or contribute some further suggestions
yourself). List the suggestions on a blackboard or
flip chart.
3. Estimating costs and saving in the Brief presentation, group work, and discussion:
participants’ own institutions: 30 minutes
Review of the Table that lists the Refer participants to Handout 6.3. Describe how
potential costs and savings associated the Table can be used to help identify the items to
with breastfeeding promotion related to consider when calculating costs and savings.
each of the “10 steps” in health facilities.
Ask participants sitting next to each other to
work in groups of two or three to examine the
Table for 10 minutes or so and circle items in the
various categories that are likely to result in both
substantial costs and substantial savings in health
facilities like their own as changes are made to
better promote breastfeeding and become baby-
friendly.
Ask each group to report briefly on the costs and

savings they have identified. List the items in a
flipchart under two columns.
Emphasize that it can be very useful to estimate

the costs and savings at each of the participant’s
own health facilities. If the savings outweigh the
costs, this is an added incentive for becoming
baby-friendly. If some health facilities will need
to give up acceptance of free or low-cost supplies
of breast-milk substitutes in order to be
designated baby-friendly, emphasize again that
this is definitely required under the International
Code and is better for mothers and babies.
Discussion of strategies participants can Ask participants for ideas concerning how they
use to calculate the actual costs and might calculate costs and savings in their own
savings associated with breastfeeding institutions. Issues could include:
promotion in their own health facilities.
Whether costs and savings data are
Participants can consider whether it important at their institution for making
would be useful and feasible to decisions concerning BFHI and
calculate the costs and savings breastfeeding and, if so, who would use
related to implementing the Ten the data.
steps to successful breastfeeding in
their own facilities and, if so, how Whether they would rather choose to do
they would go about it. simple estimates of key costs and savings
or plan more detailed, complete studies.
Whether the study would be retrospective
(like the study at Fabella Hospital, which
estimated added costs if a nursery were
reinstated) or prospective (measuring

Session 6
costs and savings realized as BFHI is

being implemented).
Depending on the type and complexity of
the study, whether an economist would
need to be involved.
4. Estimating costs and savings for the family Presentations, group work, and
(optional) discussion: 15-30 minutes
Decide whether to include these next two

sections in the session, depending both
on time available and whether family,
health care system and national costs and
savings are important to address,
considering the types of participants in
the course. If desired, an abbreviated
version of this section can be presented
using only selected slides/transparencies.
It is important to look briefly at costs and Show slide/transparency 6.14, which provides the
savings of breastfeeding promotion for heading for the part of the session that focuses on
the family, both because the effects of costs and savings for the family.
the Baby-friendly Hospital Initiative
don’t stop at the hospital door, and
because it is useful to consider the impact
of breastfeeding promotion from a
broader perspective.
Examples of lower costs for the family
that can result from optimal
breastfeeding:
6-10 WHO/UNICEF
Costs and savings
Breastfeeding can greatly reduce Ask the participants to calculate and compare the
family expenses, especially in cost for infant formula for six months with the
situations where the cost of formula average (or minimum) wage for that same period.
consumes a good portion of an Before the session starts, decide whether to use
average worker’s wage (WHO). slide/transparency 6.15 or 6.16 and Handout 6.4a
or 6.4b, depending on whether there is one
average (or minimum) wage for the country, or
different wages for urban and rural areas. As
mentioned under “Preparation for Session”,
before the session begins adjust whichever
handout you will use so it uses formula “tins” of
a weight commonly found locally (for example
500g tins or 450g tins) and adjust the number
needed so 20 Kg of formula will be provided in
the first six months (for example 40 500g tins or
about 44 450g tins). Then fill in the information
concerning brands of formula and their costs, as
well as average (or minimum) wages.
The exercise can be completed by the participants

as a group for one brand of formula, with the
trainer filling in the answers on the transparency.
Alternatively, it can be done in several small
groups, with each group making the calculations
for a different brand of formula and reporting on
their results.
Discuss the results briefly, emphasizing the

unnecessary financial burden formula feeding
places on the family, since feeding a baby on
formula costs a large part of an average (or
minimum) wage, which many families cannot
afford. Mention that there are other costs related
to formula feeding, in addition to the costs for
formula, such as costs for fuel and water, time
spent in washing or sterilizing bottles and teats,
etc. Stress the fact that promotion of formula to
the public is not permitted under the International
Code and that it is the responsibility of health
services to ensure that they do not in any way
promote or endorse the use of breast-milk
substitutes.
Here are a few country examples of Show slide/transparency 6.17. Point out that
costs for one month of breast-milk these estimates don’t include the time it takes to
substitutes for a 3 month old baby, purchase, prepare, and administer the artificial
the minimum wage, and percentage feeds.
of this wage that it would cost to
purchase the formula (Gupta and
Khanna).

Session 6
Costs for supplementing Show slides/transparencies 6.18 and/or 6.19.

breastfeeding mothers’ diets are Emphasize the fact that the percentage of the
much lower than for purchasing average or minimum wage needed to supplement
breast-milk substitutes. (examples the breastfeeding mother’s diet is much less than
from Côte d’Ivoire and France) that needed for purchasing breast-milk
(Nurture and Bitoun). substitutes.
(alternative to slides/transparencies Show slides/transparencies 6.20 and 6.21.

6.18 and/or 6.19:) The cost of Discuss the fact that costs for the family for
breastfeeding to the household is breastfeeding include both the cost of additional
substantially lower than the cost of food for the lactating mother and the value of the
artificial feeding, as shown by this mother’s time in nursing her infant. For artificial
example from Singapore (Fok et al.). feeding the costs include the costs for goods
needed to feed artificially and the value of the
time of each person participating in feeding.
Numerous studies show that costs for infant

formula and other supplies are higher than costs
for feeding a lactating mother and that more time
is needed for artificial feeding than breastfeeding,
because of the preparation and clean up needed.
Thus in Singapore and other settings around the
world, breastfeeding is less expensive than
feeding breast-milk substitutes.
5. Estimating costs and savings within the Presentations and discussion: 15 minutes
health care system and at the national
level (optional) Show slide/transparency 6.22 which provides the
heading for this part of the session focusing on
costs and savings within the health care system
and at national levels.
Breastfeeding helps minimize health care

costs within health care systems and
commercial enterprises:
6-12 WHO/UNICEF
Costs and savings
Costs for health care in the first year Show slides/transparencies 6.23 and 6.24. This
of life are much less for breastfed study compared the frequency of health care
babies (example from Health utilization for 3 illnesses (lower respiratory tract
Maintenance Organization) (Ball and illnesses, otitis media, and gastrointestinal
Wright). illness) in relation to duration of exclusive
breastfeeding in studies in Tucson, Arizona, and
Dundee, Scotland. Children were classified as
never breastfed, partially breastfed, or
exclusively breastfed for at least 3 months. Cost
estimates were based on direct medical costs for
office visits, hospitalization, and prescriptions in
a large HMO in Tucson, Arizona. The additional
health care needed for never breastfed babies cost
the system between $331 and $475 per child
during the first year. These costs are
conservative, as they only include some of the
costs for 3 illnesses.
Breastfeeding support helps save Show slide/transparency 6.25. The comparison of
employers money through reduction formula-fed and breastfed infants was made in
in infant illness rates and maternal two companies in California with lactation
absenteeism (example from two programmes (a utilities company and an
companies, USA) (Cohen et al.). aeronautics corporation). Results indicate that
more illness was experienced among formula-fed
infants (90% versus 58%).
Show slide/transparency 6.26. In addition, the

breastfeeding infants had fewer illness episodes
resulting in maternal absence from work. The
results indicate, for example, that in the
breastfeeding group, only 11% of the illness
episodes of babies resulted in their mothers being
absent from work one day, while among the
formula-fed group, 26% of the illnesses resulted
in one-day absences (p<.5). The percentages of
infant illnesses that led to 2 to 4 days absence and
more than 4 days absence among the two groups
(mothers breastfeeding and mothers formula-
feeding) were just slightly higher for the formula-
feeding group. Looking at all the illness episodes
that resulted on one or more days of absences, the
results show that:
43% of the illness episodes of formula-
fed babies resulted in their mothers being
absent one or more days from work.
Only 25% of the illness episodes of
breastfed babies resulted in one or more
days of maternal absence.
Fewer absences among mothers of
breastfed babies can mean substantial
savings for employers (Cohen et a.l).

Session 6
At the national level, breast milk can be

considered an important “national
resource”.
The value of breast milk to the Show slide/transparency 6.27.
national economy has been
calculated for many different Review the value of the national “production of
countries. The case of India can be breast milk” in India. Emphasize the fact that if
examined as one interesting example breastfeeding declines, additional costly and
(Gupta and Khanna). unnecessary expenditures for breast-milk
substitutes (BMS) will result.
Breastfeeding promotion can result in

substantial savings at the national level,
not only due to the lowered need to
purchase BMS, but also to lower costs
for medical treatment and less lost time
at work.
One recent study in the US, for Show slide/transparency 6.28.
example, estimated that if exclusive
breastfeeding were increased from Explain that the estimates of costs due to
the current levels (64% after delivery breastfeeding at current rates compared to
in the hospital, 29% at 6 months) to recommended rates are for otitis media,
those recommended by the US gastroenteritis, and necrotizing enterocolitis
Surgeon General (75% and 50%) the (NEC). Costs calculated include those for
savings due to lowered costs for 3 surgical treatment, physician visits, lost wages,
childhood diseases would be a and, in the case of NEC, for premature death.
minimum of $3.6 billion (Weimer). These estimates are on the conservative side, as
they only include estimates for 3 conditions and
not all costs for each of the conditions are
included.
6-14 WHO/UNICEF
Costs and savings
Savings from a reduction in a Show slide/transparency 6.29. Point out that even
number of illnesses episodes can very realistic increases in levels of breastfeeding
increase quickly with small can generate substantial savings. The National
(achievable) increases in exclusive Health Service in the United Kingdom, for
breastfeeding , as shown by a study example, reports that just a 1% increase in the
in England and Wales (Department. breastfeeding rate at 13 weeks would result in a
of Health). savings of £500,000 in the treatment of gastro-
enteritis.
The hospital costs attributable to
early weaning for five illnesses in
The study in Australia estimated the costs
just one territory in Australia have
attributable to early weaning for five illnesses –
been estimated to be about $1-2
gastrointestinal illness, respiratory illness and
million a year (Smith et al.).
otitis media, eczema and necrotizing
enterocolitis. The researchers point out that
estimates would be higher if they included other
chronic or common illnesses and out-of-hospital
costs.
Increased investment in Show slides/transparencies 6.30 through 6.32.

breastfeeding promotion would lead
to substantial savings on health care Describe the example of El Salvador, where a
costs, far outweighing the cost of thorough study was made of the benefits to the
promotion (example from El public sector from the current levels of
Salvador) (Wong et al.). breastfeeding, the costs for current breastfeeding
promotion activities, and the additional savings
that could be realized through an intensified
programme of breastfeeding promotion:
Annual benefits from current levels of

breastfeeding are over 2,800,000 USD.
(slide/transparency 6.30).
The cost of current breastfeeding
promotion activities is 32,000 USD. If an
additional 90,000 USD were spent for
intensified promotional activities, it is
estimated that exclusive breastfeeding for
infants under 6 months would increase
from 15% to 30%. (slide/transparency
6.31).
The net benefit from the current level of
breastfeeding promotion is over
2,775,000 USD. The intensified activities
would yield an additional 624,000 USD
in savings. (slide/transparency 6.32).
Mention the fact that the study in El Salvador

(and several other countries) was made using a
Workbook for Policymakers: Guide to Assessing

Session 6
the Economic Value of Breastfeeding. This

workbook, which is available from The
LINKAGES Project (1825 Connecticut Ave.
NW, Washington D.C. 20009), can be used to
calculate the costs and savings of breastfeeding at
a national level.
6. Costs and savings related to breastfeeding Discussion: 10 minutes

promotion (discussion)
Ask the participants to raise any issues that come
Discussion of issues related to costs and to mind related to the costs and savings of
savings of breastfeeding promotion in the breastfeeding promotion.
participants’ own institutions and
country. Issues that could be explored include:
How important the cost and savings

issue is (both within health facilities
and the larger health system).
How government and health facility
officials and staff can be sensitized to
the savings that can be realized
through intensified breastfeeding
promotion.
6-16 WHO/UNICEF
Costs and savings
Summaries of research studies presented during Session 6
Slide/transparency: Study:
6.6 Valdes V, Perez A, Labbok M, Pugin E, Zambrano I, Catalan S. The impact
of a hospital and clinic-based breastfeeding promotion programme in a
middle class urban environment. J Trop Pediatr. 1993 Jun; 39(3):142-51.
6.20-6.21 Fok D, Mong TG, Chua D. The economics of breastfeeding in Singapore.

Breastfeed Rev. 1998 Aug; 6(2):5-9.
6.23-6.24 Ball TM, Wright AL. Health care costs of formula-feeding in the first year of
life. Pediatrics. 1999 Apr; 103(4 Pt 2):870-876.
6.25-6.26 Cohen R, Mrtek MB, Mrtek RG. Comparison of maternal absenteeism and
infant illness rates among breastfeeding and formula-feeding women in two
corporations. Am J Health Promot. 1995 Nov-Dec, 10(2):148-153.

Session 6
The impact of a hospital and clinic-based breastfeeding promotion

programme in a middle class urban environment
Refers to slide/transparency 6.6
Reference: Valdes V, Perez A, Labbok M, Pugin E, Zambrano I, Catalan S. The impact of a hospital
and clinic-based breastfeeding promotion programme in a middle class urban environment. J Trop
Pediatr. 1993 Jun; 39(3):142-151.
Background. Hospital interventions in support of breastfeeding have been highly successful in areas
where the indigenous population has a well-established environment of breastfeeding. However,
programmes designed to improve breastfeeding patterns in urban populations have met with mixed
success.
Methods. This paper presents a prospective intervention study with a control group in which a health
system-based breastfeeding promotion programme was initiated to support optimal breastfeeding for
both child health and child spacing. Following collection of control data, a four-step intervention
programme (Breastfeeding Promotion Program) was instituted.
Findings. This paper reports the process of the development of the intervention programme as well as
the comparison of the control and study populations. Major findings include significant increases in
duration of full breastfeeding from 31.6 per cent at 6 months in the control group to 66.8 per cent in
the intervention group. The duration of lactational amenorrhea was similarly increased: 22 per cent of
the control mothers and 56 per cent of the intervention group women were in amenorrhoea at 180
days.
Conclusions. The cost-effectiveness of the hospital changes is illustrated.
6-18 WHO/UNICEF
Costs and savings
The economics of breastfeeding in Singapore

Refers to slides/transparencies 6.20 and 6.21
Reference: Fok D, Mong TG, Chua D. The economics of breastfeeding in Singapore. Breastfeed Rev.
1998 Aug;6(2):5-9.
Background. A study of 340 mothers was conducted in Kandang Kerbau Hospital on September 1992
to determine if it were more economical for households to breastfeed or bottle-feed an infant for the
first three months.
Methods. Two economic models, a low cost model and a high cost model, were adopted incorporating
a mathematical expression from Almroth’s work in 1979.
Findings. The savings in a mother’s gross income for the period ranged from 3% to 9% for the low
cost model and from 8% to 21% for the high cost model.
Conclusions. From the household perspective, two components contributed to the economic savings
of breastfeeding over artificial feeding: the cost of goods consumed and the time taken to feed the
baby. It was noted that the time taken to artificially feed is longer than the time taken to breastfeed an
infant. The results of this study provided more concrete basis for policy makers and advocates of
breastfeeding to promote breastfeeding in Singapore. The amount of savings from breastfeeding could
be considered for the health care system from the public perspective.

Session 6
Health care costs of formula-feeding in the first year of life

Reference: Ball TM, Wright AL. Health care costs of formula-feeding in the first year of life.
Pediatrics. 1999 Apr; 103(4 Pt 2):870-876.
Objective: To determine the excess cost of health care services for three illnesses in formula-fed
infants in the first year of life, after adjusting for potential confounders.
Methods: Frequency of health service utilization for three illnesses (lower respiratory tract illnesses,
otitis media, and gastrointestinal illness) in the first year of life was assessed in relation to duration of
exclusive breastfeeding in the Tucson Children’s Respiratory Study (n = 944) and the Dundee
Community Study (Scottish study, n = 644). Infants in both studies were healthy at birth and
represented non-selected, population-based samples. Children were classified as never breastfed,
partially breastfed, or exclusively breastfed, based on their feeding status during the first 3 months of
life. Frequency of office visits and hospitalizations for the three illnesses was adjusted for maternal
education and maternal smoking, using analysis of variance. Cost estimates, from the perspective of
the health care provider/payer, were based on the direct medical costs during 1995 within a large
managed care health care system.
Results: In the first year of life, after adjusting for confounders, there were 2033 excess office visits,
212 excess days of hospitalization, and 609 excess prescriptions for these three illnesses per 1000
never-breastfed infants compared with 1000 infants exclusively breastfed for at least 3 months. These
additional health care services cost the managed care health system between $331 and $475 per never-
breastfed infant during the first year of life.
Conclusions: In addition to having more illnesses, formula-fed infants cost the health care system
money. Health care plans will likely realize substantial savings, as well as providing improved care, by
supporting and promoting exclusive breastfeeding.
6-20 WHO/UNICEF
Costs and savings
Comparison of maternal absenteeism and infant illness rates among

breastfeeding and formula-feeding women in two corporations
Reference: Cohen R, Mrtek MB, Mrtek RG. Comparison of maternal absenteeism and infant illness
rates among breastfeeding and formula-feeding women in two corporations. Am J Health Promot.
1995 Nov-Dec, 10(2):148-53.
Purpose: A comparison was made between breastfeeding and formula-feeding among employed
mothers. Absenteeism directly related to childcare was examined. DESIGN: This quasi-experimental
study followed convenience samples of breastfeeding and formula-feeding mothers until their infants
were weaned or reached 1 year of age.
Setting: Two corporations with established lactation programs were used. One had approximately 100
births annually among 2400 female employees, and the other had approximately 30 births annually
among 1200 female employees.
Subjects: A sample of 101 participants, 59 feeding breast milk and 42 using commercial formula, was
composed of employees returning from maternity leave for a medically uncomplicated birth.
Intervention: The programs provided counselling by a lactation professional for all participants and
facilities to collect and store breast milk.
Measures: Confidential participant diaries provided descriptive data on infant illnesses and related
absenteeism that the lactation consultant verified with health care providers and through employer
attendance records.
Analysis: Attribute counts of illnesses and absenteeism were reported as percentages. Single degree of
freedom chi square tests were used to compare rates between nutrition groups.
Findings: Approximately 28% of the infants in the study had no illnesses; 86% of these were
breastfed and 14% were formula-fed. When illnesses occurred, 25% of all 1-day maternal absences
were among breastfed babies and 75% were among the formula-fed group.
Conclusions: In this study fewer and less severe infant illnesses and less maternal absenteeism was
found in the breastfeeding group. This was not an experimental study. Participants were self-selected,
and a comparison group was used rather than a true control group. Corroboration of these findings
from larger experimental studies is needed to generalize beyond these groups.

Session 6
Handout 6.1
Costs and savings
The Maternal and Child Hospital in Tegucigalpa,

Breastfeeding promotion: Honduras, with approximately 12,000 deliveries a
year, instituted an intensive breastfeeding
promotion and rooming-in programme which
resulted in major savings for:
Costs and savings Formula: $8,500
for health facilities Bottles: $7,500
Glucose Solution: $1,500
Oxytocin (Methergine): $1,000
The change saved the hospital $16,500 annually
Adapted from: Huffman SL et al. Breastfeeding Promotion in Central America: High Impact at
Low Cost. Washington D.C., Nutrition Communication Project, AED, 1991.
Cost savings realized through intensified rooming-in Average length of newborn hospitalization
programme at Sanglah Hospital, Indonesia* Sanglah Hospital, Indonesia
160 Before rooming-in

3.5 3.2
136
140 After rooming-in 3
120 106 2.5
100 1.8
2
Days
80 74
1.5
60
40 1
26
20 0.5 ±1.4 days ±0.8 days
0 0
Monthly formula purchase Monthly intravenous fluids
(tins) purchased (bottles) Before rooming-in After rooming-in
*Annual deliveries 3,000-3,500
Adapted from:Soetjiningsih and Sudaryat Suraatmaja. The advantages of rooming-in.
Adapted from:Soetjiningsih and Sudaryat Suraatmaja. The advantages of rooming-in.
Paediatrica Indonesiana, 1986, 26:229-35.
Paediatrica Indonesiana, 1986, 26:229-35.
Cost savings due to breastfeeding promotion Cost savings of rooming-in compared to

activities at Hospital Santo Tomas in Panama City separate recovery rooms at the Clinical Hospital
113,500
of the Catholic University of Chile
120,000
At $.20 per bottle, the 16
100,000 reduction in costs totaled 13.5 Separate recovery
14
Number of bottles
nearly $13,000 over the Rooming-in

12
80,000 four years 9
10
8
60,000 49,300 34% savings
6 14% savings
$3.57 $3.57 $3.05
40,000 4 $2.35
2
20,000 0
Full-time nurses Personnel cost per Personnel + capital
0
and aides patient per day costs* per patient
1982 1985 per day
Adapted from: Levine & Huffman. The Economic Value of Breastfeeding, The National, Adapted from Valdes et al. The impact of a hospital and clinic-based breastfeeding
Public Sector, Hospital, and Household Levels, A Review of the Literature. Washington promotion programme in a middle class urban environment. Journal of Tropical
D.C., Nuture/Center to Prevent Childhood Malnutrition, 1990. Pediatrics. 1993, 39:142-151.
6-22 WHO/UNICEF
Costs and savings
Cost analysis of maintaining a newborn nursery at Summary of costs for maintaining a

the Dr. Jose Fabella Memorial Hospital newborn nursery
Feeding bottle sets/year

124,800 x 20 P = 2,496,000 P
Milk formula cans/year
Hospital Statistics: 17,521 x 36 P = 630,720 P
Salary of nursing staff/year
Average daily deliveries: 100 babies 900 x 3,000 P x 12 = 3,240,000 P
Salary of formula room staff/year
Daily newborn census: 320 babies 6 x 2,000 P x 12 = 144,000 P
________________________________________
Total 6,510,720 P
Adapted from: Gonzales R. Cost Analysis of Maintaining a Newborn Nursery at Dr. Jose
(310,037 USD)
Fabella Memorial Hospital, Manila. (Transparencies presented in meeting in Manila,
Philippines), 1990. Transparency 6.7 Transparency 6.8
Not included:
How much is this of the hospital budget?
Cost of electricity
Cost of water
Cost of detergents
Cost of diapers Cost = 6,510,720 P
= 8%
Cost of bassinets Budget = 73,000,000 P
Cost of cleaning utensils
The savings of 8% of the hospital budget Creative ways to minimize costs or use
is now converted into: existing resources
Part 1
Availability of drugs and medicines at all times
Reassign staff from the normal newborn nursery
Improved food and nourishment for patients and formula room to provide mother/baby care and
education on the rooming-in wards.
Availability of blood in times of emergency
Fresh linens and gowns for patients Organize a group of volunteers to provide
breastfeeding counselling on the rooming-in wards
Additional nursing staff to attend to patients. or ask a local mother support organization to
provide this service. (Provide training and written
guidelines for the volunteers to insure quality.)

Session 6
Creative ways to minimize costs or use

existing resources Breastfeeding promotion:
Part 2
“Bed-in” babies with their mothers rather than
providing them with cribs or bassinets if culturally
acceptable. Costs and savings
Use a simple refrigerator for breast milk storage for families
and free or low cost containers for cup-feeding.
Teach mothers, who are staying in the hospital so

they can breastfeed their premature or sick babies,
also how to help provide care for their babies.
Exercise: The percentage of urban and rural wages

Exercise: The percentage of wages needed to feed needed to feed formula to an infant for six months
formula to an infant for six months Calculation
Calculation Brand of formula: …………………………………..
Brand of formula: ………………………………….. Cost of one 500g tin of formula: …………. x 40 tins = ………….
Cost of one 500g tin of formula: …………. Average (or minimum) wage Agricultural Urban
Cost of 40 x 500g tins of formula (amount needed for 6 months): …………. 1 month: …………. ………….
Average (or minimum) wage 6 months: …………. ………….
1 month: …………. Cost of 40 x 500g tins of formula ………….
6 months: …………. X 100 = ………..%
Agricultural wage for 6 months ………….
Cost of 40 x 500g tins of formula …………. Cost of 40 x 500g tins of formula ………….
X 100 = ………..%
Average (or minimum) wage X 100 = ………..%
Urban wage for 6 months ………….
for 6 months ………….
Answers: To feed a baby on ___________________ formula costs:
Answer: To feed a baby on ___________________ formula costs: __________% of the agricultural wage
__________% of the average (or minimum) wage To feed a baby on ___________________ formula costs:
__________% of the urban wage
Adapted from: WHO/UNICEF. Breastfeeding Counselling: A Training Course, Trainer’s Guide. Adapted from: WHO/UNICEF. Breastfeeding Counselling: A Training Course, Trainer’s Guide.
pages 420-421, Geneva, World Health Organization, 1993. pages 420-421, Geneva, World Health Organization, 1993.
Costs of breast-milk substitutes Cost for feeding breastfeeding mother versus

and comparisons with minimum wages feeding baby breast-milk substitutes
Côte d’Ivoire
Country Cost per kg Cost per month Minimum wage per % of wage
$500
(in US$) (in US$) month (in US$) per month
New 8.78 36.00 764 5 $305-390
$400
Zealand
Cost/Year
Germany 16.40 67.24 1149 6 $300
Malaysia 7.42 30.42 143 21 $200

$51-102
Poland 24.51 100.49 394 26 $100
Slovakia 8.33 34.15 79 43 $0
Indonesia 6.73 27.60 55 50 Mother's diet Breast-milk substitute

and its preparation
Adapted from: Nurture, The Economic Value of Breastfeeding: Four Perspectives for
Adapted from: Gupta and Khanna. Economic value of breastfeeding in India. The National Policymakers. Center to Prevent Childhood Malnutrition Policy Series, 1990, 1(1):1-16,
Medical Journal of India, 1999, May-June 12(3):123-7. September.
6-24 WHO/UNICEF
Costs and savings
Cost for feeding breastfeeding mother versus

Household savings from breastfeeding
feeding baby breast-milk substitutes
France
in Singapore
$991 Cost of breastfeeding =
$1,000
Costs of additional food for lactating mother plus
$800 Value of mother’s time for breastfeeding
Cost/Year
$600
Cost of artificial feeding =
$400 Cost of goods needed to feed artificially
$162 (milk, bottles, fuel, utensils) plus
$200
Value of time of each person participating in feeding
$0
Mother's diet Breast-milk substitute
and its preparation
Adapted from: Bitoun. The Economic Value of Breastfeeding in France. Les Dossiers de Adapted from: Fok et al. The economics of breastfeeding in Singapore. Breastfeeding
l’Obstetrique, 1994, 216:10-13. Review: Professional Publication of the Nursing Mothers’ Association of Australia, 1998,
Transparency 6.19
6(2):5-9. Transparency 6.20
Household savings for the first 3 months of life Breastfeeding promotion:

if breastfeeding, for 15,410 babies born
in Kendang Kerbau Hospital in Singapore:
Low cost model*: $4,078,102

($264 per infant) Costs and savings
High cost model*: $7,453,817
at the health care system
($483 per infant) and the national level
* The low cost model used low or average costs for formula, feeding
supplies, sterilization, and wages. The high cost model used higher costs
for the same items.
Adapted from: Fok et al. The economics of breastfeeding in Singapore. Breastfeeding

Review: Professional Publication of the Nursing Mothers’ Association of Australia, 1998,
6(2):5-9.
Comparative health care costs of treating breastfed

and formula-fed babies in the first year of life in a
In addition, the 1000 never-breastfed infants had:
health maintenance organization (HMO)
2033 excess office visits

When comparing health statistics for 1000 never breastfed
infants with 1000 infants exclusively breastfed for at least 3 212 excess hospitalizations
months, the never breastfed infants had: 609 excess prescriptions
60 more lower respiratory tract illnesses These additional health care services
580 more episodes of otitis media, and cost the managed care system
1053 more episodes of gastrointestinal illnesses between $331 and $475 per never-breastfed infant
during the first year of life.
Adapted from: Ball & Wright. Health care costs of formula-feeding in the first year of life.
Adapted from: Ball & Wright. Health care costs of formula-feeding in the first year of life. Pediatrics, 1999, April, 103(4 Pt 2):870-6.
Pediatrics, 1999, April, 103(4 Pt 2):870-6.

Session 6
Illness rates among breastfeeding & formula-feeding Distribution of illness episodes and maternal
infants of mothers working in two corporations absenteeism by nutritional groups
in the U.S.
100% 90% Breastfed baby illness
30% 26% episodes (n=88)
80%
Illn ess ep iso d es

25% Formula-fed baby illness
Illness rates
58% episodes (n=117)

60% 20%
15% 11% 12% 13%
40%
10%
20% 4%
5% 2%
0% 0%
Breastfed babies (n=59) Formula-fed babies 1 day >1-4 days >4 days
(n=42) Days absent from work/illness episode
Adapted from: Cohen et al. Comparison of maternal absenteeism and illness rates among Adapted from: Cohen et al. Comparison of maternal absenteeism and illness rates among
breastfeeding and formula-feeding women in two corporations. AJHP, 1995, 10(2):148-153. breastfeeding and formula-feeding women in two corporations. AJHP, 1995, 10(2):148-153.
Savings from 3 childhood illnesses if exclusive

The value of breast milk
breastfeeding rates were increased to levels recommended
to the national economy in India by the Surgeon General in the U.S.*
National production of breast milk by all mothers in India Condition Costs included Savings in $
for the children they were breastfeeding at the time of the Otitis media Surgical & nonsurgical
estimate was about 3944 million liters over 2 yrs. treatment and lost time $ 365,077,440
If the breast milk produced were replaced by tinned milk, it and wages.
would cost 118 billion Rupees. Gastroenteritis Physician visits, lost
wages, childcare, and $ 9,941,253
If imported, the breast-milk substitutes would cost 4.7 hospitalization
million USD.
Necrotizing Surgical treatment, lost
If breastfeeding practices were optimal, breast milk Enterocolitis (NEC) wages, and value of $3,279,146,528
production would be twice the current amount, doubling the premature death
savings by fully utilizing this “national resource”. TOTAL: Over $3.6 billion
* Current levels of EBF were 64% after delivery and 29% at 6 months. Recommended levels are
75% after delivery and 50% at six months.
Adapted from: Gupta and Khanna. Economic value of breastfeeding in India. The National Adapted from: Weimer. The economic benefits of breastfeeding: A review and analysis, Food
Medical Journal of India, 1999, May-June 12(3):123-7. Assistance & Nutrition Research Report No. 13. Wash.D.C., USDA, 2001.
Savings from potential increases A full case study of costs and savings from
in exclusive breastfeeding breastfeeding and promotional activities in El Salvador:
Total annual benefits to the public sector from current
in England and Australia
levels of breastfeeding
In England and Wales it has been estimated that the Total annual
Source of benefit
National Health Service spends £35 million per year in amount
treating gastroenteritis in bottle-fed infants. Infant diarrhoea cases prevented $456,130
For each 1% increase in breastfeeding at 13 weeks, a
savings of £500,000 in treatment of gastroenteritis would Infant ARI cases prevented $839,583
be achieved.
Births averted (delivery costs) $1,224,328
In Australia, in just one territory, hospital costs attributable
to early weaning for five illnesses have been estimated to Breastmilk substitutes use averted $288,337
be about $1-2 million a year.
TOTAL $2,808,378
Adapted from: Dept. of Health. Breastfeeding: Good practice guidance to the NHS. London,
United Kingdom of Great Britain, 1995, and Smith et al., Hospital system costs of artificial
feeding: Estimates for the Australian Capital Territory, Aust N Z J Public Health, 2002 Adapted from: Wong et al. An Analysis of the Economic Value of Breastfeeding in El Salvador,
26(6):543-51. Policy & Technical Monographs. Washington D.C., Wellstart Intl. and Nuture, 1994.
6-26 WHO/UNICEF
Costs and savings
Annual costs and benefits for current and intensified Net benefits from breastfeeding promotion:
activities to promote breastfeeding Comparison of the current and an intensified
(El Salvador) programme (El Salvador)
Current activities:
Advocacy/monitoring Additional under
Current
alternative
Hospital-based promotion
PHC facility & community promotion
Benefits $2,808,378 $714,328
Information, education & communication
Current cost: $32,000

Costs $32,830 $90,188
Additional cost for intensified activities: $90,188
Estimated benefit of intensified activities: Net benefits $2,775,558 $624,140
Increase in exclusive breastfeeding among infants
under 6 months from 15% to 30%
Adapted from: Wong et al. An Analysis of the Economic Value of Breastfeeding in El Adapted from: Wong et al. An Analysis of the Economic Value of Breastfeeding in El
Salvador, Policy & Technical Monographs. Washington D.C., Wellstart Intl. and Nuture, 1994 Salvador, Policy & Technical Monographs. Washington D.C., Wellstart International and
Transparency 6.31 Nuture, 1994 Transparency 6.32

Session 6
Handout 6.2
Cost analysis of maintaining a newborn

nursery at the Dr. Jose Fabella Memorial
Hospital1
Hospital statistics
Average daily deliveries - 100 babies
Daily newborn census - 320 babies
Physical facilities
Nursery space for 300 bassinets
Formula room for 2400 formulas a day
Manpower needs
Coverage: 24-hour basis
Ratio: 1 nursing staff to 10 newborns (1:10)
Total nursing staff: 90 in 24 hours (30 in three shifts)
Formula room staff: 6 in 24 hours (2 in three shifts)
Materials and supplies

Feeding bottles sets: 124,800 sets/year
300 babies
x 8 feeds/day (every three hours in 24 hours)
2,400 feeding bottle sets/day
x 52 weeks/year (one set lasts for one week of re-use)
124,800 feeding bottle sets/year
Milk formula: 17,520 one-pound cans/year
2,400 scoops of formula/feed

÷ 50 scoops for every one-pound can
48 cans per day
x 365 days
17,520 cans/year
1
Developed by Dr. Ricardo Gonzales, Medical Director, Dr. Jose Fabella Memorial Hospital, Manila, Philippines, 1990.
6-28 WHO/UNICEF
Costs and savings
Other costs
Electricity Cleaning brushes
Water Babies diapers
Detergents Bassinets
Summary of costs for maintaining a newborn nursery

Feeding bottle sets/year (124,800 x 20 P) = 2,496,000 P
Milk formula cans/year (17,521 x 36 P) = 630,720 P
Salary of nursing staff/year (90 x 3,000 P x 12) = 3,240,000 P
Salary of formula room staff/year (6 x 2,000 P) = 144,000 P
Total 6,510,720 P*
(310,034 USD)
* Costs not included: electricity, cleaning utensils, water, diapers, detergents, and bassinets.
How much of the national budget is this?

Cost: 6,510,720 P
Budget: 73,000,000 P
The savings of 8% of the hospital budget is now converted into:

Availability of drugs and medicines at all times.
Improved food and nourishment for patients.
Availability of blood in times of emergency.
Fresh linens and gowns for patients.
Additional nursing staff to attend to patients.

Session 6
Handout 6.3
Table 1:
Potential costs and savings associated with
breastfeeding promotion in health facilities
(organized according to the BFHI “Ten steps to successful breastfeeding”)
Costs or
use of existing resources Savings
Step 1: Have a Lobbying or promotional activities More mothers choose facility due to
written [staff time, materials] improved image as “baby-friendly”
breastfeeding [higher patient census and thus
policy Selecting coordinator and BF more patient fees]
committee, developing policy
[staff time]
Step 2: Train Initial training of staff

all health care [educational materials, supplies,
staff trainer fees, if any, staff time off]
Refresher training and training of new

staff
[educational materials, supplies,
trainer fees, if any, staff time off]
Step 3: Inform Education and counselling on No group education and counselling

all pregnant breastfeeding during antenatal care on feeding breast-milk substitutes
women about [staff time, educational materials] (BMS)
the benefits and [less staff time and educational
management of Loss of donations of promotional material. Individual counselling
breastfeeding materials from companies promoting on
breast-milk substitutes BMS may still be needed for
[any promotional materials that HIV+ mothers who decide to
were provided free of charge] replacement feed]
Step 4: Help Staff assistance with breastfeeding Less anesthesia and shift to local
mothers initiate after delivery rather than general anesthesia during
breastfeeding delivery (so mother/baby pair will be
within a half- [change of tasks, no extra staff awake for breastfeeding)
hour of birth needed] [less anesthesia, cotton, and
syringes, less costly anesthesia]
6-30 WHO/UNICEF
Costs and savings
Costs or
Step 4: Help Less oxytocic drugs (since with
mothers initiate breastfeeding the body’s natural
breastfeeding release of oxytocin helps to contract
within a half- the uterus)
hour of birth [less oxytocic drugs, supplies
(continued) (syringes, cotton), and staff time]
Less hypothermia with skin-to-skin

whole body contact and thus less use
of warmers or incubators
[less staff time]
Step 5: Show Education and counselling on Use of volunteer breastfeeding

mothers how to breastfeeding on wards counsellors, if allowed
breastfeed and [nursery staff redeployed for [less staff time for counselling
how to mother/baby support on wards Χ and care]
maintain no extra cost]
lactation even if No group education and counselling
separated Breast milk expression and storage on feeding breast-milk substitutes
[breast milk expression supplies [less staff time and educational
and equipment, refrigerator materials. Individual counselling
space – don’t need breast pumps on
or milk bank] BMS may still be needed for
HIV+ mothers who decide to
replacement feed.]
Use of expressed breast milk rather

than breast-milk substitutes
whenever possible
[less purchase and preparation
of
breast-milk substitutes]
Step 6: Give No free or low-cost supplies of breast- Less or no breast-milk substitutes

newborn milk substitutes
infants no food [purchase of any supplies of BMS No glucose water preparation
or drink other for at least 80% of fair market and use for normal newborns
than breast value] [no staff time for preparation
milk, unless and
medically Loss of general benefits provided by feeding of breast-milk
indicated companies selling breast-milk substitutes.
substitutes Less or no expenditure on
[equipment, supplies, educational bottles
benefits, etc., that had been and teats, breast-milk
provided free of charge] substitutes
and glucose water, electricity,
water, equipment and supplies
for
washing and sterilizing bottles,
mixing breast-milk substitutes,
etc. Some equipment and
supplies may be necessary to

Session 6
Costs or
counsel HIV+ mothers who
decide to replacement feed]
Step 7: On the wards: On the wards:

Practice
rooming-in One-time alteration of physical Nursery space available for other
facilities, if necessary, to allow purposes
rooming-in [space available for alternative
[any costs for physical use; expenses for nursery equipment,
alterations] supplies, upkeep reduced or
eliminated]
Less or no care of infants in nursery

and transporting of newborns from
nursery to postpartum wards
[less staff time]
Fewer or no bassinets or baby cots

[expense for bassinets reduced
or
eliminated]
More mother-to-baby care and

feeding and fewer fussy babies
[less staff time for baby care and
feeding- staff freed for other
duties]
More mother-to-mother care and

assistance
[less staff time for mother care -
staff freed for other duties]
Reduced morbidity and mortality

due to diarrhoeal disease, respiratory
illness, sepsis, meningitis, jaundice
[less staff time and other costs
for
longer hospitalization such as
medical equipment, bed
occupancy,
feeding and care of sick infants,
intravenous fluids, etc.]
6-32 WHO/UNICEF
Costs and savings
Costs or
Step 7: Practice In the neonatal intensive care unit: In the neonatal intensive care unit:
rooming-in
(breastfeeding Breastfeeding mothers of babies in Mothers of babies in special care
mothers of newborn special care unit stay in unit taught to care for own infants
babies in hospital [less staff time required for
newborn [space for mothers= beds, food] infant
special care care in Special Care Unit]
unit encour-
aged to remain Shorter stay of babies in special care
in hospital) unit due to breastfeeding, more care
of infants by mothers, with mothers
learning how to care for infants at
home as well
[less staff time, space, use of
equipment and supplies]
Reduced morbidity and mortality

due to neonatal infection
[less staff time and other costs
for
longer hospitalization]
Lower abandoned babies

[less feeding costs, less staff time
for care and placement of
babies]
Step 8: Fewer fussy babies

Encourage [less staff time]
breastfeeding
on demand
Step 9: Give no Cup-feeding of expressed breast milk No pacifiers or bottles and teats
artificial teats [cups and spoons] (nipples) for breastfeeding infants
or pacifiers to [no pacifiers or bottles and teats
breastfeeding supplied by hospital]
infants
Step 10: Foster Follow-up support for breastfeeding Less illness and fewer visits to
the mothers, such as breastfeeding outpatient department and paediatric
establishment support during postnatal visits, unit due to less breast milk
of lactation clinics, home visits, substitutes and bottle-feeding, less
breastfeeding telephone calls and/or though mother diarrhoeal disease, respiratory
support groups support groups illness, allergy, malnutrition due to
and refer [costs depend on types of support diluted breast milk substitutes, etc.
mothers to provided] [less staff time, less medicine,
them on and
discharge fewer other costs for patient
care]

Session 6
Handout 6.4a
Exercise
The percentage of wages needed to feed
formula to an infant for six months
Calculation:
Brand of formula: ...............................................
Cost of one 500g tin* of formula: .............
Cost of 40 x 500g tins* of formula (amount needed for 6 months): .............
Average (or minimum) wage
1 month: .............
6 months: .............
Cost of 40 x 500g tins formula .............

___________________________ _______ x 100 = ............ %
Average (or minimum) wage ..............
for 6 months
Answer:
To feed a baby on ..................................... formula costs:
............ % of the average (or minimum) wage
*A mother/family needs about 20 Kg of formula to feed her baby for six months. Adapt the
calculations, if necessary. For example, if locally formula is sold in 450 g tins, 44 tins would be
needed for six months.
Adapted from: Breastfeeding Counselling: a Training Course, Trainer’s Guide,

WHO/UNICEF, 1993, pp. 420-421.
6-34 WHO/UNICEF
Costs and savings
Handout 6.4b
Exercise
The percentage of urban and rural wages
needed to feed formula to an infant for six
months
Calculation:
Brand of formula: ....................................................
Cost of one 500g tin* of formula: .............
Cost of 40 x 500g tins* of formula (amount needed for 6 months): .............
Average (or minimum) wage Agricultural Urban
1 month: ................. ................
6 months: ................. ................

____________________________ _______
x 100 = ............ %
Agricultural wage for 6 months ..............

____________________________ _______
x 100 = ............ %
Urban wage for 6 months ..............
Answers:
To feed a baby on ..................................... formula costs ............ % of the agricultural wage
To feed a baby on ..................................... formula costs ............ % of the urban wage
* A mother/family needs about 20 Kg of formula to feed her baby for six months. Adapt the
calculations, if necessary. For example, if locally formula is sold in 450 g tins, 44 tins would be
needed for six months.
Adapted from: Breastfeeding Counselling: a Training Course, Trainer’s Guide, WHO/UNICEF, 1993,
pp. 420-421.

Session 6
6-36 WHO/UNICEF
Session 7
Appraising policies and practices
Objectives
Use the WHO/UNICEF BFHI hospital self-appraisal tool to appraise how well their health
facilities are following the “Ten steps to successful breastfeeding” and on which steps
improvement is needed.
Duration
Introduction: 5 minutes
Completion of Self-appraisal tool (during session or evening before): 15 -25 minutes
Group or individual work to summarize results: 15 minutes
Total: 20-45 minutes during session
Teaching methods
Group or individual work
Course planners and facilitators should decide when this session should be scheduled during the
course. Two options include:
Scheduling the session between Session 6: Costs and savings and Session 8: Developing
action plans on the second day of the course.
Scheduling this session right after Session 3: The Baby-friendly Hospital Initiative on the first
day of the course.
Option one has two advantages. If the session is scheduled for the second day course facilitators
can ask the participants to get together the evening before and fill out the Self-appraisal tool, thus
saving 10-15 minutes in the course schedule and allowing each team to complete the task at its
own pace. In addition, the participants can be asked to develop their Action plans (Session 8) right
after identifying areas needing improvement in their health facilities through this analysis.

Session 7
Option two has the advantage that participants will have analyzed their own hospital policies and
practices through the use of the Self-appraisal tool before they get introduced to the Scientific
basis of the Ten Steps (Session 4) and then work on general strategies for Becoming baby-friendly
(Session 5). Knowing where they “fall short” in implementing the Ten Steps in their own
institutions may motivate them to pay special attention to information that will assist them in
justifying and making the improvements needed.
If option one is selected, decide whether participants will be asked to fill out the Self-appraisal the
previous evening or during the session itself.
Training materials
The BFHI Hospital self-appraisal tool (copy distributed to participants as a handout during Session 3).
References
UNICEF/WHO. Baby-friendly Hospital Initiative, revised, updated and expanded for integrated care:
Section 4: Hospital Self-Appraisal and Monitoring. Geneva, World Health Organization, 2009.
7-2 WHO/UNICEF
Appraising policies and practices
Outline
1. Review the purpose of the WHO/UNICEF Review: 5 minutes

BFHI hospital self-appraisal tool
Briefly review the use of the Hospital self-
Review of the use of the Hospital self-appraisal appraisal tool, reminding the participants of the
tool to assess where each health facility is in the points made during the BFHI presentation in
process of implementing the Ten Steps, what Session 3 and stressing that the results from the
further work is needed to support breastfeeding, self-appraisal will be helpful to consider when
and whether to apply for external assessment. developing action plans for the participants’
health facilities during Session 8.
2. Completion of the Hospital self-appraisal Individual or group work (during session or

Tool evening before): 15 -25 minutes
Completion of the Hospital self-appraisal tool Ask the team or individual from each health
by team or individual from each health facility to complete the Hospital self-appraisal
facility. tool either during the session or the evening
before.
3. Summary of Results Individual or group work: 15 minutes
Preparation of summary of accomplishments After the Hospital self-appraisal tool is

and areas where the health facility needs to completed each group (or individual) should
improve. summarize both its accomplishments and key
areas in which further work is needed to
implement the Ten Steps and fully implement
the International Code. This summary should
be recorded either on transparencies or on flip
chart paper, so that it can be presented during
Session 8, just before the presentation of the
Action plan.
Participants should be encouraged to be as frank

as possible, as the results will help them identify
particular problem areas on which they should
focus, as they develop their own Action plans
during Session 8. If facilitators sense that
participants will worry about divulging their
facilities’ shortcomings, arrangements can be
made to make sure that self-appraisal results
remain confidential, and teams can be asked
only to report “in general” on areas needing
improvement.

Session 7
7-4 WHO/UNICEF
Session 8:
Developing action plans
Objectives
Identify specific changes necessary to ensure that their health facilities are baby-friendly.
Prepare brief action plans for making necessary changes in their health facilities’ policies and
procedures.
Duration
Group or individual work on Action Plans: 1 to 1½ hours.

Presentations and discussion of results from self appraisals and action planning: 1 hour.
Discussion and recommendations for regional coordination: 30-60 minutes (optional).
Total: 2 to 3 hours
(time for presentations and discussion will vary, depending on the number of teams and/or individuals
that will be reporting).
Teaching methods
Group or individual work

Presentations and discussion
Prior to the session, trainers should decide how participants should be grouped for the
preparation of their Action Plans. In general, one plan should be prepared for each health facility
represented at the course. If there are several participants from non-care-giving settings, such as
the Ministry of Health, trainers should work with them to decide whether it would be useful for
them to work with hospital teams or to develop plans focused on their own responsibilities
related to BFHI.
Make sure adequate working space is available for the various teams and/or individuals and that
flipcharts and markers are ready for them to use in preparing summaries of their plans.

Session 8
It is important, before the session, to determine what type of follow-up support will be available
to the teams as they implement their Action Plans after the course and whether progress reports
will be requested and how often. The individual responsible for follow-up (e.g., the national
breastfeeding coordinator or BFHI coordinator) should help lead the discussion following the
presentation of the Action Plans.
In some courses, it may be useful to add some time after the presentation and discussion of
Action Plans for discussing possibilities for regional coordination among the health facilities and
other organizations represented at the course (see item 4 in the session plan.). If this discussion
will be included, adjust the programme schedule to provide the extra time needed.
Training materials
Handouts
8.1: Slide presentation handout for Session 8 (slides 8.2-3)
8.2: Action Plan
8.1: Action plan
8.2-3: Example of a section of an Action Plan
the first handout for this session.
References
WHO. Protecting, promoting and supporting breastfeeding: The special role of maternity services. A
Joint WHO/UNICEF Statement. Geneva, World Health Organization, 1989.
8-2 WHO/UNICEF
Outline
1. Development of an Action Plan for making Group or individual work: 60 minutes

necessary changes
Developing an Action Plan for making Mention that a mini-version of the presentation is
the necessary changes in each health reproduced in Handout 8.1 and included in the
facility is the next step in the planning participants’ folder.
process. The process may include: Briefly review the Action Plan table (slide 8.1).
Reviewing the results of the Self- Pass out two copies of the action plan table
appraisal, problem areas identified (Handout 8.2) to the individual or group from
during the last session, and ideas each health facility. Ask each team to meet and
concerning changes identified by the develop a first draft of its plan, focusing on
team that are needed to make its actions that will improve its facility’s support of
facility baby-friendly. breastfeeding and solve key problems identified
during the Self-appraisal.
Developing the first draft of a brief
Action Plan while still at the course. Mention that the plans can be organized however
most useful, given the types of “actions” being
Discussing the results and potential considered. If a facility is just becoming involved
strategies on return to the team’s in BFHI, it would be useful to consider using the
health care facility, bringing other “20-hour Course” to train clinical staff on
important decision-makers into the implementation of the “Ten Steps” and a shorter
planning process, and reaching a course for non-clinical staff. In other cases only
consensus on actions to be taken. “refresher” training or training for new staff may
The Action Plan table provides a quick be needed. In additional, changes in policies and
way to summarize the main activities that procedures may need to be considered (The
are part of the plan, as well as their Policy Checklist found in Session 3, Handout 3.5,
timing and who is responsible. Annex 1, may be helpful when considering what
Participants from the various health is needed).
facilities may want to use this table to It may be useful for teams to organize the actions
prepare the broad outlines of their plans, or activities by “Steps” or by types of activities,
or use some other format, if it is more such as training, planning sessions, changes in
appropriate for their own setting. policies, changes in procedures, monitoring or
An example of a section of a completed auditing and evaluation, etc.
Action Plan may give participants who If the participants work in facilities with high
have not had much experience with HIV prevalence they should take special care to
planning a better idea of what to put in develop plans that adequately address the
the plans. challenges of providing support to HIV positive
pregnant women, mothers, and their infants. The
handouts provided in Session 5 – HIV may be
quite helpful in providing ideas as they develop
their action plans.
The plans should be written on the blank handout
sheets and then summarized on flipchart paper or
transparencies for presentation during plenary.
The presentation in the plenary should include
both a brief summary of the results from the Self-
appraisal (achievements and steps needing
improvement) and an overview of the proposed
Action Plan. Each team should designate one
representative to present the Self-appraisal

Session 8
results and another to present their plans.

Mention how long each group will have for its
presentation.
If it would be helpful, present an example of a
portion of an Action Plan focused on “Step 1”,
using Slides 8.2-3, to give participants a sense of
what their Action Plans might look like.
Remind the participants that these are only the
first drafts of their plans. The plans can be more
fully developed in collaboration with other
important decision-makers once participants
return to their institutions.
In some courses there may be participants who
do not work in health facilities, for example,
policy-makers from the Ministry of Health or
managers from institutions that finance health
care. Ask these participants to prepare plans as
well, focusing on actions that will support the
BFHI.
2. Self-appraisal and Action Plan Presentations: 50 minutes

presentations
Presentation of overviews of results from Ask each team to present both a brief overview
the Self-appraisal and the main points in of the results from its Self-appraisal and a
the Action Plans the teams have summary of the main aspects of the Action Plan
developed to address improvements it has developed to address improvements
needed. needed. Mention again how much time is
scheduled for each presentation and discussion
and manage the session so that the last groups
presenting are not short changed.
Collect the Self-appraisal and Action Plan
summaries prepared by the teams after their
presentations, make copies and give originals
back to the teams (if flipcharts are prepared, these
sheets can be collected instead). These
summaries can be used to prepare the course
report and to guide those responsible for
providing follow-up support.
3. Discussion of follow-up support Discussion: 10 minutes

Discussion of any plans for follow-up
and supervision, as well as any support Discuss plans for follow-up and supervision as
available, as teams implements their well as any support that will be available and
plans. how it will be coordinated. In addition, discuss
whether progress reports will be requested and, if
so, how often and what format should be used.
8-4 WHO/UNICEF
4. Discussion of regional coordination Discussion: 30-60 minutes

(optional)
Discussion of the possibilities for If considered useful, spend some time before the
regional coordination within the course ends discussing possibilities for regional
Initiative and development of coordination among the health facilities and other
recommendations or agreements organizations represented at the course. The
concerning collaborative activities. BFHI may be strengthened, for example, if all
health facilities agree to follow the Ten Steps and
fully adhere to the International Code. Some
facilities that are farther along in the process may
be able to provide assistance to those just starting
to make changes. Recommendations or
agreements concerning collaborative activities
can be developed.

Session 8
Handout 8.1:

Action Plan Action Plan

Action Timing Responsibility Action Timing Responsibility
Step 1: Policy 2 months Hospital administrator
Appoint a committee with reps after to appoint committee
from prenatal care, L&D, post- return
partum wards and neo-natal from
intensive care to improve course
hospital BF/IF policy. (Include
HIV guidelines.)
Hold annual sessions for all Each Chief nursing officer
maternity staff to orient them to January from maternity
new BF/IF policy services
Include review of BF/IF policy As Staff providing
in orientation for all new staff needed orientation
Action Plan (continued)
Action Timing Responsibility

Post new policy in all After Chief nursing officer
relevant units policy
finalized
Prepare policy summary Same TBD
for mothers, including
pictorial version for non-
literate clients
Distribute policy to all On-going Staff counsellors
women during first
counselling session
Transparency 8.3
8-6 WHO/UNICEF
Handout 8.2
Responsibility
Action Plan
Timing
Action

Session 8
8-8 WHO/UNICEF
This course is an adaptation from WHO course "Promoting breast-feeding
in health facilities: A short course for administrators and policy-makers". It
can be used to orient hospital decisions-makers (directors, administrators,
key managers, etc.) and policy-makers to the Baby-friendly Hospital
Initiative and the positive impacts it can have and to gain their commitment
to promoting and sustaining "Baby-friendly".
The course material includes a Course Guide and eight Session Plans with
handouts and PowerPoint slides. Two alternative session plans and
materials for use in settings with high HIV prevalence have been included.

20 Avenue Appia
1211 Geneva 27
Switzerland
Fax: +41 22 791 41 56

UNICEF
Tel: +1 212 326 7765
ISBN 978 92 4 159497 4

Revised Updated and Expanded
for Integrated Care
SECTION 3
BREASTFEEDING
PROMOTION AND SUPPORT
IN A BABY-FRIENDLY HOSPITAL
A 20-HOUR COURSE FOR MATERNITY STAFF
2009
Original BFHI Course developed 1993
3, Breastfeeding promotion and support in a baby-friendly hospital: a 20-hour course for
maternity staff.

implementation.

ISBN 978 92 4 159495 0 (set)
agreement.
capital letters.

Acknowledgements
Development of the original 18-hour course was a collaborative effort among staff at the United
Nations Children's Fund (UNICEF), the World Health Organization (WHO), Wellstart International, and
Breastfeeding Support Consultants. BEST Services under the leadership of Genevieve Becker,
prepared this course revision for UNICEF and WHO.
BEST Services, 2 Kylemore Park, Taylor’s Hill, Galway, Ireland bestservices@iol.ie

providing Breastfeeding Education Support and Training
Acknowledgement is given to all the health professionals, scientific researchers, field workers, support
groups, families, mothers, and babies who, through their diligence and caring, have contributed to the
course content. Many BFHI national co-coordinators and their colleagues around the world responded
to the initial User Needs survey and gave further input concerning revisions to the course. Extensive
comments were provided by Ann Brownlee, Felicity Savage, Marianne Brophy, Camilla Barrett, Mary
Bird, Gill Rapley, Ruth Bland, Diana Powell, and Nicola Clarke. Reviews of full drafts were provided by
BFHI experts from the various UNICEF regions, including Pauline Kisanga, Swaziland; Ngozi Niepuome,
Nigeria; Meena Sobsamai, Thailand; Azza Abul-fadl, Egypt; Sangeeta Saxena, India; Veronica Valdes,
Chile; Elizabeth Zisovska, Macedonia; Elizabeth Horman, Germany; Elisabeth Tuite, Norway.
Miriam Labbok and David Clark of UNICEF, and Randa Jarudi Saadeh and Carmen Casanovas of the
Department of Nutrition and Health Development and colleagues at the Department of Child and
Adolescent Health and Development, particularly Peggy Henderson, Marcus Stahlhofer and
Constanza Vallenas, WHO, provided technical and logistical support and feedback throughout the
process.
The course materials were field tested in Zimbabwe with a multi-disciplinary group. Support was
provided by the UNICEF and WHO Country Offices, the Ministry of Health and Child Welfare, the course
facilitators, and the staff of Chitungwiza Hospital and Nurse-Midwifery Training School.
These multi-country and multi-organizational contributions were invaluable in helping to fashion a
course designed to address the current needs of countries and their mothers and babies, facing a
wide range of challenges in many differing situations.
In addition to pictures and illustrations from the UNICEF and WHO collections:
Jenny Corkery created the illustrations of the ‘story mothers’.
Photographs were kindly provided by Dr Nils Bergman, Dr Ruskhana Haider,
Barbara Wilson-Clay and Kay Hoover.
WHO/UNICEF BFHI Section 3: Breastfeeding promotion and support in a baby-friendly hospital – 20-hour course 2009
Preface for the BFHI materials:
from dedicated country professionals involved in implementing BFHI. Two of the most
recent were held in Spain, for the European region, and Botswana, for the Eastern and
Southern African region. Both meetings offered recommendations for updating the Global
Criteria, related assessment tools, as well as the “18-hour course,” in light of experience with
BFHI since the Initiative began, the guidance provided by the new Global Strategy for Infant
and Young Child Feeding, and the challenges posed by the HIV pandemic. The importance of
addressing “mother-friendly care” within the Initiative was raised by a number of groups as
well.
feedback from dedicated users, UNICEF and WHO 1 met with the co-authors above 2 and
1.5 Baby-Friendly Expansion and Integration Options
1 Moazzem Hossain, UNICEF NY, played a key role in organizing the multi-country workshops, launching the use of the revised materials.
He and Randa Saadeh, and Carmen Casanovas of WHO worked together with the co-authors to resolve the final technical issues.
2 Miriam Labbok is currently Professor and Director, Center for Infant and Young Child Feeding and Care, Department. of Maternal and
Child, University of North Carolina School of Public Health.
decision-makers, was adapted from WHO course "Promoting breast-feeding in health
facilities a short course for administrators and policy-makers". This can be used to orient
with handouts and PowerPoint Slides. Two alternative session plans and materials for use in
Section 3: Breastfeeding Promotion and Support in a Baby-Friendly Hospital, a 20-hour

3.3 PowerPoint Slides for the Course
external assessors to use to both initially, to assess whether hospitals meet the Global Criteria

and WHO, Nutrition Sections.
SECTION 3
BREASTFEEDING PROMOTION AND SUPPORT
Page
3.1 Guidelines for Course Facilitators

Course objectives 1
Length of the course 2
Preparing for the course 3
Course materials 4
Presentation of the course 6
Annex 1: Course Planning Checklist 8
Annex 2: Example of a course timetable 11
Annex 3: Resources for further information 12
Annex 4: Instruction to make a cloth breast model 17
Annex 5: Assessment of Learning Tools 18
Annex 6: Picture credits 19
Annex 7: Notes for an orientation session for non-clinical staff 20
3.2 Session Outlines
3.3 PowerPoint Slides for the course
Each Section is a separate file and may be downloaded from UNICEF Internet at
http://www.unicef.org/nutrition/index_24850.html, or the WHO Internet at
www.who.int/nutrition
Section 3.1 Guidelines for Course Facilitators 1
3.1 GUIDELINES FOR COURSE FACILITATORS

The original “18-hour” course was widely used and translated into many languages. This
revision takes into account new research on supportive practices as well as the HIV situation.
These are guidelines for experienced course facilitators and are not intended as a word-by-
word course. This course focuses on the application of the health workers’ knowledge and
skills in their everyday practice rather than providing a large amount of theory and research
findings.
The Key Points from this course are:
– Breastfeeding is important for mother and baby.
– Most mothers and babies can breastfeed.
– Mothers and babies who are not breastfeeding need extra care to be healthy.
– Hospital practices can help (or hinder) baby and mother friendly practices.
– Implementing the Baby-friendly Hospital Initiative helps good practices to happen.
Course objectives
The short-term objectives of this course are:
- To help equip the hospital staff with the knowledge and skill base necessary to transform
their health facilities into baby-friendly institutions through implementation of the Ten
Steps to Successful Breastfeeding, and
- To sustain policy and practice changes.
This course is suitable for staff who has contact with pregnant women, mothers and their
newborn infants. The staff may include doctors, midwives, nurses, health care assistants,
nutritionists, peer supporters and other staff. It is also suitable for use in
pre-service training so that students are prepared with the knowledge and skills to support
breastfeeding when they begin work. A hospital may use sections of the course to provide
short in-service sessions for staff on specific topics.
The course by itself cannot transform hospitals, but it can provide a common foundation for
basic breastfeeding management that will lay the basis for change. These health workers in
contact with the women and her child, along with hospital administrators, policy makers, and
government officials will then have the bigger task of ensuring long-term implementation of
appropriate policies that support optimal infant feeding.
On completion of this course, the participant is expected to be able to:
- use communication skills to talk with pregnant women, mothers and co-workers;
- practice the Ten Steps to Successful Breastfeeding and abide by the International Code of
Marketing of Breast-milk Substitutes;
- discuss with a pregnant woman the importance of breastfeeding and outline practices that
support the initiation of breastfeeding;
- facilitate skin-to-skin contact and early initiation of breastfeeding;
- assist a mother to learn the skills of positioning and attaching her baby as well as the skill
of hand expression;
- discuss with a mother how to find support for breastfeeding after she returns home;
- outline what needs to be discussed with a women who is not breastfeeding and know to
whom to refer this woman for further assistance with feeding her baby;
- identify practices that support and those that interfere with breastfeeding;
- work with co-workers to highlight barriers to breastfeeding and seek ways to overcome
those barriers.
2 Section 3.1 Guidelines for Course Facilitators
This course is NOT designed to train trainers to teach courses, to provide training in
on-going support for infant feeding after discharge from the maternity service, to train
specialist workers in assisting with breastfeeding difficulties, to train infant feeding
counsellors working with women who are HIV-positive, or to train administrator’s and those
involved in policy development. There are other specialised courses for those health workers
that give fuller training than this short course can provide such as:
-Breastfeeding Counselling: a training course, WHO/UNICEF (1993).
-HIV and Infant Feeding Counselling: a training course, WHO,UNICEF,UNAIDS
(2000).
-Infant Feeding in Emergencies, Emergency Nutrition Network (ENN) in conjunction
with WHO/UNICEF (2003).
-Integrated Infant Feeding Counselling: a training course, WHO/UNICEF (2005).
-Strengthening and sustaining the Baby-friendly Hospital Initiative: A course for
decision-makers, which forms Section 2 of this updated BFHI package of materials.
Some staff may not have a role in clinical care but would benefit from knowing more about
why breastfeeding is important and how they can help support it. A 15-20 minute session in
Appendix 7 can be used as an orientation to non-clinical staff. It can also be used for new
clinical staff waiting to be scheduled for participating in the full 20-hour course.
Length of the course

The decision to develop the course to 20 hours is based on several factors. It is recognised that
intensive in-service training such as this course necessitates some interruption of clinical care.
The 20 hours may be presented in three intensive days or in shorter segments over a longer
period, whichever is most suitable for the facility. It is intended that every hospital staff
member who has direct patient care responsibility for mothers and babies will attend the
course. It is kept short in anticipation that it will need to be repeated within the same hospital
in order to reach all staff from all shifts.
A 20-hour syllabus allows much of the essential information to be presented. There are 15.5
hours of classroom time focused on skill-oriented training including discussion and pair
practice. The 4.5 hours of clinical practice provides time with pregnant women and new
mothers. A formal opening or closing, if needed, and breaks are not included in the 20 hours.
Additional time needs to be added for the clinical practice if participants must travel from the
classroom to another site where the mothers are available.
The amount of time anticipated for the individual topics within each session is indicated. This
time allows the core material to be presented, however additional time will be needed if there is
additional discussion and debate on the topic. Additional time will be needed for some of the
activities printed in boxes, as indicated. Aim to allow a five-minute break between sessions for
a ‘stretch’ if a longer break is not scheduled for that time.
At the end of the course, participants need to be clear about what action they need to take to
implement the practices and skills into their every day work. Information on developing an
“action plan” is given in the final session. However, additional time will be needed to develop a
detailed plan, which is important for change to occur and be sustained.
If it is possible to arrange more than 20 hours, certain topics could be presented in greater
depth, and more time would be available for discussion. Additional role-play practice would
also be of benefit to the participants.
It is expected that clinical learning will continue with supervision by the more experienced
and knowledgeable hospital staff. This ongoing clinical practice will be essential to providing
continuity of care to breastfeeding mothers and babies and to ensuring the implementation of
the Ten Steps to Successful Breastfeeding.
Preparing for the course

An overall course planning checklist is provided in Annex 1.
Choosing facilitators
Facilitators should be knowledgeable about breastfeeding and health care practices (including
birth procedures) that are baby-friendly. The facilitators should be experienced in presentation
skills and in techniques of assisting learning. At least one of the course facilitators should
have a high level of breastfeeding knowledge so they are able to answer questions and find
further references. The number of facilitators will depend on the number of participants and
the format of the course. Participation in this course does not qualify the person to become a
facilitator for this course.
If this course is given as an intensive three days course, no one facilitator should have primary
responsibility for teaching more than three sessions in a day. Aim for a change of facilitators
frequently - at least for each session. Sessions may be divided with two or more facilitators
taking different sections to provide variety. Each facilitator should have at least one hour of
teaching responsibility daily. One facilitator can do all the teaching if only one session is held
on a single day, as may be likely in hospital in-service training.
In order to learn effectively from the clinical practice and to safe guard the mothers and
babies, there should be sufficient facilitators to supervise the practice. Additional facilitators
may be available if there are skilled staff on the wards or clinic already who can assist. Each
facilitator should ideally have four and no more than six participants to supervise during
clinical practice. If the course is conducted in short sessions over a period in one facility,
clinical practice can be done by a small group of not more than six people with a facilitator at
a time convenient to their work.
Clinical practice requirements

A minimum of four and a half hours of clinical experience forms part of the training course.
The facilitators will need to meet with hospital administration and maternity staff before the
course begins to discuss the best way that each clinical practice can be carried out. Read the
session through carefully to see how it can be conducted effectively in your setting.
Facilitators will need to help the hospital maternity staff decide how to select appropriate
women for participants to talk with, to observe and to assist. It is likely that the nurse or
physician in charge of the maternity ward will work together with the facilitators on this
activity.
It is expected that this course will be used primarily for hospital in-service training, with the
wards easily accessible for clinical practice. The clinical work is an essential part of the
training and the three clinical practices allotted are an absolute minimum. It is anticipated that
course participants will need ongoing supervised clinical practice to ensure that the new
management becomes routine.
Preparing the timetable

Find out what are the best times to conduct the clinical practices and build the classroom
sessions around these visits to the wards/clinics. If there are a large number of participants, it
may be possible to divide the group so that some are talking with pregnant women while other
participants are assisting breastfeeding or hand expression. Ensure the classroom knowledge on
a topic comes before the clinical practice for that topic. For example, to talk to a pregnant woman
about practices that support breastfeeding such as early contact and rooming-in, these sessions
will need to be covered before the clinical practice with pregnant women.
The number of facilitators and their particular skills also needs to be taken into account.
Planning the timetable may mean shifting facilitators or topics around so that no facilitator is
overburdened at the start and unused later.
The timetable may also need to consider when equipment is available, when meal breaks need
to be taken and whether travel time is needed for clinical practices. An example of a timetable
is provided in Annex 2.
Room requirements
The course will need:
- A classroom big enough for the whole group.
- Tables and chairs that can be moved for individual learning activities.
- A blackboard, white board or flipchart (and chalk or markers) in the front of the room
for writing.
- A notice board or wall to display materials and tape or other system for attaching notices
to the wall.
- Easy access to data projector for PowerPoint, extension cords, and screen or suitable
wall or equipment to produce colour printed overhead transparencies
- 2-3 large tables to hold the projector, display materials and for the facilitator’s use;
- Simple room-darkening arrangements.
Course materials
Facilitator’s materials
- Session Outlines containing the points to be covered for each topic and illustrations
where relevant.
- PowerPoint containing the pictures and illustrations. Colour printouts or transparencies
of the PowerPoint can be made if PowerPoint is not available.
- Annex 3: Resources for Further Information, which includes web sites for further
information and resource materials.
- Section 4.1, which includes the Hospital Self-Appraisal Tool is a separate document in
the set of Baby-friendly Hospital Initiative materials.
Other teaching aids

- Dolls. Choose or make dolls that range in size from newborn to a few months old. At
least one doll is needed for each group of 3-4 participants.
- Cloth breast model. See Annex 4 for instructions on how to make a breast model. At
least one breast is needed for each group of 3-4 participants.
The one to two page summaries of each session can be used as a Participants’ Manual if
required. Participants are not expected to need to take extensive notes.
Session Outlines
The cover page for each session sets out:

- The learning objectives for the session, which are numbered as section headings.
- The overall time allocated for the session.
- Any additional materials or preparation the facilitator will need for the session.
- A list of Further Reading for the facilitators. The items listed can be downloaded from
the Internet unless stated otherwise. Details of the web sites are in Annex 3. Additional
material may be available from local UNICEF or WHO offices.
Teaching outline
Topics are listed under each main heading. To the left of the main heading is the objective
number that corresponds with the topic. To the right of the main heading is the time suggested
for teaching that topic. Class activities appear in boxes. Facilitators are expected to check the
material is still suitable and up-to-date before each session.
Knowledge check
A knowledge check appears at the end of each session. Participants can be asked to complete
each test in their own time, in pairs or in groups. Facilitators may offer to review any material
that is still unclear. If facilitators wish, and if time allows, the knowledge check may be used
for class discussion. When preparing the session, facilitators should review these knowledge
checks and prepare possible answers. Answers to the questions are generally provided in the
text for that session.
Session summary
At the end of each session is a short summary of the main points. The summary may be given
to participants at the start of the session so that the participants can refer to this page and add
additional notes if needed. The summaries may be photocopied for use outside the course.
Additional information section

The core material in each session aims to cover the practice situations for the majority of
participants. The facilitator may want additional information to answer questions or to cover a
topic in greater depth. Presenting this additional information is not included in the session
time.
Language of the course

The course can be translated into the native language of the country, but should always be
reviewed by one or more people qualified in lactation management to ensure accuracy of the
information provided.
Assessment of learning
A self-assessment of learning tool is included in Annex 5. This can be used as a
post-test; or to assist the participants to continue to develop their knowledge and skills; or to
assess if a new staff member has adequate knowledge and skill from a previous employment
or training. This tool can be modified so the facilitator can assess the learning as well as the
participant’s self-assessment.
Presentation of the course

Interactive facilitation
The session outline provides the key points to include in each section. It is best if the
facilitator does not read all the points word by word as a lecture but uses a more interactive
style:
- The facilitator can ask participants a question that will lead into a section – for example,
“How might birth practices affect breastfeeding?” Let participants comment first and
then present the points in the text for this section.
- The facilitator can ask about their experiences to also involve participants - “When do
women in this area have an antenatal discussion about feeding their baby”?
- It can be helpful to ask a question after the key points have been presented, - “How do
you think this practice would work here?”
- Help participants to relate theory to practice, - “If a mother came to you with sore
nipples, what might you watch for when you observe the baby feeding?”
- If you want participants to study a picture and comment on it, keep silent for a moment
to give them time to think.
Keep in mind that the time is very limited and ensure the discussions are relevant to the topic,
brief, and helpful to the group. Concentrate on covering the topics that apply to most women
rather than spending a long time discussing unusual or rare situations.
If participants are looking for more information, direct them to the Further Reading materials,
or encourage them to attend a more specialist course as listed earlier.
Babies are both male and female, therefore the phrase "she or he," is used when the baby is
referred to in this course. Facilitators do not need to say she or he each time, they are encouraged
to use “she” sometimes and “he” sometimes for the baby as they facilitate the course. In the
story, one baby is a boy and one baby is a girl, therefore he or she is used depending on which
baby is referred to.
Discussions
These discussions give an opportunity for participants to share ideas and raise questions. The
facilitator will need to guide the discussion and keep participants focused. If one participant
dominates discussion, the facilitator will need to intervene. If the facilitator dominates, it
becomes a lecture or question-and-answer session, and is not a discussion.
Working in small groups gives participants an opportunity to share ideas and experiences.
These small group discussions are very important for changing attitudes, not just to share
facts. Facilitators can rotate from group to group to ensure the information shared supports
baby-friendly practices. In general, do not spend time reporting back from the groups,
especially if all groups were discussing the same topic.
Each group should have a reporter who summarizes the main points and questions on a large
card or sheet of paper to post for all to see. The facilitator can provide relevant information as
the course continues and discuss the questions raised.
Pair practice
Pair practice allows participants to practice communication skills with one another. Let
participants choose their own partners or mix participants so that they have an opportunity to
work with different people. If someone ends up alone, a facilitator can pair with the extra
person. In addition to the activities identified as pair practice, this technique can be used with
any of the Case Studies.
Role plays
When facilitators use role-plays and demonstrations as a learning tool, they should rehearse
the general direction of the role-play before the session. As an alternative, selected
participants can be asked to participate in a role play/demonstration with a facilitator. Role
play/demonstrations should be informal, small dramas that take only a few minutes. Role
play/demonstrations can be used to stimulate discussion, to model certain kinds of interaction,
and to introduce a case study for further role playing between participants.
Role plays and demonstrations are suggested at several points throughout the course.
However, it is hoped that individual facilitators will utilise their own teaching skills and
talents to present material in creative ways. Have fun with role plays, and provide as many
opportunities as possible for participants to join in.
Case studies
The case studies present a situation that the participants are asked to discuss or to use as the
basis for a role-play. Participants may want to adapt their case study to fit particular national,
cultural, or management situations. Names and character details can easily be changed. If
class time does not permit the use of a case study, participants may be asked to do a
homework assignment based on it.
Forms
Forms are used for activities in several sessions. One copy of each form is provided at the end
of the session plan where it will be used. The necessary number of copies can be made for the
session so that every person has one form. The forms may also be copied for clinical use
outside the course.
Illustrations
Illustrations are referred to within the outlines. They may be used to make overhead
transparencies or flipcharts if the PowerPoint is not available.
Photographs and illustrations
While topics may be presented without the use of PowerPoint slides, they are helpful whenever
possible. The facilitator should explain what the participants are to look for in the picture.
Participants can be asked to come to the front of the room to point out what they see in a
picture. Where electricity and room darkening are available only in the evenings, scheduling of
topics will need to be adjusted. If PowerPoint is not available, the pictures can be printed,
preferably in colour, for the participants to look at as a group.

If the course is held where there is a high rate of HIV infection among pregnant women, and
participants’ knowledge on mother-to-child transmission of HIV is limited, additional
information related to HIV may be provided as additional sessions. Sessions from HIV and Infant
Feeding Counselling: a training course, UNAIDS/WHO/UNICEF (2000) or Integrated Infant
Feeding Counselling: a training course, WHO/UNICEF (2005) can be used to provide
information on:
-Basic facts on HIV and on Prevention of Mother-to-Child Transmission (PMTCT).
-Testing and counselling for HIV.
-Locally appropriate replacement-feeding options.
Risks of “spill over” of replacement feeding to the general population.
Annex 1: Course Planning Checklist
Initial planning
1. Visit the health facility that you will use for clinical practices.
_ Confirm the hours during which it is possible to talk with pregnant women and new
mothers. If you plan to visit more than one facility at each practice time, it is
important to make sure they are available at the same time. Each participant will
need to talk with at least one pregnant women and one breastfeeding mother. For
example, in a course with 12 participants, there would need to be at least 20 pregnant
women at the antenatal clinic and/or antenatal in-patient ward or waiting mother
facility, to provide sufficient women to talk to allowing for some women to be
unwilling to talk.
2. Choose a classroom site. Ideally, this should be at the same site as the clinical practice
sites. Make sure that the following are available:
_ Easy access from the classroom to the area for the clinical practice.
_ A large room that can seat all participants and facilitators for sessions, including
space for guests invited to opening and closing ceremonies. There should be space
for a group of four participants and a facilitator to sit at a table.
_ For the facilitators’ preparation day before the participants’ course, you will need one
classroom that can accommodate 8 people.
_ Adequate lighting and ventilation, and wall space to post up large sheets of paper in
each of the rooms.
_ At least one table for each group of 4 participants and additional table space for
materials.
_ Freedom from disturbances such as loud noises or music.
_ Arrangements for providing refreshments.
_ Space for at least one clerical or logistic support staff during participants’ course.
_ A place where supplies and equipment can be safely stored and locked up if
necessary.
_ When you have chosen a suitable site, book the classroom space in writing and
subsequently confirm the booking some time before the course, and again shortly
before the course.
_ Confirm the times of the clinical practice visits with the clinical sites.
_ Make arrangements for transporting participants and facilitators to the clinical
practice site.
3. Decide exact dates of the course and prepare a timetable.
_ Decide the course schedule, for example, a whole course on consecutive days or 1-
day each week.
_ Allow 1 day for the preparation of facilitators.
_ Allow 3 days for the course for participants.
_ Course Director available 1-2 days before the facilitators’ preparation session, as
well as during all of the facilitators’ preparation session and the course itself.
_ If the clinical practice site is a different venue than the classroom you need to allow
extra time to travel to and from the clinical practice site.
_ Ideally allocate no more than 6.5 teaching hours per day with meal and break times
in addition.
_ Prepare the course timetable allocating clinical practice times, classroom times, and
meal and break times.
_ If participants have long distance to travel, consider a later start on Day 1 and an
early finishing time on Day 4, if the course is held on consecutive days.
_ If there will be a formal opening or closing ceremony include these in the timetable
so that these events do not take time away from the course sessions.
4. Choose lodging for the participants and facilitators if needed. If lodging is at a different site
from the course, make sure that the following are available:
_ Reliable transportation to and from the course site.
_ Meal service convenient for the course timetable.
_ When you have identified suitable lodging, book it in writing and subsequently
confirm the booking some time before the course, and again shortly before the
course.
5. Select and invite facilitators. It is necessary that:
_ Facilitators are experienced in course facilitation and are knowledgeable about
breastfeeding and health care practices that are baby-friendly.
_ Facilitators are able and willing to attend the entire course, including the preparatory
day before the course.
_ Facilitators receive materials at least three weeks before the start of a course so they
have an opportunity to read them.
_ There is at least one facilitator per 4 participants during the clinical practice visits.
Additional facilitators may be available if there are skilled staff on the wards or
clinic who can assist.
6. Identify suitable participants, and send them letters of invitation stating:
_ The objectives of the training and a description of the course.
_ The desired times of arrival and departure times for participants.
_ That it is essential to arrive in time and to attend the entire course.
_ Administrative arrangements, such as accommodation, meals, and payment of other
costs.
7. Arrange to send travel authorisations to facilitators, course director, and participants.
8. Arrange to send materials, equipment, and supplies to the course site.
9. Invite outside speaker for opening and closing ceremonies, if needed.
Arrangements a week before the course begins

10. Confirm arrangements for:
_ Lodging for all facilitators and participants.
_ Classroom arrangements.
_ Daily transportation of participants from lodgings to classroom and to and from
clinical practice sites.
_ The clinical practice site and that facility staff are briefed on the visits
_ Meals and refreshments.
_ Opening and closing ceremonies with relevant authorities. Check that invited guests
are able to come.
_ A course completion certificate (if one will be given) and when a group photograph
will be taken in time to be developed before the closing ceremony. (optional).
_ Arrangements for typing and copying of materials during the course (for example,
timetables, lists of addresses of participants and facilitators).
11. Arrange to welcome facilitators and participants at the hotel, airport, or railway/bus
station, if necessary.
12. Ensure course materials, supplies, and equipment, are available and ready to be delivered
to the course site.
Actions during the course

13. After registration, assign groups of 4 participants to one facilitator. Post up the list of
names where everyone can see it.
14. Provide all participants and facilitators with a Course Directory, which includes names
and addresses of all participants, facilitators, and the Course Director.
15. Arrange for a course photograph, if desired, to be taken.
16. Prepare a course completion certificate for each participant.
17. Make arrangements to reconfirm or change airline, train, or bus reservations and
transportation to stations for facilitators and participants, if necessary.
18. Allocate a time for payment of per diem and for travel/lodging arrangements that does
not take time from the course.
Add any other points you need to check:
Equipment list:
_ Data projector and laptop for PowerPoint, extension cord, and screen or suitable flat white
wall, or equipment to produce colour printed overhead transparencies and an overhead
projector.
_ Dolls. Choose or make dolls that range in size from newborn to a few months old. At least
one doll is needed for each group of 3-4 participants.
_ Cloth breast model. See Annex 3 for instructions on how to make a breast model. At least
one breast is needed for each group of 3-4 participants.
_ Pens, pencils, erasers, and paper for the participants and facilitators.
_ A blackboard, white board or flipchart (and chalk or markers).
_ Flip chart paper and means to attach sheets to the wall, markers.
Annex 2: Example of a Course Timetable – held over 3 days

Time for core material is indicated, not including additional information sections or optional
activities. Arrange clinical practices first and then fit the classroom sessions around these
practices.
Day 1
8.30-8.45 Welcome (allow extra time for a formal opening, if desired) 15 minutes
8.45-9.15 Session 1: BFHI: a part of the Global Strategy 30 minutes
9.15-10.15 Session 2: Communication skills 60 minutes
10.15-10.30 Break 15 minutes
10.30-12.00 Session 3: Promoting breastfeeding during pregnancy – Step 3 90 minutes
12.00-12.45 Session 4: Protecting breastfeeding 45 minutes
1.45-3.00 Session 5: Birth practices and breastfeeding – Step 4 75 minutes
3.15-4.00 Session 6: How milk gets from breast to baby 45 minutes
4.00-4.30 Session 7: Helping with a breastfeed – Step 5 – sections 1-3 30 minutes
4.30-4.45 Summary of the day and any questions 15 minutes
Day 2
8.30-9.30 Session 7: Helping with a breastfeed – Step 5 – sections 4-7 60 minutes
9.30-10.00 Break (extra time if needed for clinical practice movement) 30 minutes
10.00-12.00 Clinical practice 1: observing and assisting breastfeeding 120 minutes
12.00-1.00 Session 8: Practices that assist breastfeeding – Steps 6, 7, 8 and 9 60 minutes
2.00-2.45 Session 9: Milk supply 45 minutes
2.45-3.30 Session 10: Special infant situations 45 minutes
3.45-4.45 Session 11: If baby cannot feed at the breast – Step 5 60 minutes
Day 3
8.30-9.30 Session 12: Breast and nipple concerns 60 minutes
9.30-10.30 Clinical practice 2:discussing breastfeeding with pregnant women 60 minutes
10.30-11.15 Break (extra time if needed for clinical practice movement) 45 minutes
11.15-12.45 Clinical practice 3: observing hand expression and cup feeding 90 minutes
1.45-2.30 Session 13: Maternal health concerns 45 minutes
2.30-3.45 Session 14: On-going support for mothers – Step 10 75 minutes
3.55-4.30 Session 15: Making your hospital Baby-friendly 35 minutes
4.45-5.00 Closing (allow extra time for a formal closing, if desired) 15 minutes
Annex 3: Resources for further information

Web sites:
Remember – web sites change frequently. Search for the key words ‘BFHI’, baby-friendly, and
breastfeeding in the sites search engine, and look under Resources, Publications and Links within the
web site.
To download a PDF file without opening it, right click your mouse, then ‘Save Target As’ and file it in
a suitable directory with a recognisable name.
Adobe Reader is free and can be downloaded from most sites that have PDF files or from
http://www.adobe.com./
UNICEF Headquarters. Additional materials may also be available from Country Offices For
more information on UNICEF’s work on infant and young child feeding support of country efforts to
implement the targets of the Innocenti Declaration and the Global Strategy for Infant and Young Child
Feeding , or on the Baby-friendly Hospital Initiative as a whole, and to download copies as materials are
updated, please refer to http://www.unicef.org/nutrition/index_breastfeeding.html
WHO Headquarters. Additional materials may also be available from Regional Offices
Documents listed may be downloaded unless stated otherwise.
Nutrition for Health and Development (NHD)

World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland
Fax: +41 22 971 41 56, e-mail: nutrition@who.int
http://www.who.int/nutrition/publications/infantfeeding/en/index.html
Department of Child and Adolescent Health and Development (CAH)
20 Avenue Appia, 1211 Geneva 27, Switzerland
Fax: +41-22 791 4853, e-mail: cah@who.int
http://www.who.int/child_adolescent_health/documents/en/
WHO/UNICEF. Global Strategy for Infant and Young Child Feeding. Geneva, World Health Organization.
2002. Available in English, Arabic, Chinese, French, Russian, Spanish.
WHO/LINKAGES. Infant and Young Child Feeding. A tool for assessing national practices, policies
and programmes. Geneva, World Health Organization. 2003.
International Code of Marketing of Breast-milk Substitutes. Geneva, World Health Organization,
1981. Available in English and French
The International Code of Marketing of Breast-milk Substitutes. A common review and evaluation
framework. 1996. Geneva, World Health Organization, 1996.
The International Code of Marketing of Breast-milk Substitutes: summary of action taken by WHO
Member States and other interested parties, 1994-1998. 1998.
Infant formula and related trade issues in the context of the International Code paper. Geneva, World
Health Organization.
Follow-up formula in the context of the International Code paper. Geneva, World Health
Organization.
The Innocenti Declaration: Progress and achievements, Parts I, II and III. Weekly Epidemiological
Record, 1998, 73(5):25-32, 73(13):91-94 and 73(19):139-144.
Diet, Nutrition and the Prevention of Chronic Diseases. Report of a Joint WHO/FAO Expert
Consultation. Geneva, World Health Organization Technical Report Series, No. 916.
Nutrient requirements for people living with HIV/AIDS. Report of a technical consultation. World
Health Organization, Geneva, 13–15 May 2003.
Feeding and Nutrition of Infants and Young Children. Guidelines for the WHO European Region, with
Emphasis on the Former Soviet Countries. WHO Regional Publications, European Series No. 87.
http://www.euro.who.int/InformationSources/Publications/Catalogue/20010914_21#Feeding_feedi
ng
Infant Feeding in Emergencies. (English and Russian)WHO European Office 1997
http://www.euro.who.int/document/e56303.pdf
WHO/UNICEF. Implementing the Global Strategy for Infant and Young Child Feeding: Report of a
technical meeting, Geneva, 3-5 February 2003. Geneva, World Health Organization, 2003.
Evidence for the Ten Steps to Successful Breastfeeding. Geneva, World Health Organization, 1999.
Available in English, French and Spanish.
Butte, NF; Lopez-Alarcon MG and Garza C. Nutrient adequacy of exclusive breastfeeding for the
term infant during the first six months of life. Geneva, World Health Organization, 2002.
The optimal duration of exclusive breastfeeding. Report of an expert consultation. Geneva, World
Kramer MS, Kakuma R and WHO.The optimal duration of exclusive breastfeeding. A systematic
review. Geneva, World Health Organization, 2001.
Complementary feeding: Report of the Global Consultation, and Summary of Guiding Principles for
complementary feeding of the breastfed child. Geneva, World Health Organization, 2003.
Guiding principles for complementary feeding of the breastfed child. WHO, PAHO, 2004.
Available in English, French and Spanish.
Complementary feeding of young children in developing countries: A review of current scientific
knowledge. Geneva, World Health Organization, 1998.
WHO/UNICEF. Breastfeeding and maternal medication: Recommendations for drugs in the eleventh
WHO model list of essential drugs .Geneva, World Health Organization, 2002.
Breastfeeding and maternal tuberculosis UPDATE, N 23 February 1998. Geneva, World Health
Organization, 1998.
Breastfeeding and the use of water and teas UPDATE, No. 9 November 1997. Geneva, World Health
Organization, 1997.
Not enough milk UPDATE, No. 21 March 1996. Geneva, World Health Organization, 1996.
Hepatitis B and breastfeeding UPDATE, No. 22 November 1996. Geneva, World Health
Organization, 1996.
Persistent diarrhoea and breastfeeding. Geneva, World Health Organization, 1997.
Mastitis. Causes and management. Geneva, World Health Organization, 2000. Available in English,
Bahasa, French, Russian, Spanish.
Relactation. A review of experience and recommendations for practice. Geneva, World Health
Organization, 1998. Available in English, French, Spanish.
Hypoglycaemia of the newborn. Review of the literature. Geneva, World Health Organization, 1997.
WHO/UNICEF. Breastfeeding counselling: A training course. Geneva, World Health Organization,
1993. Available in English, French, Russian, Spanish.
HIV and Infant Feeding: Framework for Priority Action. Geneva, World Health Organization, 2003.
Available in Chinese, English, French, Portuguese, Spanish.
HIV transmission through breastfeeding. A review of available evidence. Geneva, World Health
Organization, 2004.
WHO, UNICEF, UNAIDS and UNFPA.HIV and Infant Feeding. Guidelines for decision-makers.
Geneva, World Health Organization, 2004. Available in English, French, Spanish.
WHO, UNICEF, UNAIDS and UNFPA. HIV and Infant Feeding. A guide for health-care
managers and supervisors. Geneva, World Health Organization, 2004. Available in English,
French, Spanish.
Thomas E, Piwoz E, WHO. HIV and infant feeding counselling tools. Geneva, World Health
Organization, 2005. Available in English, French, Spanish.
Department of Reproductive Health and Research (RHR),

World Health Organization, 1211 Geneva 27, Switzerland
Fax: + 41 22 791 4189, e-mail: reproductivehealth@who.int
http://www.who.int/reproductive-health/publications/index.htm
Pregnancy, childbirth, postpartum and newborn care - a guide for essential practice Geneva, World
Kangaroo Mother Care - a practical guide. Geneva, World Health Organization,2003. Available in
English, French, Spanish.
Health aspects of maternity leave and maternity protection. Geneva, World Health Organization,
2000.
Statement on the effect of breastfeeding on mortality of HIV-infected women, 7 June, 2001. Geneva,
BFHI around the world

Æ Australia: http://www.bfhi.org.au/
Æ Canada (English and French): http://www.breastfeedingcanada.ca/
Æ Belgium: http://www.vbbb.be/
Æ France: http://www.coordination-allaitement.org/L%27IHAB.htm
Æ Germany: http://www.stillfreundlicheskrankenhaus.de/home.html
Æ Ireland: http://www.ihph.ie/babyfriendlyinitiative/index.htm
Æ Italy: http://www.mami.org/
Æ Netherlands: http://www.borstvoeding.nl/default.asp
Æ Switzerland: http://www.allaiter.ch/
Æ New Zealand: http://www.babyfriendly.org.nz/
Æ United Kingdom: http://www.babyfriendly.org.uk/
Æ USA: http://www.babyfriendlyusa.org/
WHO- Western Pacific Region:

http://www.wpro.who.int/health_topics/infant_and_young_child_feeding/general_info.htm
WHO European Office: http://www.euro.who.int/nutrition/Infant/20020730_1
Statistics on BFHI worldwide March 2002:
http://www.unicef.org/nutrition/files/nutrition_statusbfhi.pdf
Organisations, some with Protocols and Policies:
Academy of Breastfeeding Medicine (ABM) is a worldwide organization of physicians dedicated to
the promotion, protection and support of breastfeeding and human lactation.
Web site: http://www.bfmed.org/
ABM Protocols include:
Hypoglycemia (English) Hypoglykämie (German) Hipoglucemia (Spanish)
Going Home/Discharge (English) Alta (Spanish)
Supplementation (English) Alimentación suplementaria (Spanish)
Mastitis (English) Mastitis (Spanish)
Peripartum BF Management (English) Manejo en el Periparto de la Lactancia (Spanish)
Cosleeping and BF
Model Hospital Policy
Human Milk Storage Information
Galactogogues
Breastfeeding the Near-term Infant
Neonatal Ankyloglossia
Transitioning from the NICU to Home

Established in 1996, the Coalition for Improving Maternity Services (CIMS) is a collaborative effort
of numerous individuals and more than 50 organizations representing over 90,000 members. Their
mission is to promote a wellness model of maternity care that will improve birth outcomes and
substantially reduce costs. http://www.motherfriendly.org/
The Cochrane Collaboration is an international non-profit and independent organisation, dedicated
to making up-to-date, accurate information about the effects of health care readily available
worldwide. It produces and disseminates systematic reviews of healthcare interventions and promotes
the search for evidence in the form of controlled trials and other studies relevant to health care.
Reviews related to breastfeeding are included. http://www.cochrane.org/
Emergency Nutrition Network (ENN) The Emergency Nutrition Network aims to improve the
effectiveness of emergency food and nutrition interventions by providing a forum for the exchange of
field level experiences between staff working in the food and nutrition sector in emergencies
strengthening institutional memory amongst humanitarian aid agencies working in this sector helping
field staff keep abreast of current research and evaluation findings relevant to their work better
informing academics and researchers of current field level experiences, priorities and constraints
thereby leading to more appropriate applied research agendas. http://www.ennonline.net/
European Union Project on Promotion of Breastfeeding in Europe, Protection, promotion, and
support of breastfeeding in Europe: a blueprint for action. European Commission, Directorate Public
Health and Risk Assessment, Luxembourg, 2004. Available in many European languages
http://ec.europa.eu/health/ph_projects/2002/promotion/promotion_2002_18_en.htm
IBFAN - the International Baby-Food Action Network - consists of public interest groups working
around the world to reduce infant and young child morbidity and mortality. IBFAN aims to improve
the health and well being of babies and young children, their mothers and their families through the
protection, promotion and support of breastfeeding and optimal infant feeding practices. Publications
(not all can be downloaded) include Protecting Infant Health: A Health Workers’ Guide to the
International Code of Marketing of Breastmilk Substitutes, available in a variety of languages, and The
Code Handbook: A Guide to Implementing the International Code of Marketing of Breastmilk
Substitutes. http://www.ibfan.org/site2005/Pages/index2.php?iui=1
International Board of Lactation Consultant Examiners (IBLCE) are the certifying agency for
International Board Certified Lactation Consultants, offering an internationally recognised
examination each year at sites around the world. http://www.iblce.org/
International Lactation Consultant Association (ILCA) is the professional association for
International Board Certified Lactation Consultants (IBCLCs) and other health care professionals who
care for breastfeeding families. Their vision is a worldwide network of lactation professionals. Our
mission is to advance the profession of lactation consulting. http://www.ilca.org/
The materials on the site include:
Evidence-Based Guidelines for Breastfeeding Management during the First Fourteen Days (1999)
Translated into: Albanian, German, Lithuanian, Macedonian, and Serbian.
Position paper on HIV and Infant Feeding (Revised 2004).
Position paper on Infant Feeding (Revised 2000).
Position paper on Infant Feeding in Emergencies (2005).
Position paper on Breastfeeding, Breast Milk and Environmental Contaminants (2003).
Kangaroo Mother Care web site has downloadable resources on the research supporting Kangaroo
Mother Care and experiences of implementing this practice. http://www.kangaroomothercare.com/
La Leche League International (LLLI) is a volunteer mother to mother support organisation.
Materials, translations and links to groups around the world. http://www.llli.org//
LINKAGES is a USAID-funded program providing technical information, assistance, and training to

organizations on breastfeeding, related complementary feeding and maternal dietary practices, and the
lactational amenorrhea method - a modern postpartum method of contraception for women who
breastfeed. Linkages Project. http://www.linkagesproject.org/
Exclusive Breastfeeding: The Only Water Source Young Infants Need - Frequently Asked Questions.
Languages Available: English (2004), French (2004), Spanish, Portuguese (2002).
Community-Based Strategies for Breastfeeding Promotion and Support in Developing Countries.
Languages Available: English (2004).
Infant Feeding Options in the Context of HIV. Languages Available: English (2004).
Mother-to-Mother Support for Breastfeeding- Frequently Asked Questions. Languages Available:
English (2004), French (1999), Spanish (1999).
World Alliance for Breastfeeding Action (WABA) was formed on 14 February, 1991. WABA is a
global network of organizations and individuals who believe breastfeeding is the right of all children
and mothers and who dedicate themselves to protect, promote and support this right. WABA acts on
the Innocenti Declaration and works in liaison with UNICEF. http://www.waba.org.my/
Wellstart International's mission is to advance the knowledge, skills, and ability of health care
providers regarding the promotion, protection, and support of optimal infant and maternal health and
nutrition from conception through the completion of weaning.
http://www.wellstart.org/
Searching for journal references
A university or other health training institute library, ministry of health library or health NGO library
may be able to assist with finding references.
Medline-National Library of Medicine: http://www.ncbi.nlm.nih.gov/sites/entrez
EMBASE: http://www.embase.com/
Google are developing a free web searcher that searches research journals on open access.
http://scholar.google.com/
The publishers of most of the journals have a searchable web site where the abstract and sometimes
the full text of an article can be viewed or downloaded.
Example, Journal of Human Lactation. http://jhl.sagepub.com/
There are additional Committees, National Authorities and other useful sources of information that
may be identified by a local UNICEF or WHO office.
If your committee would like to be listed, please let UNICEF know by email: Subject line: Attn.
Nutrition Section at: pdpimas@unicef.org
Annex 4: Instructions to make a cloth breast model

Use two socks: one sock in a light brown or other colour resembling skin to show the outside
of the breast, and the other sock white to show the inside of the breast.
Skin-colour sock
Around the heel of the sock, sew a circular
running stitch (= purse string suture) with a
diameter of 4 cm. Draw it together to 1½
cm diameter and stuff it with paper or other
substance to make a "nipple". Sew a few
stitches at the base of the nipple to keep the
paper in place.
Use a felt tip pen to draw an areola around
the nipple.
White sock
On the heel area of the sock, use a felt tip
pen to draw a simple structure of the
breast: alveoli, ducts, and nipple pores.
Be sure the main ducts will be in the
areola area.
Putting the two socks together

Stuff the heel of the white sock with
anything soft. Hold the two ends of the
sock together at the back and form the
heel to the size and shape of a breast.
Various shapes of breasts can be shown.
Pull the brown sock over the formed
breast so that the nipple is over the pores.
Making two breasts

If two breasts are made, they can be worn over clothing to demonstrate positioning and
attachment. Hold them in place with an old nylon stocking tied around the chest. The correct
position of the fingers for hand expression and massage can also be demonstrated.
Annex 5: Assessment of Learning Tools
PARTICIPANT END OF COURSE ASSESSMENT
Please answer the following questions. Your answers will help us improve this course. Thank you.
1. On completion of this course: (please put a X in the chosen column)
I am I am I am
NOT partly fully
able to able to able to
Discuss with a pregnant woman at least:
2 reasons why breastfeeding is important for babies
2 reasons why breastfeeding is important for mothers
4 practices that support the initiation of breastfeeding
Help mothers and babies to have:
skin-to-skin contact immediately after birth
an early start of breastfeeding
Assist a mother to learn the skills of:
positioning and attaching her baby for feeding
hand expression of her milk
Discuss with a mother how to find support for feeding
her baby after she leaves the maternity unit
List what needs to be discussed with a women who is
not breastfeeding and know to whom to refer this
woman for further assistance with feeding her baby (if
you are not trained in HIV Infant Feeding Counselling)
Identify practices in your facility that support and those
that interfere with breastfeeding
Work with co-workers to highlight barriers to
breastfeeding and seek ways to overcome those barriers
Follow the Ten Steps to Successful Breastfeeding
Abide by the International Code of Marketing of Breast-
milk Substitutes
2. Overall I would rate this course as: Excellent Good Poor
3. The educational level of these materials is: Too simple Suitable Too difficult
4. Participant’s self-evaluation
The work I did during this course was: Too much Suitable Very little
I learned from this course: Very much Moderate Very little
5. What have you learned from this course that would be most useful in your work with pregnant
women, new mothers, and newborn infants?
________________________________________________________________________
________________________________________________________________________
Your comments are very important to us. Please write any additional comments or observations that you
have about the training, including suggestions for improvements, on the back. Thank you.
Annex 6: Picture credits

Cover image “Maternity”, 1963, © 2003 Estate of Pablo Picasso/Artists Rights Society (ARS), New
York
Slide 3/1: Original illustration by Jenny Corkery, Dublin, Ireland
Slide 5/1: ©UNICEF C107-2
Slide 5/2: UNICEF/HQ92-0369/ Roger Lemoyne, Thailand
Slide 5/3: Dr Nils Bergman, Cape Town, South Africa
Slide 6/1: Adapted from Breastfeeding Counselling: a training course, WHO/CHD/93.4,
UNICEF/NUT/93.2
Slide 6/2: Breastfeeding Counselling: a training course, WHO/CHD/93.4, UNICEF/NUT/93.2
Slide 7/2: adapted from Integrated Infant Feeding Counselling: a training course, WHO/UNICEF
(2005)
Slide 7/6: UNICEF/HQ91-0168/ Betty Press, Kenya
Slide 10/3: UNICEF/HQ93-0287/ Roger Lemoyne, China
Slide 10/4: UNICEF/HQ92-0260/ Lauren Goodsmith, Mauritania
Slide 10/6: Kay Hoover and Barbara Wilson-Clay, from The Breastfeeding Atlas
Slide 11/1: ©UNICEF 910164F
Slide 11/2: Promoting breastfeeding in health facilities: A short course for administrators and policy
makers WHO/NUT/96.3, Wellstart International
Slide 11/3: Dr Ruskhana Haider, Dhaka, Bangladesh
Slide 13/1: Institute for Reproductive Health, Georgetown, Washington, DC
Slides 15/1-15/6: Originally developed by Genevieve Becker for BFHI in Ireland
Annex 7: Notes for an orientation session for non-clinical staff
Target audience: staff that do not have clinical responsibility for assisting breastfeeding. This
may include clerical workers, catering staff, cleaners, laboratory staff, storeroom, porters or
other staff.
Time: 15 to 20 minutes
Objectives: At the end of this session, participants will be able to:

Indicate where a copy of the facilities breastfeeding/infant feeding policy can be found;
List two reasons why supporting breastfeeding is important;
List two practices in the facility that support breastfeeding;
List two things that they can do (or avoid doing) as part of their own work that can help
implement the policy and support breastfeeding.
Key points:
- Breastfeeding is important to the short and long term health and well being of mother and
child. Exclusive breastfeeding is recommended for the first six months, this means no
other food or drinks aside from breast milk. Following the introduction of other foods
from six months, breastfeeding is still important. It can continue into at least the second
year.
- Mothers and babies who are not breastfeeding need extra care to be healthy.
- Most women are able to breastfeed.
- If a pregnant woman or a mother has a question about feeding her baby, suggest that she
talk to (who ever are relevant in this facility such as the midwife or clinic nurse or the
doctor).
- This health facility works to support breastfeeding and has a policy which you are required to
abide by (the same as you abide by policies about confidentiality, safety, timekeeping and
other policies). This policy includes: … (discuss some practices such as antenatal information,
rooming-in, and demand feeding).
- Hospital practices can help (or hinder) baby and mother friendly practices. Implementing
the Baby-friendly Hospital Initiative helps good practices to happen.
In your general work, this means:

- No advertising/marketing of formula, bottles, or teats will be allowed in the health facility.
This includes no pens, calendars, magazines or other printed marketing materials, no
samples, no equipment marketing a formula related product, no presents, etc, from
companies related to formula, bottles, teats, or pacifiers. No displays of bottles in ward
areas, visible stores or returns area - watch for window sills that are visible from outside,
and bottles stacked in wards. When parents see these products displayed in the hospital,
they think the hospital supports their use. While the health facility realises these products
are needed at times, it does not want to be seen as endorsing particular brands. Your help
is requested to keep the health facility a marketing-free zone.
Contact ... if you see marketing of these products in the health facility (main point to get
across is marketing, not if the use of the product is good or bad).
- All health facility materials will promote breastfeeding as the normal and optimal way to
care for a baby.
- Mothers will be supported to breastfeed if they are patients, staff or visitors. No mother
will be asked to leave a public area if she is breastfeeding. Staff mothers will be supported
to continue breastfeeding after returning to work by … (such as information during
pregnancy on breastfeeding, maternity leave, time and a place to express milk on return,
support group for staff, etc.) Discuss this with your supervisor before you go on maternity
leave.
- If your work brings you into contact with a breastfeeding mother/child, be supportive. A
smile and maybe an offer of help such as a drink of water or a seat can shown the mother
that you know she is doing something good.
- If you work in maternity or paediatric areas more specific information will be provided on
your role in supporting the policy (for example what to say if a mother asks you to get her
formula, if you notice a mother with difficulties, or labour ward practices).
- If you want further information or someone asks you a question, information is available
from .... (give specific names).
Answer any questions from the participants.
Notes:
Keep the session very brief, informal and related to their work, rather than a theory classroom
session. The participants do not need to know how breast milk is made, how to position a
baby, detail on Ten Steps, or the Code for their work role. If they want more information
personally, this can be provided afterwards.
Further information on the importance of breastfeeding and how supportive practices can be
implemented can be found in the main session of the course: Breastfeeding Promotion and
Support in a Baby-friendly Hospital.
for Integrated Care
SECTION 3.2 SESSION OUTLINES

BREASTFEEDING
PROMOTION AND SUPPORT
2009
SECTION 3.2: SESSION OUTLINES
3.1 Guidelines for Course Facilitators
3.2 Session Outlines

Welcome Session 23
Session 1: BFHI: a part of the Global Strategy 25
Session 2: Communication skills 33
Session 3: Promoting breastfeeding during pregnancy – Step 3 55
Session 4: Protecting breastfeeding 77
Session 5: Birth practices and breastfeeding - Step 4 85
Session 6: How milk gets from breast to baby 97
Session 7: Helping with a breastfeed - Step 5 105
Session 8: Practices that assist breastfeeding – Steps 6, 7, 8, & 9 123
Session 9: Milk supply 135
Session 10: Infants with special needs 145
Session 11: If baby cannot feed at the breast – Step 5 157
Session 12: Breast and nipple conditions 169
Session 13: Maternal health concerns 189
Session 14: On-going support for mothers – Step 10 199
Session 15: Making your hospital baby-friendly 213
Closing Session 233
Clinical practice 1 - Observing and assisting breastfeeding 235
Clinical practice 2 - Talking with a pregnant woman 239
Clinical practice 3 - Observing hand expression and cup feeding 243
Appendix 1: Acceptable medical reasons for use of breast-milk substitutes 249
Appendix 2: Knowledge Checks 255
3.3 PowerPoint slides for the course
Each Section is a separate file and may be downloaded from UNICEF Internet at
http://www.unicef.org/nutrition/index_24850.html, or the WHO Internet at
www.who.int/nutrition
Welcome Session 23
WELCOME SESSION
Time:
15 minutes
If there are opening speeches or ceremonies, additional time is needed.
Materials:
Prepare a course timetable and make a copy for each participant or post a copy in the
classroom.
Welcome participants to the course

• Introduce yourself and say what you would like to be called. Ask the other facilitators
introduce himself or herself to the rest of the group.
• Ask each participant to introduce himself or herself to the rest of the group and to say what
they hope to learn during the course.
Describe course methods and timetable:

• The course will include some talks and some discussion. We will also have
role-plays and demonstrations. You will do some work in groups. There will be clinical
practices when you work with pregnant women and breastfeeding mothers.
• During the course, you are expected to contribute to the learning of the whole group by
sharing your ideas and comments.
• There will be a time for questions at the end of each section. However, if there is a point
you need to clarify during the session, please ask. It is hard to learn if you have a question
stuck in your mind.
3.
• The course will run for three days Today we will finish at … with a break at ….
Tomorrow, we will start at … until ….
- Give out Course Timetable or indicate where it is posted.

- If there is a course evaluation sheet, explain it.
- Agree ‘rules’ such as cell/mobile phones turned off.
- Indicate facilities such as toilets, drinking water and highlight any safety issues.
- Check if there are any points that need to be clarified before moving to the next session.
3 Adapt as needed to reflect the format of the course. It may be useful to ‘negotiate’ break times with the participants.
24 Welcome Session
Session 3.2.1 The Baby-Friendly Hospital Initiative a part of the Global Strategy 25
SESSION 1
THE BABY-FRIENDLY4 HOSPITAL INITIATIVE:
A PART OF THE GLOBAL STRATEGY
Session Objectives:
On completion of this session, participants will be able to:
1. State the aim of the WHO/UNICEF Global Strategy for Infant and 5 minutes
Young Child Feeding.
2. Outline the aims of the Baby-friendly Hospital Initiative (BFHI). 5 minutes
3. Describe why BFHI is important in areas of high HIV prevalence. 5 minutes
4. Explain how this course can assist this facility at this time. 10 minutes
5. Review how this course fits with other activities. 5 minutes
Total session time 30 minutes
Materials:
Slide 1/1: Global Strategy
Slide 1/2: Aim of BFHI
Slide 1/3: Course Aims
Prepare slides or posters with country or region data showing:
- The number of baby-friendly hospitals accredited in the area/country, and what
percentages of births are in baby-friendly accredited hospitals.
- Any national programmes to implement the Global Strategy.
Display a copy of the WHO/UNICEF Global Strategy for Infant and Young Child Feeding.
Display a copy of national or local health facility’s breastfeeding policy.
Display a poster of the Ten Steps to Successful Breastfeeding and/or a handout for each
participant.
Further reading for facilitators:

Global Strategy for Infant and Young Child Feeding. Geneva, World Health Assembly, May 2002.
WHO. Protecting, Promoting and Supporting Breastfeeding - The special role of maternity services. A
joint WHO/UNICEF Statement, 1989.
WHO. Evidence for the Ten Steps to Successful Breastfeeding. WHO/CHD/98.9
UNAIDS/UNICEF/WHO HIV and Infant Feeding: Framework for Priority Action (2003)
HIV and Infant Feeding - Guidelines for decision-maker (updated 2005);
A guide for health care managers and supervisor (updated 2005);
A review of HIV transmission through breastfeeding (updated 2007).
Link session content to the opening speeches as relevant.
4 The terms Baby-friendly, Baby Friendly, and Baby-friendly hospital are trademarks of UNICEF, and can only be used as related to official
designation or with expressed permission from UNICEF.
26 Session 3.2.1 The Baby-Friendly Hospital Initiative a part of the Global Strategy
1. Global Strategy for Infant and Young Child Feeding 5 minutes

• About 5500 children die every day because of poor infant feeding practices. In addition,
many children suffer long-term effects from poor infant feeding practices including
impaired development, malnutrition, and increased infectious and chronic illness. Rising
rates of obesity in children are also linked with lack of breastfeeding. Improved infant and
young child feeding is relevant in all parts of the world.
Ask: What are the effects on families, communities and health services from poor infant
feeding practices?
Wait for a few responses and then continue.
• The World Health Assembly and UNICEF endorsed the Global Strategy on Infant and
Young Child Feeding in 2002.
- Show Slide 1/1 and read it out
The aim of the Global Strategy is to improve – through optimal feeding

– the nutritional status, growth and development, health, and thus
the survival of infants and young children.
It supports exclusive breastfeeding for 6 months, followed by timely, adequate, safe
and appropriate complementary feeding, while continuing breastfeeding for two years
and beyond.
It also supports maternal nutrition, and social and community support.
• The Global Strategy does not replace, but rather builds upon existing programmes
including the Baby-friendly Hospital Initiative.
2. Baby-friendly Hospital Initiative 5 minutes

• The BFHI is a global initiative of the World Health Organization and UNICEF that aims to
give every baby the best start in life by creating a health care environment that supports
breastfeeding as the norm.
• The Initiative was launched in 1991 and by the end of 2007 more than 20,000 health
facilities worldwide had been officially designated baby-friendly.
• The Initiative includes a global assessment and accreditation scheme that recognises the
achievements of health facilities whose practices support breastfeeding and encourages
health facilities with less than optimal practices to improve5.
- State how many health facilities in the area/country are officially accredited as baby-
friendly, and what proportion this is of births in the country.
The aim of the Baby-friendly Hospital Initiative is

to implement the Ten Steps to Successful Breastfeeding and
to end the distribution of free and low-cost supplies
of breast milk substitutes to health facilities.
5 The Self-Appraisal and External Assessment are discussed further in Session 15.
• The BFHI provides a framework for enabling mothers to acquire the skills they need to
breastfeed exclusively for six months and continue breastfeeding with the addition
complementary foods for 2 years or beyond.
• A baby-friendly hospital also assists mothers who are not breastfeeding to make informed
decisions and to care for their babies as well as possible.
• The Global Strategy calls for further implementation of BFHI, for breastfeeding in the
curriculum for health worker training, and for better data on breastfeeding.
3. BFHI is important in areas of high HIV prevalence 5 minutes

• Some people are confused about the role of BFHI in areas where there is a high prevalence
of HIV infection in mothers. BFHI is more important than ever in these areas. The special
needs of HIV-positive women can be fully accommodated without compromising baby-
friendly hospital status.
• The WHO/UNICEF/UNAIDS policy statement on HIV and infant feeding states that
mothers have a right to information and support that will enable them to make fully
informed decisions about infant feeding6.
• In addition, it is important to continue to support breastfeeding for women who are HIV-
negative or of unknown HIV status. If the emphasis is only on the risks of mother to child
transmission of HIV through breastfeeding it may be forgotten that breastfeeding remains
the best choice for most mothers and babies.
4. How this course can assist this health facility 10 minutes

• During this course we will discuss what the Ten Steps mean, how to implement them and
the importance to staff members in making a health facility Baby-friendly. We will also
talk about practices related to marketing of breast-milk substitutes later in the course and
what the assessment process involves.
- Show poster of the Ten Steps to Successful Breastfeeding and/or give a handout of the Ten
Steps.
- Ask a participant to read out the first Step.
• The first of the Ten Steps is to have a policy.
Have a written policy that is routinely communicated to all health care staff.
• A policy helps to:
- ensure consistent, effective care for mothers and babies;
- provide a standard of practice that can be measured;
- support actions.
• A policy is not a treatment protocol or a standard of care. “Policy” means that all staff
agree to follow the protocols and standards, and that staff are required to do so by those in
authority. It is not a personal decision to follow policy or not to follow it. This is similar to
other policies – an individual does not decide whether to give a vaccine or what
information to record on a birth certificate. If a policy is not followed on a specific
occasion, the reason for not following it needs to be recorded.
6 This recommendation is discussed more in later sessions.
• A policy incorporates the Ten Steps and the International Code and expands on how the
Steps are implemented in the health facility.
- Refer to the health facility’s breastfeeding or infant feeding policy briefly. Ask participants
to look at the policy during the course (not during this session) and consider how it is
implemented.
- Point to Step Two and ask a participant to read it out:
• The second step is about training.
Train all health care staff in skills necessary to implement the policy.
• The policy should support all of the Ten Steps and training assists to implement these
Steps. This course aims to help you feel confident in your knowledge and skills to care for
mothers and infants in everyday practice.
The aim of this course is that

every staff member will confidently support mothers
with early and exclusive breastfeeding, and that this facility moves towards achieving
baby-friendly designation.
• During this course we will discuss the rest of the Steps in detail. You will have an
opportunity to learn and practice how to:
- implement the Ten Steps to Successful Breastfeeding and abide by the
International Code of Marketing of Breast-milk Substitutes;
- discuss with a pregnant woman the importance of breastfeeding and outline
practices that support the initiation of breastfeeding;
- assist a mother to learn the skills of positioning and attaching her baby as well as
the skill of hand expression;
- discuss with a mother how to find support for breastfeeding after she
returns home;
- outline what needs to be discussed with a mother who is not breastfeeding and
know to whom to refer this mother for further assistance with feeding her baby:
- work with co-workers to highlight barriers to breastfeeding and seek ways to
overcome those barriers.
• Participation in this course helps to increase the level of knowledge, skill, and confidence,
and provide consistency of information and practice throughout the health facility.
• This course provides a foundation in baby-friendly practices. There are further specialised
courses available. In addition your local resource person has more information.
- Give information regarding the local resource person.
5. How the Global Strategy fits with other activities 5 minutes

• The Global Strategy is supported by national policies, laws and programmes to promote,
protect and support breastfeeding, and protect the rights of working women to maternity
protection.
- List and briefly discuss, if time allows, any national programmes or activities to implement
the Global Strategy, for example, national infant feeding policy and national authority,
Code of Marketing of Breast-milk Substitutes, maternity leave laws, BFHI, data collection
in the health system on breastfeeding, curriculum reform, community mobilization efforts,
and other programmes, policies and activities.
- Ask if there are any questions. Then summarise the session.
Session 1 Summary
• The Global Strategy of Infant and Young Child Feeding builds on existing programmes to
assist optimal nutrition and thus give children a health start in life.
The aim of the Global Strategy is to improve – through optimal feeding
– the nutritional status, growth and development, health, and thus
the survival of infants and young children.
It supports exclusive breastfeeding for 6 months, followed by timely, adequate, safe
and appropriate complementary feeding, while continuing breastfeeding for two years
and beyond.
It also supports maternal nutrition, and social and community support.
• The Baby-friendly Hospital Initiative (BFHI) involves Ten Steps as well as protection from
marketing of breast-milk substitutes, to help provide a supportive health facility.
The aim of the Baby-friendly Hospital Initiative is
to implement the Ten Steps to Successful Breastfeeding and
to end the distribution of free and low-cost supplies
of breast-milk substitutes to health facilities.
• Support for exclusive breastfeeding and BFHI continue to be important everywhere, even
in areas of high HIV prevalence.
• Participation in this course can help to ensure that you are confident in your skills in
breastfeeding support and that best practice is consistent in the health facility. You will
have an opportunity to learn and practice how to:
- implement the Ten Steps to Successful Breastfeeding and abide by the
International Code of Marketing of Breast-milk Substitutes;
- discuss with a pregnant woman the importance of breastfeeding and outline
practices that support the initiation of breastfeeding;
- assist a mother to learn the skills of positioning and attaching her baby as well as
the skill of hand expression;
- discuss with a mother how to find support for breastfeeding after she
returns home;
- outline what needs to be discussed with a mother who is not breastfeeding and know
to whom to refer this mother for further assistance with feeding her baby:
- work with co-workers to highlight barriers to breastfeeding and seek ways to
overcome those barriers.
Session 1 Knowledge Check

A colleague asks you why this course is taking place and how it would help
mothers and babies that you care for. What will you reply?
TEN STEPS TO SUCCESSFUL BREASTFEEDING

A Joint WHO/UNICEF Statement (1989)
Every facility providing maternity services and care for newborn infants should:
1. Have a written breastfeeding policy that is routinely communicated to all health
care staff.
2. Train all health care staff in skills necessary to implement this policy.
3. Inform all pregnant women about the benefits and management of breastfeeding.
4. Help mothers initiate breastfeeding within a half-hour of birth.
5. Show mothers how to breastfeed, and how to maintain lactation even if they
6. Give newborn infants no food or drink other than breast milk unless medically
indicated.
7. Practise rooming in - allow mothers and infants to remain together - 24 hours a
day.
8. Encourage breastfeeding on demand.
9. Give no artificial teats or pacifiers (also called dummies or soothers) to
10. Foster the establishment of breastfeeding support groups and refer mothers to
Session 3.2.2 Communication Skills 33
SESSION 2
COMMUNICATION SKILLS
Session Objectives:
1. Identify communication skills of listening and learning, and 30 minutes
building confidence.
2. Practice the use of these skills with a worksheet. 30 minutes
The practice of the skills can be a separate session. If this practice is some time after the first
part, briefly review the communication skills before starting the worksheet.
Materials:
A doll for use in the demonstration.
Two chairs that can be brought to the front of the room.
Copy the parts to be read in the demonstrations. The text of the demonstrations is all together
at the end of the session to make it easier to copy for those reading the lines.
Prepare a list of the communication skills (see session summary) and display on the wall or
flip chart from the beginning of the session. Uncover each point as needed.
Copy the Communication Skills Worksheet 2.1 (without answers) – one for each participant.
The concept of ‘judging words’ may need to be explained more in the local language. Refer to
Session 7 of Breastfeeding Counselling: a training course (WHO/UNICEF, 1993) or Session 5
of Infant and young child feeding counselling: an integrated course (WHO/UNICEF, 2006) for
more information on translating judging words.
Preparation for the demonstrations:

These demonstrations are very short. The facilitator introduces each demonstration pointing
out what the participants are to focus on. After each demonstration, the facilitator makes the
comment indicated to emphasize or clarify what the point was in the demonstration.
The first demonstration of non-verbal communication needs to be at the front of the room
because participants need to see the actions. Before the session ask a participant to assist with
the demonstration of non-verbal communication.
To save time during the other demonstrations, do not ask participants to come to the front of
the room. Distribute the lines for the roles that the people read for the parts to people sitting
next to each other. Ask the participants in each demonstration to read the parts loudly from
their seats, at the appropriate time.

Session 7 and Session 11 in Breastfeeding Counselling: a training course WHO/UNICEF, (1993).
Session 5 and Session 10 of Infant and young child feeding counselling : an
integrated course WHO/UNICEF, (2006).
34 Session 3.2.2 Communication Skills
1. Communication skills 30 minutes

• Often health workers are trained to look for problems and to fix those problems. Good
communication means that you respect the women’s own thoughts, beliefs, and culture. It
does not mean that you tell or advise a person what you think they should do or to push a
woman towards a particular action.
• Health workers need to be able to do more than just offer information. It is part of their job
to help mothers look at the cause of any difficulties they have (diagnosis) and to suggest
courses of action that can help fix the problem. Often there is no problem to be fixed; the
mother just needs assurance that she is doing well.
• You can use communication skills to:
- Listen and learn about the woman’s beliefs, level of knowledge and her practices.
- Build her confidence and praise practices that you want to encourage.
- Offer information.
- Suggest changes the woman could consider if changes are needed.
- Arrange follow up with her.
• You can also use these skills to:

- Communicate with co-workers who resist changing their practices towards baby-
friendly.
- Communicate with family members who are supporting the mother especially those that
may negatively influence her feeding practices with her baby.
- Communicate with policy makers to advocate towards baby-friendly workplaces.
• Communication skills are introduced at a basic level in this course. These skills feel more
natural to use and improve as you use them. You can use these communication skills at
home with your family and friends as well as in work situations.
Skills to Listen and Learn

• Communication can be what we say – verbal communication. Equally important is non-
verbal communication – the body language that we use and what we observe of the
mother’s body language.
• We may observe that a mother is sitting in an uncomfortable position, or that she is looking
around concerned that others are listening, and is not able to concentrate on feeding her
baby. We are receiving these very useful non-verbal communications from the mother.
• When you talk with the mother in a place that is comfortable and where she feels safe, this
helps her to feel more like talking with you.
1. Use helpful non-verbal communication.
• Our non-verbal communication to the mother can help her to feel calm and able to listen.
Ask: What are some ways of providing helpful non-verbal communication during a
discussion?
Wait for a few responses.
• Some ways of providing helpful non-verbal communication during a discussion with a

mother are:
- Sit at the same level and close to the mother.
- Remove any physical barriers such as a desk or folders of papers in your arms.
- Pay attention to the mother, avoid getting distracted, and show you are listening by
nodding, smiling, and other appropriate gestures.
- Take time without hurrying or looking at your watch.
- Only touch her in an appropriate way (such as a hand on her arm). Do not touch
her breasts or her baby without her permission.
Demonstration 1:
- Introduce the demonstration: In this demonstration the health worker is greeting the
mother using the same words but in various ways. Look at the non-verbal communication
in each greeting.
A participant plays the part of the mother and sits on a chair in front of the group with a
doll as her baby, held in a feeding position.
A facilitator plays the health worker and says exactly the same words several times:
“Good morning, how is breastfeeding going?”
but says them with different non-verbal communication each time. For example: stand
over the mother or sit beside her; or look at your watch as you ask the question; or lean
forward and poke at the baby feeding (discuss this touching with the participant first).
- Discuss how the non-verbal communication makes a difference. Ask the “mother” how she
felt when greeted each way. Ask participants what they have learned from this
demonstration about non-verbal communication.
2. Ask open questions
• When you are helping a mother, you want to find out what the situation is, if there is a
difficulty, what the mother has done, what worked and what did not work. If you ask
questions in a way that encourages the mother to talk to you, you do not need to ask too
many questions.
• Open questions are usually most helpful. They encourage a mother to give more
information. Open questions usually start with “How? What? When? Where? Why?”. For
example, “How are you feeding your baby?”
• Closed questions can be answered by a yes or no and may not give you very much
information. Closed questions usually start with words such as “Are you? Did you? Has
the baby?” For example, “Did you breastfeed your previous baby?”
• You may think the mother is not willing to talk to you. The mother may feel frightened that
she will give the wrong answer. Sometimes the closed question suggests the ‘correct’
answer and the mother may give this answer whether it is true or not, thinking this is what
you want to hear.
Demonstration 2A:
- Introduce the demonstration: In this demonstration listen to whether the health worker is
asking open questions or closed questions and how the mother responds to the questions.
Health worker Good morning. Are you and your baby well today?
Mother Yes, we are well.
Health worker Do you have any difficulties?
Mother No
Health worker Is baby feeding often?
Mother Yes
Comment: The closed questions got replies of yes and no. The health worker did not learn much
and it is difficult to continue the conversation.
Let us see another way of doing this.
Demonstration 2B:
- Introduce the demonstration: In this demonstration listen to whether the health worker is
asking open questions or closed questions and how the mother responds to the questions.
Health worker Good morning. How are you and your baby today?
Mother We are well.
Health worker Tell me, how are you feeding your baby?
Mother I breastfeed her often with one bottle in the evening.
Health worker What made you decide to give a bottle in the evening?
Mother My baby wakes during the night, so my milk must not be enough
for her/him.
Comment: The health worker asked open questions. The mother offered information in her reply.
The health worker learnt more.
3. Encourage the mother to talk – show interest and reflect back
Ask: How can we show that we are interested in what a mother is saying?
Wait for a few replies.
• We can show we are interested in what a woman is saying by using responses such as
nodding, smiling and phrases such as “Um Hmm”, “or “Go on …”.If you repeat or reflect
back what the mother is saying this shows that you are listening and encourages the mother
to say more. You can use slightly different words than the mother used so it does not sound
like you are copying her.
• It is helpful to mix reflecting back with other responses, for example, “Oh, really, go on”,
or to ask an open question.
Demonstration 3:
- Introduce the demonstration: In this demonstration, watch how the health worker is
showing that she/he is listening to the mother and if using these skills helps the health
worker to learn more from the mother.
Health worker Good morning, how are you both today?

Mother I am very tired; the baby was awake a lot.
Health worker Oh, dear (looks concerned)
Mother My sister says he shouldn’t be still waking at night, that I’m
spoiling him.
Health worker Your sister says you are spoiling him?
Mother Yes, my sister is always making some comment about how I care
for him.
Health worker Mmm. (Nods)
Mother I don’t see why it is any of her business how I care for my baby.
Health worker Oh, tell me more.
Comment: Responses such as Oh dear and Mmm show that you are listening. Reflecting back
can help to clarify the person’s statement. We see here that the waking baby may not be the
main problem – it may be the sister’s comments that are bothering the mother.
4. Empathise to show you are trying to understand her feelings
• Empathy shows that you are hearing what the mother is saying and trying to understand
how she feels. You are looking at the situation from her point of view. Sympathy is
different. When you sympathise with a person, you are looking at it from your point of
view.
• It is helpful to empathise with the mother’s good feelings too, not just her bad feelings.
• You might need to ask for more facts but do this after you have found out how she feels
about the situation.
Demonstration 4A:
- Introduce the demonstration: In this demonstration, watch to see if the health worker is
showing empathy- that she/he is trying to understand how the mother feels.
Health worker Good morning (name). How are you and (child’s name) today?
Mother (Child’s name) is not feeding well for the last few days. I don’t
know what to do.
Health worker I understand how you feel. When my child doesn’t feed I get
worried too. I know exactly how you feel.
Mother What do you do when your child doesn’t feed?
Comment: What did they see? Here the focus has moved from the mother to the Health
Worker. This was not empathy – it did not focus on how the mother was feeling.
Demonstration 4B:
showing empathy- that she/he is trying to understand how the mother feels.
Mother (Child’s name) is not feeding well for the last few days and I don’t
know what to do.
Health worker You are worried about (name).
Mother Yes, I am worried he/she might be sick if he/she is not feeding well.
Comment: In this second version, the mother is the focus of the conversation. This Health
Worker showed empathy with the mother by picking up her feeling and reflecting back this
emotion to show that she or he has really listened. This encourages the mother to share more
of her own feelings and to continue talking with the health worker.
5. Avoid words which sound judging
• Words that may sound like you are judging include: right, wrong, well, bad, good, enough,
properly, adequate, problem. Words like this can make a woman feel that she has a
standard to reach or that her baby is not behaving normally.
• For example: “Is your baby feeding well?” implies that there is a standard for feeding and
her baby may not meet that standard. The mother may hide how things are going if she
feels she will be judged as inadequate. In addition, the mother and the health worker may
have different ideas about what “feeding well” means. It is more helpful to ask an open
question such as “How does your baby feed? or Can you tell me about your baby’s
feeding?”
Demonstration 5A:
using judging words or avoiding them.
Health worker Good morning. Did your baby gain enough weight since she was last
weighed?
Mother Well, I am not sure. I think so.
Health worker Well, does she feed properly? Is your milk good?
Mother I don’t know… I hope so, but I am not sure (looks worried)
Comment: The health worker is not learning anything and is making the mother very worried.
Let us look at another way of doing this.
Demonstration 5B:
using judging words or avoiding them.
Health worker Good morning. How is your baby growing this month? Can I see her
growth chart?
Mother The nurse said she has gained half a kilo this month, so I am pleased.
Health worker She is obviously getting the breast milk she needs.
Comment: The health worker learnt what she needed to know without worrying the mother.
Skills to Build confidence and give support

• Your communication skills can help the mother to feel good about herself and confident
that she will be a good mother. Confidence can help a mother to carry out her decisions
and to resist pressures from other people. To help to build confidence and support, we need
to:
6. Accept what a mother thinks and feels
• We can accept a mother’s ideas and feelings without disagreeing with her or telling her
there is nothing to worry about. Accepting what a mother says is not the same as agreeing
that she is right. You can accept what she is saying and give correct information later.
Accepting what a mother says helps her to trust you and encourages her to continue the
conversation.
Demonstration 6A:
accepting what the mother says, or disagreeing or agreeing.
Mother I give my baby a bottle of formula every evening because I don’t
have enough milk for her.
Health Worker I am sure your milk is enough. Your baby does not need a bottle
of formula.
Comment: Is this health worker accepting what the mother feels?

The health worker is disagreeing or dismissing what the mother is saying.
Demonstration 6B:
accepting what the mother says, or disagreeing or agreeing.
Health Worker Yes, a bottle feed in the evening seems to settle some babies.
Comment: Is this health worker accepting what the mother says? The health working is
agreeing with a mistaken idea. Agreeing may not help the mother and baby.
Demonstration 6C:
- Introduce the demonstration: In this demonstration, watch if the health worker is accepting
what the mother says, or disagreeing or agreeing.
Health Worker I see. You think you may not have enough milk in the evening.
Comment: Is this health worker accepting what the mother thinks or feels? The health
working is accepting what the mother says but not agreeing or disagreeing. The health worker
accepts the mother and acknowledges her viewpoint. This means the mother will feel she has
been listened to. They can now continue to talk about breastfeeding in the evening and discuss
correct information about milk supply.
7. Recognise and acknowledge what is right
• Recognise and praise what a mother and baby are achieving. For example, tell the mother
how you notice that she waits for her baby to open his/her mouth wide to attach, or point
out how her baby detaches him or herself when he or she is finished feeding on one breast
and ready for the other breast.
8. Give practical help

• If the mother is comfortable, this will help her milk to flow. She may be thirsty or hungry;
she may want another pillow; or for someone to hold the baby while she goes to wash or to
the toilet. Or the mother may have a clear practical breastfeeding problem, for example that
she wants to learn how to express her milk. If you can give this practical help, she will be
able to relax and focus better on her baby.
9. Provide relevant information using suitable language
• Find out what she needs to know at this time.

• Use suitable words that the mother understands.
• Do not overwhelm her with information.
10. Make suggestions rather than commands
• Provide choices and let her decide what will work for her.
• Do not tell her what she should do or must not do.
• Limit your suggestions to one or two suggestions that are relevant to her situation.
Demonstration 7A:
- Introduce the demonstration: In this demonstration, watch to see whether the health
worker is giving relevant information using suitable language and making suggestions not
commands.
Health worker Good morning. What can I do for you today?
Mother I'm not sure if I should breastfeed my baby or not when he is born. I'm
worried the baby might get HIV.
Health worker Well now, the situation is this. Approximately 5-15% of mothers who
are HIV-positive transmit the virus through breastfeeding. However, the
rate varies in different places. It may be higher if the mother has acquired
the infection recently or has a high viral load or symptomatic AIDS.
If you have unsafe sex while you are breastfeeding, you can pick up HIV
and then you are more likely to transmit it to your baby.
However, if you don't breastfeed, your baby may be at risk of other
potentially deadly illnesses such as gastrointestinal and respiratory
infections.
Now, you have left it very late to come for counselling, so if I were
you, I would decide ...
Mother Oh.
Ask: What do participants think about this communication? Is the health worker giving a
suitable amount of information?
The health worker is providing too much information. It is not relevant to the woman at this
time. She is using words that are unlikely to be familiar. Some information is given in a
negative way and sounds critical. The health worker is telling her what to do rather than
helping her to make her own decision.
Demonstration 7B: (if testing is available)

giving relevant information using suitable language and making suggestions not
commands.
Health worker If you have HIV there is a risk this could be passed to your baby.
Have you had a test for HIV?
Mother No. I don’t know where to get the test.
Health worker It is best to know if you have HIV or not before you decide how to feed
your baby. I can give you the details of who to talk to about getting a test.
Would you like that?
Mother Yes, I would like to hear more about the test.
Comment: The health worker gave the information that was most important at that time – that
it is important to know if you have HIV before you make a decision about feeding. The health
worker used simple language, was not judgemental, and referred the woman to a HIV
counselling and testing service.
Demonstration 7B: (if testing is not available)

giving relevant information using suitable language and making suggestions not
commands.
Health worker If you have HIV there is a risk this could be passed to your baby. There
is no testing available here to find out for sure if you have HIV. When
you don’t know for sure if you have HIV and can’t get tested, it is
recommended that you breastfeed your baby.
Mother Oh, I didn’t know that.
Health worker Yes, giving only breast milk, with no other foods or water, for the first six
months, protects your baby from many other illnesses such as diarrhoea.
Comment: The health worker gave the information that was most important at that time and
relevant to the situation – that if you do not know if a mother is HIV positive, the exclusive
breastfeeding is the recommendation. The health worker used simple language and was not
judgemental. It is likely that this woman and health worker can continue to communicate and
discuss more information.
Arrange follow-up and on-going support

• Often when the discussion is over, the mother may still have questions that there was not
time to discuss, she may think of something else she wanted to talk about or she may find
it is difficult to put a practice into action. It is important to arrange
follow-up and on-going support:
- Learn what help may be available from her family and friends.
- Offer a time when you will see her or talk with her again.
- Encourage her to see you or another person for help if she has doubts or questions.
- Refer her to a community support group if possible.
- Refer her for more specialised counselling if needed.
• Many women are not able to do what they want to do or what you may suggest they do. A
discussion needs to consider the woman’s situation at home. Family members, the
household’s money and time, the mother’s health and the common practices in the family
and community are important influences on what a mother can do.
• Remember, you should not make a decision for a mother or try to make her do what you
think is best. You can listen to her and build her confidence so that she can decide what is
best for her and her baby.
2. Practice communication skills 30 minutes

Divide the participants into small groups or pairs and explain that each group will do the
exercises that are on the worksheet.
Each exercise has an example and then an exercise for the group to complete. Read the first
example and check that participants understand what to do.
Ask the other facilitators to circulate between the groups during the activity to see that the
participants understand the activities and the skills. In each small group the facilitator can
explain the other examples when the small group is ready. Ask the participants to try to say
the words as well as writing them down.
Allow about 25 minutes for the worksheet.
At the end of the time, summarise the session and respond to any questions. You do not need
the group to go through each item to ‘correct’ the exercises in the activity.
This is a vital part of the course as health workers adopt new ways of communicating with
mothers. If possible extra time should be devoted to these skills.
Session 2 Summary
Communication involves listening and building confidence,

and not just giving information.
Listening and Learning

Use helpful non-verbal communication
Ask open questions
Show interest and reflect back what the mother says
Empathise to show that you understand her feelings
Avoid words that sound judging
Building Confidence and Giving Support

Accept what a mother thinks and feels
Recognise and acknowledge what a mother and baby are doing right
Give practical help
Give a little relevant information using suitable language
Make one or two suggestions, not commands
Arranging follow-up and support suitable to the mother’s situation
Communication Skills Worksheet 2.1 (with possible answers)

Open questions:
For each closed question, write a new question that is an open question.
Example
Are you breastfeeding your baby? (closed) How are you feeding your baby? (open)
Re-write these questions as an open question:

Does your baby feed often? When does your baby feed?
Are you having any feeding problems? How is feeding going?
Is your baby gaining weight? How is your baby’s weight?
Empathising with the mother’s feelings:

The statements below are made by a mother. Pick the response that you might make to show
empathy and understanding of the mother’s feelings.
Example:
My baby feeds all night and I am exhausted. - How many times does she feed?
- Does this happen every night?
√- You really feel tired.
Pick the response that shows empathy:

My breast milk looks thin – it cannot be good. - Breast milk always looks thin.
(√)- You are worried about your milk?
- How much does your baby weigh?
I am afraid to breastfeed in case I have HIV. (√)- You are concerned about HIV?
- Have you had a test?
- Then use formula instead.
Avoid judging words:

Re-write each question to avoid a judging word and to also ask an open question
Example:
Is your baby feeding well? How is your baby feeding?
Change to avoid a judging word:

Does your baby cry too much at night? How is your baby at night?
Do you have any problems with breastfeeding? How is breastfeeding going?
Is the baby’s weight gain good? How is your baby growing?
Accepting what a mother thinks:

Draw a line to link which response is accepting, agreeing to a mistaken idea or disagreeing with
the mother’s statement.
Example:
Mother: “I give drinks of water if the day is hot.”
Response:
“That isn’t necessary! Breast milk has enough water.” Agreeing (to mistaken idea)
“Yes, babies need water in hot weather.” Disagreeing
“You feel the baby needs some water if it is hot?” Accepting
Link with the answer with the type of response:

Mother: “My baby has diarrhoea, so I am not breastfeeding until it is gone.”
Answer: Type of response
“You don’t like to give breast milk now?” Agreeing (to mistaken idea)
“It is quite safe to breastfeed when he has diarrhoea.” Disagreeing
“It is best to stop breastfeeding during diarrhoea.” Accepting
Mother: “The first milk is not good, so I will need to wait until it has gone.”
“First milk is very important for the baby.” Agreeing (to mistaken idea)
“You think the first milk is not good for the baby.” Disagreeing
“It will only be a day or two before the first milk is gone.” Accepting
Provide relevant information using suitable language:

Re-write the statement to use words that are easy for the mother to understand.
Example:
“You can tell that the hormone oxytocin is working if you notice the milk ejection reflex.”
Using suitable language:
“You may notice the opposite breast leaks when the baby is suckling. This is a sign that the
milk is flowing well.”
Change these statements to words easy to understand:

“Exclusive breastfeeding provides all the nutrients that your baby needs for the first 6
months.”
Breastfeeding alone is all your baby needs for health and growth in the first six months.
“The immunoglobulins in human milk provide your baby with protection from viral and
bacterial infections.”
Your milk helps protect your baby from illness.
Offer suggestions, not commands:

Re-write each command changing it to a suggestion rather than a command.
Example:
“Do not give your baby drinks of water.” (command)
Change to a suggestion:
“Have you thought of giving only your milk?” (suggestion)
Change each command to a suggestion:

“Hold him close so that he takes enough of the breast into his mouth.” (command)
“Would you like to hold him close so that he can take more of the breast into his mouth?”
“Feed her more often, then your milk supply will increase.” (command)
“Do you think you could feed her more often? This will help to make more milk. ”
“Do not give any foods to your baby until after 6 months.” (command)
“Most babies don’t need any other foods or water until after 6 months. Does this sound like something
you could try? ”
Communication Skills Worksheet 2.1

Open questions:
For each closed question, write a new question that is an open question.
Example
Are you breastfeeding your baby? (closed) How are you feeding your baby? (open)
Re-write these questions as an open question:

Does your baby feed often?
Are you having any feeding problems?
Is your baby gaining weight?
Empathising with the mother’s feelings:

The statements below are made by a mother. Pick the response that you might make to show
empathy and understanding of the mother’s feelings.
Example:
My baby feeds all night and I am exhausted. - How many times does she feed?
- Does this happen every night?
√- You really feel tired.
Pick the response that shows empathy:

My breast milk looks thin – it cannot be good. - Breast milk always looks thin.
- You are worried about your milk?
- How much does your baby weigh?
I am afraid to breastfeed in case I have HIV. - You are concerned about HIV?
- Have you had a test?
- Then use formula instead.
Avoid judging words:

Re-write each question to avoid a judging word and to also ask an open question.
Example:
Is your baby feeding well? How is your baby feeding?
Change to avoid a judging word:

Does your baby cry too much at night?
Do you have any problems with breastfeeding?
Is the baby’s weight gain good?
Accepting what a mother thinks:

Draw a line to link which response is accepting, agreeing or disagreeing with the mother’s
statement.
Example:
Mother: “I give drinks of water if the day is hot.”

“That isn’t necessary! Breast milk has enough water.” Agreeing
“Yes, babies need water in hot weather.” Disagreeing
“You feel the baby needs some water if it is hot?” Accepting
Link with the answer with the type of response:

Mother: “My baby has diarrhoea, so I am not breastfeeding until it is gone.”
“You don’t like to give breast milk now?” Agreeing
“It is quite safe to breastfeed when he has diarrhoea.” Disagreeing
“It is best to stop breastfeeding during diarrhoea.” Accepting
Mother: “The first milk is not good, so I will need to wait until it has gone.”
“First milk is very important for the baby.” Agreeing
“You think the first milk is not good for the baby.” Disagreeing
“It will only be a day or two before the first milk is gone.” Accepting
Provide relevant information using suitable language:

Re-write the statement to use words that are easy for the mother to understand.
Example:
“You can tell that the hormone oxytocin is working if you notice the milk ejection reflex.”
Change to words easy to understand:
“You may notice the opposite breast leaks when the baby is suckling. This is a sign that the
milk is flowing well.”
Change these statements to words easy to understand:

“Exclusive breastfeeding provides all the nutrients that your baby needs for the first 6
months.”
“The immunoglobulins in human milk provide your baby with protection from viral and
bacterial infections.”
Offer suggestions, not commands:

Re-write each command changing it to a suggestion rather than a command.
Example:
“Do not give your baby drinks of water.” (command)
Change to a suggestion:
“Have you thought of only giving breast milk?” (suggestion)
Change each command to a suggestion:

“Hold him close so that he takes enough of the breast into his mouth.” (command)
“Feed her more often, then your milk supply will increase.” (command)
“Do not give any foods to your baby until after 6 months.” (command)
Session 2 Demonstrations
Cut and give relevant parts to those playing the parts in the demonstrations.
Demonstration 1:
A participant plays the part of the mother and sits on a chair in front of the group with a
doll as her baby, held in a feeding position.
A facilitator plays the health worker and says exactly the same words
several times:
“Good morning, how is breastfeeding going?”
But says them with different non-verbal communication each time. For example: stand
over the mother or sit beside her; look at your watch as you ask the question; lean
forward and poke at the baby feeding (discuss this touching with the participant first).
Demonstration 2A:
Health worker Good morning. Are you and your baby well today?
Mother Yes, we are well.
Health worker Do you have any difficulties?
Mother No
Health worker Is baby feeding often?
Mother Yes
Demonstration 2B:
Health worker Good morning. How are you and your baby today?
Mother We are well.
Health worker Tell me, how are you feeding your baby?
Mother I breastfeed her often with one bottle in the evening.
Health worker What made you decide to give a bottle in the evening?
Mother My baby wakes during the night, so my milk must not be enough
for her/him.
Demonstration 3:
Health worker Good morning, how are you both today?

Mother I am very tired; the baby was awake a lot.
Health worker Oh, dear (looks concerned)
Mother My sister says he shouldn’t be still waking at night, that I’m
spoiling him.
Health worker Your sister says you are spoiling him?
Mother Yes, my sister is always making some comment about how I care
for him.
Health worker Mmm. (nods)
Mother I don’t see why it is any of her business how I care for my baby.
Health worker Oh, tell me more.
Demonstration 4A:
Mother (Child’s name) is not feeding well for the last few days. I am very
worried.
Health worker I understand how you feel. When my child doesn’t feed I get
worried too. I know exactly how you feel.
Mother What do you do when your child doesn’t feed?
Demonstration 4B:
Mother (Child’s name) is not feeding well for the last few days and I don’t
know what to do.
Health worker You are worried about (name).
Mother Yes, I am worried he/she might be sick if he/she is not feeding well.
Demonstration 5A:
Health worker Good morning. Did your baby gain enough weight since she was last
weighed?
Mother Well, I am not sure. I think so.
Health worker Well, does she feed properly? Is your milk good?
Mother I don’t know… I hope so, but I am not sure (looks worried)
Demonstration 5B:
Health worker Good morning. How is your baby growing this month? Can I see her
growth chart?
Mother The nurse said she has gained half a kilo this month, so I am pleased.
Health worker She is obviously getting the breast milk she needs.
Demonstration 6A:

Health Worker I am sure your milk is enough. Your baby does not need a bottle
of formula.
Demonstration 6B:
Health Worker Yes, a bottle feed in the evening seems to settle some babies.
Demonstration 6C:

Health Worker I see. You think you may not have enough milk in the evening.
Demonstration 7A:
Health worker Well now, the situation is this. Approximately 5-15% of mothers who
are HIV-positive transmit the virus through breastfeeding. However, the
rate varies in different places. It may be higher if the mother has acquired
the infection recently or has a high viral load or symptomatic AIDS.
If you have unsafe sex while you are breastfeeding, you can pick up HIV
and then you are more likely to transmit it to your baby.
However, if you don't breastfeed, your baby may be at risk of other
potentially deadly illnesses such as gastrointestinal and respiratory
infections.
Now, you have left it very late to come for counselling, so if I were
you, I would decide ...
Mother Oh.
Demonstration 7B: (if testing is available)

Health worker If you have HIV there is a risk this could be passed to your baby.
Have you had a test for HIV?
Mother No. I don’t know where to get the test.
Health worker It is best to know if you have HIV or not before you decide how to feed
your baby. I can give you the details of who to talk to about getting a test.
Would you like that?
Mother Yes, I would like to hear more about the test.
Demonstration 7B: (if testing is not available)

Health worker If you have HIV there is a risk this could be passed to your baby. There
is no testing available here to find out for sure if you have HIV. When
you don’t know for sure if you have HIV and can’t get tested, it is
recommended that you breastfeed your baby.
Mother Oh, I didn’t know that.
Health worker Yes, giving only breast milk, with no other foods or water, for the first six
months, protects your baby from many other illnesses such as diarrhoea.
Session 3.2.3 Promoting Breastfeeding during Pregnancy – Step 3 55
SESSION 3
PROMOTING BREASTFEEDING DURING
PREGNANCY – STEP 3
Session Objectives:
1. Outline what information needs to be discussed with pregnant 20 minutes
women.
2. Explain what kind of antenatal breast preparation women need for 5 minutes
breastfeeding, what is effective and what is not effective.
3. Identify women who need extra attention. 5 minutes
4. Outline what information needs to discuss with pregnant women 10 minutes
who are HIV-positive.
5. Practise communication skills to use to discuss breastfeeding with a 50 minutes
pregnant woman.
Materials:
Slide 3/1: mothers in antenatal clinic.
Slide 3/2: recommendation for mothers who are HIV-positive.
If possible, display the picture of two mothers in antenatal clinic (slide 3/1) as a poster and
leave displayed during the session.
Write on a flipchart – acceptable, feasible, affordable, sustainable, safe, so that the first letter
of each word forms AFASS.
Information on how to obtain HIV counselling and testing in the local area.
Information on how infant feeding counselling is provided for women who are tested and
shown to be HIV-positive.
Antenatal checklist – one copy for each participant (optional).
Optional activity: Cost of Not Breastfeeding – find information before the session.

The optimal duration of exclusive breastfeeding. Report of an expert consultation.Geneva, WHO
March 2001.
The optimal duration of exclusive breastfeeding, A systematic review WHO/FCH/CAH/01.23
Butte, N et al, (2001) Nutrient Adequacy of Exclusive Breastfeeding for the Term Infant during the
First Six Months of Life. WHO, Geneva.
Diet, Nutrition and the Prevention of Chronic Diseases. Report of a Joint WHO/FAO Expert
Consultation. Geneva, WHO Technical Report Series, No. 916.
56 Session 3.2.3 Promoting Breastfeeding during Pregnancy – Step 3
Related to HIV:
HIV and Infant Feeding Counselling : a training course WHO/UNICEF/UNAIDS, 2000.
Integrated Infant Feeding Counselling: a training course WHO/UNICEF, 2005.
UNAIDS/UNICEF/WHO. HIV and Infant Feeding: Framework for Priority Action (2003).
HIV and Infant Feeding - Guidelines for decision-makers (updated 2003).
A guide for health care managers and supervisors (updated 2005).
A review of HIV transmission through breastfeeding (updated 2007).
WHO/UNICEF/USAID. HIV and infant feeding counselling aids (2005).

Counsellors using the tools should have received specific training through such courses as the
WHO/UNICEF Breastfeeding Counselling: A training course and the WHO/UNICEF/UNAIDS HIV
and Infant Feeding Counselling: A training course, or the "Infant and Young Child Feeding
Counselling: An integrated course". The tools consist of the following parts:
- A Flipchart (ISBN 92 4 159249 4) to use during counselling sessions with HIV-positive
pregnant women and/or mothers.
- Take-home flyers. The counsellor should use the relevant flyer, according to the mother's
decision, to teach the mother, and she can then use it as a reminder at home.
- A Reference guide (ISBN 92 4 159301 6) that provides more technical and practical
details than the counselling cards. Counsellors can use it as a handbook.
Additional information related to emergency situations:

Guiding principles for feeding infants and young children during emergencies. Department of
Nutrition for Health and Development, WHO 2003.
Infant Feeding in Emergencies. Nutrition Unit, WHO European Office 1997.
Infant Feeding in Emergencies, Module1, Emergency Nutrition Network. http://www.ennonline.net/
Additional information related to risks of formula use:

Guidelines for the safe preparation, storage and handling of powdered infant formula. Food Safety,
WHO (2007).
_ How to Prepare Powdered Infant Formula in Care Settings
_ How to prepare formula for use at home
Introduction
- Show Fatima and Miriam- slide 3/1or poster and introduce the ‘story mothers’.
It is important to be able to apply theory to everyday practice. Therefore, in this
course we use a story about two women, Fatima and Miriam7 who are coming to the
health facility. Fatima is expecting her first baby and Miriam is expecting her second
baby. We follow Fatima and Miriam through their pregnancy, the births of their babies
and the early days after birth and look at the situations and practices that they
encounter.
As we go through the course, think how a mother or baby would view the information
and practices that we discuss.
1. Discussion of breastfeeding with pregnant women 20 minutes

• Step 3 of the Ten Steps to Successful Breastfeeding states:
Inform all pregnant women of the benefits and management of breastfeeding.
• In many cultures, women assume that they will breastfeed. In other cultures, where breast
milk substitutes are widely advertised and promoted, most women decide whether or not to
breastfeed before their baby is born. It is important for health workers to educate women
about breastfeeding as early as possible and to identify mothers and babies who may be at
risk of breastfeeding difficulties.
• In order to make an informed decision about feeding her baby a woman needs:
- Information that is accurate and factual about the importance of breastfeeding and
the risks of replacement feeding - not the health worker’s personal opinion or
marketing information from a formula company.
- Understanding of the information in her individual situation – this means giving
information in words that are suitable for the woman and discussing the
information in the context of her situation.
- Confidence, which means building the woman’s confidence in her ability to
exclusively breastfeed. If she is not breastfeeding, she needs to be confident that
she can find a replacement feeding method that is as safe as possible in her
situation.
- Support to carry out her feeding decision. This includes support to successfully
feed her baby and to overcome any difficulties.
• The woman needs to believe that she can carry out her decision. It is not enough for the
health worker to think that she or he has provided sufficient information or support; the
health worker needs to check with the woman that her information and support needs are
met.
Fatima and Miriam are at the antenatal clinic. While they are waiting, there is a nurse
talking with a group of pregnant women about feeding their baby. Fatima and Miriam
listen to the talk.
7 Use other names as culturally appropriate.
Group talk during pregnancy
Ask: What do you think are the main points to include in a group talk about feeding a baby?
Wait for participants to respond.
Give an antenatal group talk

• During a group talk to pregnant women, pregnant women in the group who breastfed
before can be asked to discuss their positive experiences and identify causes why others
had problems and how to prevent them.
• The pregnant women can be given more information on managing breastfeeding such as by
using dolls to show how to position the infant for breastfeeding.
- Facilitator presents the following information as if it was a talk to a group of pregnant

women.
Why breastfeeding is important
• Breastfeeding is important to children, to mothers and to families. Breastfeeding protects

infant’s health. Children who are not breastfed are more likely to be:
- Ill or to die from infections such as diarrhoea and gastrointestinal infections, and
chest infections.
- Underweight and not grow well, if they live in poor circumstances.
- Overweight and to have later heart problems, if they live in rich circumstances.
• Breastfeeding is important to mothers. Women who do not breastfeed are more likely:
- To develop anaemia and to retain fat deposited during pregnancy, which may result
in later obesity.
- To become pregnant soon after the baby’s birth.
- To develop breast cancer.
- To have hip fractures in older age.
• In addition:
- Breast milk is readily available. There is nothing to buy and it needs no preparation
or storage.
- Breastfeeding is simple, with no equipment or preparation needed.
- If a baby is not breastfed, the family will need to buy replacement milk for the
baby and find time to prepare feeds and keep feeding equipment clean.
- If a baby is not breastfed, there may be loss of income through a parent’s absence
from work to care for an ill child.
• Mother’s milk is all a baby needs:
- Exclusive breastfeeding is strongly recommended for the first six months. The
baby does not need water, other fluids, or foods during this time.
- Breastfeeding continues to be important after the first six months when other foods
are given to the baby.
- A mother's milk is especially suited for her own baby and changes from day to day,
month to month, and feed to feed to meet the baby's needs. The baby learns the
tastes of the family foods through the flavours of breast milk.
- Mother’s milk is unique (special). Human milk is a living fluid that actively
protects against infection. Artificial formula provides no protection from
infections.
Practices that can help breastfeeding to go well
• Hospital practices can help breastfeeding to go well. These practices include to:
-Have a companion with you during labour, which can help you to be more
comfortable and in control.
- Avoid labour and birth interventions such as sedating pain relief and caesarean
sections unless they are medically necessary.
- Have skin-to-skin contact immediately after birth, which keeps the baby warm and
gives an early start to breastfeeding.
- Keep the baby beside you (rooming-in or bedding-in), so that your baby is easy to
fed as well as safe.
- Learn feeding signs in your baby so that feeding is baby-led rather than to a
schedule.
- Feeding frequently, which helps to develop a good milk supply.
- Breastfeeding exclusive with no supplements, bottles, or artificial teats.
• It is important to learn how to position and attach the baby for feeding and a member of
staff will help after the baby is born. Most women can breastfeed and help is available if
needed8.
Information on HIV testing
• All pregnant women are offered voluntary and confidential HIV counselling and testing. If
a woman is HIV-infected there is a risk of transmission to the baby during the pregnancy
and birth, as well as during breastfeeding. If the pregnant woman knows that she is HIV-
positive then she can make informed decisions.
• About 5-15% of babies (one in 20 to one in seven) born to women who are HIV-infected
will become HIV-positive through breastfeeding9.This means most infants born to women
who are HIV-positive will not be infected through breastfeeding.
• In some settings, the risk to the child of illness and death from not exclusively
breastfeeding is higher than the risk of HIV transmission from breastfeeding. One of the
reasons that individual counselling is so important is that it gives mothers the information
they need to make the informed choices about how to feed their babies in their own
situations.
• The majority of women are not infected with HIV. Breastfeeding is recommended for:
- women who do not know their status, and
- women who are HIV-negative.
Assistance is available
• More information is available and a pregnant woman or mother can discuss any questions
with a staff member.
• A skilled staff member will be available to assist with breastfeeding after the baby is born.
8 We will discuss these practices more in later sessions of this course.

9 To estimate the percentage of infants at risk of HIV through breastfeeding in the population, multiply the prevalence of HIV by 15%. For
example, if 20% of pregnant women are HIV-positive, and every woman breastfeeds, about 3% of infants may be infected by breastfeeding.
(Infant Feeding in Emergencies, Module1).
• Before a mother leaves the birth facility she will be told how to find on-going help and
support with feeding her baby.
- End of talk ask if there are any questions on the points in the talk.
Individual discussion during pregnancy

Fatima goes in to see her pregnancy care provider. He or she does not know if
Fatima heard the group talk on breastfeeding and if she has any questions.
Ask: How can the pregnancy care provider find out if a pregnant woman knows about the
importance of breastfeeding or has questions?
Start the discussion with an open question
• Begin with an open question such as:

“What do you know about breastfeeding?”
This type of open question gives an opportunity to reinforce a decision to breastfeed, to
discuss any barriers that the woman may see to breastfeeding, or to discuss problems the
woman may have had with previous breastfeeding.
Ask: If you asked a question such as “Are you going to breastfeed?” or “How do you plan to
feed your baby?” what might the mother reply?
• If you ask a question such as “Are you going to breastfeed your baby” it is difficult to
continue the discussion if the pregnant woman says that she is not going to breastfeed.
Use your communication skills to continue the discussion
• Let the pregnant woman discuss her individual worries and concerns about feeding her baby. It
is important that the discussion is two-way between the pregnant woman and the health
worker, rather than a lecture to the woman.
• If the woman’s comments tell you that she already knows much about early and exclusive
breastfeeding, you can reflect and reinforce her knowledge. You do not need to give her
information that she already knows.
• A woman’s decision about how to feed her baby may be influenced by the baby’s father,
her own mother or another family member. It can be helpful to ask:
“What people are there who are close to you who will support you to feed your baby?”
You may suggest that a family member who is important to the woman comes with her to
hear more about feeding her baby.
Antenatal discussion is an important part of care
• An individual discussion on breastfeeding does not need to take a long time. A short
focused discussion for three minutes can achieve much.
• A pregnant woman may see different health workers during her antenatal care. All health
workers have a role in promoting and supporting breastfeeding. Some hospitals use an
Antenatal Check List10 in the woman’s file to record discussions and highlight points to
discuss further at another visit.
10
An example of an Antenatal Checklist is at the end of this session.
- (Optional) Give participants a copy of the Antenatal Checklist and discuss if it would be
useful in their work setting.
2. Antenatal breast and nipple preparation 5 minutes

Fatima tells you that her neighbour told her that she must prepare her nipples for
breastfeeding, as some women’s breasts are not good for breastfeeding.
Ask: What can you say to Fatima who is concerned if her breasts will be ‘correct’ for
breastfeeding?
Reassure her that most women breastfeed with no problems.

• Other body parts, such as ears, nose, fingers, or feet, come in various shapes and sizes and
no-one asks if big ears hear better than small ears. Breasts and nipples can look different
and still work perfectly well, except in very rare cases.
• Antenatal practices such as wearing a bra, using creams, performing breast massage or
nipple exercises, or wearing breast shells, do not assist breastfeeding.
• Practices such as ‘toughening’ of the nipples by rubbing with rough towel or putting
alcohol on the nipples or excessive pulling are not necessary and may damage the skin and
tiny muscles that support breastfeeding, and should not be encouraged.
Further information for the health worker:

• Breast examination during pregnancy can be helpful if it is used to:
- Point out to a woman how her breasts are increasing in size, that there is more
blood flow to them and changes in sensitivity, and how these are all signs that her
body is getting ready to breastfeed.
- Check for any previous chest or breast surgery, trauma or other problem (e.g.
lumps in breast).
- Talk to the mother about regular breast self-examination and why it can be useful.
• Breast examination during pregnancy can be harmful if it is used to judge a woman’s
nipples or breasts as suitable or unsuitable for breastfeeding. It is very rare for a woman to
be unable to breastfeed due to the shape of her breasts or nipples.
• The ideal antenatal preparation is to use the time to discuss the woman’s knowledge,
beliefs and feelings about breastfeeding and to build the woman’s confidence in her ability
to exclusively breastfeed her baby.
3. Women who need extra attention 10 minutes

Ask: What pregnant women may need extra counselling and support on feeding their babies?
• Identify women with special concerns. Help them to talk about issues that may affect their
plans about feeding their baby. Offer to talk also to significant family members as needed
so that they can support the woman. A woman may need special counselling and support if
she:
- Had difficulties breastfeeding a previous baby and gave up and started formula
feeding quickly, or never started breastfeeding.
- Must spend time away from her baby because she works away from home or is
attending school. Assure women that they can breastfeed with separations11.
- Has a family difficulty. Help her to identify non-supportive family members, and
try to meet with them to discuss their concerns.
- Is depressed.
- Is isolated, without a social support.
- Is a young or single mother.
- Has an intention to leave the baby for adoption.
- Had previous breast surgery or trauma that could interfere with milk production.
- Has a chronic illness or needs medication12.
- Is at high risk of her baby needing special care after birth, or twin pregnancy.
- Is tested and shown to be HIV-positive.
• There is generally no need to stop breastfeeding an older baby during a succeeding
pregnancy. If the woman has a history of premature labour or experiences uterine cramping
while breastfeeding, she should discuss this with her doctor. Similar to all pregnant
women, the mother who is breastfeeding and pregnant needs to take care of herself, which
includes eating well and resting. Sometimes the breasts feel more tender, or the milk seems
to decrease in the mid-trimester of the pregnancy; but these are not reasons of themselves
to stop breastfeeding.
• Whether there is a shortage of food in the family or not, breast milk may be a major part of
the young child’s diet. If breastfeeding stops, the young child will be at risk, especially if
there are no animal foods in the diet. Feeding the mother is the most efficient way of
nourishing the mother, the unborn baby, and the young breastfeeding toddler. Abrupt
cessation of breastfeeding should always be avoided.
• If a pregnant woman feels that exclusive breastfeeding is impossible for her to do, talk with
her about why she feels exclusive breastfeeding is impossible. You can suggest that she
start with exclusive breastfeeding. If it is too difficult in her situation to continue, then
some breastfeeding is better than not breastfeeding at all. However, if the woman is HIV-
positive, partial breastfeeding has been shown to carry a higher risk of HIV transmission
than exclusive breastfeeding.
• If a mother is not breastfeeding, for a medical reason such as HIV or her informed personal
decision, then it is important that she knows how to feed her baby. These women need
individual discussion about replacement feeding and assistance to learn how to prepare
feeds.
11 Continuing to breastfeed if there is separation will be discussed in Session 11.

12 Maternal illness and breastfeeding is discussed in Session 13.
4. Antenatal discussion with women who are HIV-positive 10 minutes

• Offer all pregnant women counselling and voluntary testing for HIV. Women who are
tested and found to be HIV-positive need extra care and attention during their pregnancies.
Ask: How can a pregnant woman get counselling and testing for HIV in this local area?
Wait for participants to respond. Give further information as needed.
• In the situation where the woman is tested and found to be HIV-positive, the
recommendation regarding infant feeding is:
- Show slide 3/2
Infant Feeding Recommendation for HIV-positive Women
Exclusive breastfeeding is recommended for HIV-infected mothers for the first six
months of life unless replacement feeding is acceptable, feasible, affordable,
sustainable and safe for them and their infants before that time. When replacement
feeding is acceptable, feasible, affordable, sustainable and safe, avoidance of all
breastfeeding by HIV-infected mothers is recommended.
• All HIV-positive women need counselling that includes:

- information about the risks and benefits of various infant feeding options;
- guidance in selecting the most suitable option for their situation; and
- support to carry out their choice.
• Ideally, a woman is first counselled about infant feeding options during antenatal care,
although it is possible that some will not learn their HIV status until they give birth or until
their babies are a few months old.
- Show flipchart with AFASS written on it
• If after counselling, a woman who is HIV-positive decides that for her replacement feeding
can be acceptable, feasible, affordable, safe, and sustainable (AFASS), then she needs help
to learn how to obtain, prepare, store and feed it. She should learn before her baby is born,
so that she is ready to give her baby replacement feeds immediately after birth.
• A woman who is not planning to breastfeed needs to discuss:
- What are the replacement feeding options and which, if any, are acceptable,
feasible, affordable, sustainable and safe in her situation.
- What she will need in order to use the method she chooses – source of milk, water,
equipment, cost, time.
- If commercial formula is used, the difference between types of formula and what
types are suitable for her infant.
- If home-prepared formula is used, what are the available sources of milk and
whether they are they suitable and safe?
- Is the household water supply accessible and safe? If it is not safe, what water can
the mother use?
- Water will need to be boiled to mix formula and hot water is needed for washing
the equipment. Is there fuel available?
- How will she keep the equipment clean?
- Who will help her learn to prepare and to feed the formula and when will she learn
these things?
• The woman who is HIV-positive will also need to discuss avoidance of mixed feeding and
care of her breasts until the milk is gone13.
• If replacement feeding is not suitable, then the mother should not attempt it. Instead, she
can consider “safer breastfeeding,” which means exclusive breastfeeding, followed by safe
transition to exclusive replacement feeding. A mother may decide to express her milk and
heat-treat it to kill the HIV. If a woman decides on “safer breastfeeding,” then she will
need guidance and support on how to do that.
• Some women may decide to breastfeed exclusively and to stop breastfeeding as soon as a
replacement feeding method becomes acceptable, feasible, affordable, sustainable and safe
in her situation.
• Exclusive breastfeeding carries a lower risk of HIV transmission than mixed breastfeeding.
Ask: Where can a woman who is HIV-positive obtain infant feeding counselling in this local
area?
Wait for responses. Provide further information as needed.
Detailed information on counselling women who are HIV-positive, how to assist them to decide on a
feeding option and learn to use that option, are covered in the WHO/UNICEF course: Infant and
Young Child Feeding Counselling: An integrated course and training on the use of HIV and Infant
Feeding job aids. Job aids to counsel women who have already been tested and found to be HIV-
positive are available to assist those who are trained in infant feeding counselling.
5. Discuss breastfeeding with a pregnant woman 50 minutes
Explain the activity – 5 minutes

Later the participants will have a clinical practice where they will talk with pregnant women.
This activity is preparation for the clinical practice.
Divide the participants into groups of three. One person plays the role of the ‘pregnant
woman’, one person is the ‘health worker’, and one person is the ‘observer’. The health
worker listens to the pregnant woman and her views and concerns about breastfeeding. The
‘health worker’ discusses with the pregnant woman the importance of breastfeeding and some
practices that help establish breastfeeding in the first days. The Antenatal Checklist can help
the ‘health worker’ to remember the points to discuss14.
The ‘observer’ should watch and note when the ‘health worker’:
- Uses open questions to encourage the woman to talk.
- Responds to the woman by reflecting, praising and using other counselling skills as
appropriate.
- Provides correct information in a way that is easy to understand, including the
importance of breastfeeding for the mother as well as the baby and some
information on why practices are recommended.
- Offers opportunities for the woman to ask questions or discuss the information
further.
Then the three people discuss the skills used and information given.
13 Care of the breast for a non-breastfeeding woman is discussed in a later session.

14 The Antenatal Checklist is at the end of this session.
Pair practice – 30 minutes

About every 5 minutes, ask the participants to swap roles so that they all have a turn in each
role. Facilitators stay with groups to see if they are managing the activity.
Class discussion – 10 minutes

How can women discuss breastfeeding if there is limited time in antenatal services or if the
women do not come to the services?
When are individual talks appropriate and feasible?
When should group talks be given?
If group talks are given, how can the antenatal serviced help insure that pregnant women hear
all they need to know about feeding their babies?
What do you say to a woman that you know has been tested and is HIV-positive about
feeding her baby?
What if the woman does not want to listen to any information?
Session 3 Summary
• A pregnant woman needs to understand that:

- breastfeeding is important for her baby and for herself;
- exclusive breastfeeding for 6 months is recommended;
- frequent breastfeeding continues to be important after complementary foods are
added;
- practices such as early skin to skin contact after birth, early initiation of
breastfeeding, rooming-in, frequent baby-led feeding, good positioning and
attachment, and exclusive breastfeeding without any supplements are beneficial
and can assist in establishing breastfeeding;
- support is available to her.
• The ideal antenatal preparation is that which builds the woman’s confidence in her ability
to breastfeed. Breast and nipple preparation are not needed and can be harmful.
• Some women will need extra attention if they have had previous poor experiences of
breastfeeding or are at risk of difficulties.
• Offer all pregnant women voluntary and confidential HIV counselling and testing.
• A woman who is HIV-positive needs individual counselling to help her to decide the best
way to feed her baby that is acceptable, feasible, affordable, sustainable, and safe (AFASS)
in her circumstances.
List two reasons why exclusive breastfeeding is important for the child.
List two reasons why breastfeeding is important for the mother.
What information do you need to discuss with a woman during her pregnancy that
will help her to feed her baby?
List two antenatal practices that are helpful to breastfeeding and two practices that
might be harmful.
If a woman is tested and found to be HIV-positive, where can she get infant
feeding counselling?
Antenatal Checklist – Infant Feeding
All of the following should be discussed with all pregnant women by 32 weeks of pregnancy. The
health worker discussing the information should sign and date the form.
Name:
Expected date of birth:
Topic Discussed Signed Date

or note if mother
declined
discussion
Importance of exclusive breastfeeding to the baby
(protects against many illnesses such as chest infections,
diarrhoea, ear infections; helps baby to grow and develop
well; all baby needs for the first six months, changes with
baby’s needs, babies who are not breastfed are at higher risk
of illness)
Importance of breastfeeding to the mother
(protects against breast cancer and hip fractures in later life,
helps mother form close relationship with the baby, artificial
feeding costs money)
Importance of skin-to-skin contact immediately
after birth
(keeps baby warm and calm, promotes bonding, helps
breastfeeding get started)
Importance of good positioning and attachment
(good positioning and attachment helps the baby to get lots of
milk, and for mother to avoid sore nipples and sore breasts.
Help to learn how to breastfeed is available from …)
Getting feeding off to a good start
- baby-led feeding;
- knowing when baby is getting enough milk;
- importance of rooming-in/keeping baby nearby;
- problems with using artificial teats, pacifiers.
No other food or drink needed for the first 6 months
– only mother’s milk
Importance of continuing breastfeeding after 6
months while giving other foods
Risks and hazards of not breastfeeding
- loss of protection from illness and chronic diseases;
- contamination, errors of preparation;
- costs;
- difficulty in reversing the decision not to breastfeed.
Other points discussed and any follow-up or referral needed:
Additional Information - Session 3

Antenatal discussion
• Antenatal education is especially important with maternity stays of less than 24 hours because there
is little time after birth to learn about breastfeeding. During antenatal visits, health workers can find
out what women already know about breastfeeding and begin to help them learn breastfeeding
management.
• In addition, a woman needs to be confident that she will be able to breastfeed. This means talking
about the concerns she has and talking about the practices that assist breastfeeding to get well
established.
• Pregnant women are not children in school who need a teacher at the front of the class. Adults learn
best when the information is relevant to their needs, they can link it to other information they
know, and they can talk about it with others in the group. Group discussion can also be a useful
way to bring out cultural issues such as embarrassment in front of men, fear of losing their figure,
worries about not being able to be away from the baby if breastfeeding, what parents/partners
think, balancing work inside or outside of household with feeding. Some topics may be easier to
discuss as part of a group with peers rather than one to one with a health worker.
• Remember to include women who are in-patients during their pregnancy in both individual and
group discussions.
• If the baby is likely to need special care after birth, for example if a preterm birth expected, it is good
to talk to the pregnant woman more about the importance of breastfeeding for her baby and about the
supports that are available to help her feed her baby receiving special care.
• Unfortunately, some women do not come to many antenatal preparation sessions, and when they do
come there may be little time for discussion.
• If a woman asks, information can be given on the difference between breast milk and infant
formula15, the cost of using formula, and the need to learn how to prepare it in a safe manner if it is
used.
• An antenatal group session is NOT the place to teach preparation of formula. Mothers who decide
not to breastfeed need to learn safe preparation of replacement feeds one-to-one with a health
worker so that they are able to learn at their own speed and to ask questions about their own
situation. They may learn best close to the time when they need to know this information (near the
time of the baby’s birth), not several weeks before the baby is born.
• In addition, teaching replacement feeding as a routine part of antenatal education gives women the
impression that it is expected that they will prepare formula for their baby. This influences some
women who might otherwise exclusively breastfeed to use formula.
The importance of breastfeeding and breast milk

• Breastfeeding is important for the short and long term health of children and women. Both the
action of breastfeeding and the composition of breast milk are important.
The action of breastfeeding

• The action of breastfeeding helps the child’s jaw to develop as well as muscles such as the tongue
and muscles of the Eustachian tube. This development:
- reduces the incidence of ear infections;
- assists with clear speech;
- protects against dental caries and reduces risk of orthodontic problems.
15 Remember to use breast milk as the ideal or norm and compare infant formula to breast milk, rather than comparing breast milk to
formula. Formula may have a high level of a particular ingredient but this does not mean a high level is better than the level in breast milk.
• Infants appear to be able to self-regulate their milk intake. This may have an effect on later appetite
regulation and obesity. This appetite control does not appear to happen with bottle-fed milks -
where the person feeding the baby controls the feed, rather than the baby.
• Breastfeeding also provides warmth, closeness and contact, which can help physical and emotional
development of the child. Mothers who breastfed are less likely abandon or abuse their babies.
Breast milk is important for children

• Human milk:
- Provides ideal nutrition to meet the infant’s needs for growth and development.
- Protects against many infections, and may prevent some infant deaths.
- Reduces risk of allergies and of conditions such as juvenile-onset diabetes, in families with a
history of these conditions.
- Programmes body systems that may assist in blood pressure regulation and reduction of obesity
risk in later life.
- Is readily available, needing no preparation.
• A mother’s own milk is best suited to the individual child, changing to meet the baby’s changing
needs.
• Many of the effects of breastfeeding are ‘dose responsive’. This means that longer and exclusive
breastfeeding shows a greater benefit.
• Children who do not breastfeed or receive breast milk may be at increased risk of:
- Infections such as diarrhoea and gastrointestinal infections, respiratory infections, and urinary
tract infections.
- Eczema and other atopic conditions.
- Necrotising enterocolitis, in preterm infants.
- Lower developmental performance and educational achievement, thus reducing earning
potential.
- Developing juvenile onset insulin dependant diabetes mellitus, higher blood pressure and
obesity in childhood, all markers of later heart disease.
- Dying in infancy and early childhood.
• The dangers of not breastfeeding occur with all social and economic circumstances. Many studies
indicate that a non-breastfed child living in disease-ridden and unhygienic conditions is between
six and 25 times more likely to die of diarrhoea and four times more likely to die of pneumonia
than breastfed infants. These risks even lower with exclusive breastfeeding.
• If every baby were exclusively breastfed from birth for six months, an estimated 1.3 million
additional lives would be saved world wide and millions more lives enhanced every year.
Breastfeeding is important for mothers, families and communities

• Compared to women who breastfeed, not breastfeeding may increase the risk of:
-Breast cancer, and some forms of ovarian cancer.
-Hip fractures in older age.
- Retention of fat deposited during pregnancy which may result in later obesity.
- Anaemia due to low contraction of the uterus following birth and early return of menses.
- Frequent pregnancies due to lack of child spacing effect of breastfeeding.
- Fewer opportunities to be close to their baby.
• Families are affected too. When a baby is not breastfed there may be:
- Loss of income through a parent’s absence from work to care for an ill child.
- Higher family expenses to purchase and prepare artificial feeds as well as extra time needed to
give these feeds, as well as extra expense of the child’s illnesses.
- Worry about infant formula shortages or about an ill baby.
• Children who are not breastfed have increased illness, therefore increased use of health care
services, and increased health care costs, both as infants and later. In addition, healthy infants grow
to become healthy, intelligent adults in the workforce, contributing to the well being of their
community.
The risks of not breastfeeding

• The risks from not breastfeeding are due to:
- The lack of the protective elements of breast milk, resulting in a higher illness rate.
- The lack of optimal balance of nutrients, for example those needed for brain growth and
intestinal development.
• In addition, there are the dangers from the use of breast-milk substitutes themselves. These dangers
may include:
- Infant formula may be contaminated through manufacturing error.
- Powdered infant formula is not sterile and during manufacture may be contaminated with
bacteria such as Enterobacter sakazakii and Salmonella enterica, which has been associated
with serious illness and death in infants. WHO has developed guidelines16 for careful formula
preparation in order to minimize the risk to infants.
- Infant formula may contain unsafe ingredients or may lack vital ingredients.
- Water used for washing bottles or mixing infant formula may be contaminated.
- Errors in mixing formula, over concentration or under concentration, may cause infant illness.
- Families may dilute the formula to make it last longer.
- Formula may be given to settle a crying baby which can lead to overweight and food being seen
as the solution to unhappiness.
- Water and teas may be given instead of breast milk or formula resulting in less milk consumed
overall and low weight gain.
- Purchase of infant formula creates unnecessary expenses for the family and means less food for
other members.
- Frequent pregnancies may burden the family and society.
- Hospital costs are higher for staff and supplies to treat health problems.
• Some of the risks from using breast-milk substitutes can be reduced by attention to the process of
using breast-milk substitutes - the preparation and hygiene elements. However, the differences in
the constituents of breast milk and formula still remain.
Class discussion
Does it make a difference if you say, “Breastfed babies may have less illness” or if you say,
“Babies who are not breastfed may have more illness”?
Bring out in the discussion that the first phrase implies that illness is normal in babies and
breastfed babies have less illness than normal rates found in babies who are not breastfed.
The second phrase implies that breastfeeding is the norm and not breastfeeding has the risk.
How would you reply to a colleague who says, “You make mothers feel bad if you tell them
that there are dangers if they do not breastfeed”?
Health workers do not hesitate to tell women that there is a risk if they smoke during
pregnancy or if do not have a trained person at the birth or if they leave their infant in the
house alone. There are many risks to a baby that we tell women to try to avoid. Women have
a right to know what is best for baby and may feel angry if you withhold information from
them.
16 Guidelines for the safe preparation, storage and handling of powdered infant formula. Food Safety, WHO (2007)
Optional Activity- additional time will be needed

Ask participants if they know the costs to a family of using breast-milk substitutes for six
months. The Worksheet 3.1 at the end of this session can be used to discuss this further.
Time is not allocated in this session for this discussion.
Breastfeeding and emergency situations

• Increasingly, mothers and infants are affected by emergency situations worldwide. Natural
disasters, such as earthquakes, storms, and floods as well as armed conflicts displace millions of
families and cut them off from their usual food supplies.
• In many cases the immediate problem of securing food is complicated by outbreaks of illnesses
such as cholera, diphtheria and malaria following disruption of power, water and sewage services.
• In these emergency situations, breastfeeding, especially exclusive breastfeeding, is the safest and often
the only reliable food for infants and young children. It provides both nutrition and protection from
illness as well as having no financial cost or extra water needed for preparation.
• A mother does not need perfect calm to breastfeed. Many women breastfeed easily in extremely
stressful situations. Some women find that breastfeeding soothes and helps them to cope with
stress. However, stress may decrease a woman’s ability to letdown, so it is important to create safe
areas in emergency settings where pregnant and breastfeeding mothers may gather to support each
other. If health workers are supportive and build a mother’s confidence, this can help her milk to
flow well.
• Any infant who is not breastfeed is at high risk in an emergency situation. Their mothers should be
referred for full assessment of risk, for relactation if possible, and for other needed support.
How breast milk is unique

• Breast milk has over 200 known constituents as well as constituents that are not yet identified.
Each animal has milk specific to the needs of that species – calves grow quickly with large muscles
and bones, human babies grow slowly with rapid brain development.
• A mother's milk is especially suited for her own baby. It changes to provide nutrition suitable for
the baby’s needs. Colostrum and breast milk are adapted to gestational age, and mature breast milk
changes from feed to feed, day to day, and month to month to meet the baby's needs. Breast milk is
a living fluid that actively protects against infection.
How breast milk protects

• A child’s immune system is not fully developed at birth and takes to age three or more to fully
develop. Breast milk provides protection for the baby in a number of ways:
- When the mother is exposed to an infection her body produces antibodies (infection
fighting substances) to that infection. These antibodies are passed to the baby through her
breast milk.
- Mother’s milk stimulates the baby’s own immune system.
- Factors in breast milk help the growth of the cell walls of the baby’s gut thus aiding the
development of a barrier to micro-organisms and allergens, as well as aiding the repair of
damage from infections.
- White cells present in breast milk are able to destroy bacteria.
- Components in breast milk also prevent the micro-organisms from attaching to the cell
walls. If they do not attach they pass out of the baby’s system.
- The growth of beneficial bacteria in the breastfed baby’s system (lactobacillus bifidus)
leaves little room for the growth of harmful bacteria.
- Nutrients are not available for harmful bacteria to grow, for example, lactoferrin binds to
iron preventing disease-causing bacteria from using this iron to multiply.
• Artificial formula contains no living cells, no antibodies, no live anti-infective factors and cannot
actively protect the baby from infections.
What is breast milk

Colostrum: the first milk
• Colostrum is produced in the breasts by the seventh month of pregnancy and continues through the
first few days after birth. In appearance, colostrum is thick, sticky, and clear to yellowish in color.
• Colostrum acts like a ‘paint’ coating the babies gut to protect it. If any water or artificial feeds are
given, some of this ‘paint’ can be removed, allowing infections to get into the baby’s system.
Colostrum is a baby's first immunization against many bacteria and viruses. Colostrum helps to
establish good bacteria in the baby’s gut.
• Colostrum is the perfect first food for babies, with more protein and vitamin A than mature breast
milk. Colostrum is laxative, and helps the baby to pass meconium (the first sticky black stools).
This helps to prevent jaundice.
• Colostrum comes in very small amounts. This suits the baby’s very small stomach and the
immature kidneys that cannot handle large volumes of fluid. Breastfed newborns should not be
given water or glucose water unless medically necessary.
Preterm breast milk
• The milk of a mother giving birth before 37 weeks gestation, preterm breast milk, has more protein,
higher levels of some minerals including iron, and more immune properties than mature milk, making
it more suited for the needs of a premature baby.
• A mother's milk can even be used before the baby is able to breastfeed. The mother can express her
milk, and it can be fed to the baby with a cup, spoon or tube.
Mature breast milk
• Mature breast milk contains all of the major nutrients – protein, carbohydrates, fat, vitamins, minerals
and water in the amounts the baby needs. It changes in relation to the time of day, the length of a
breastfeed, the needs of the baby, and diseases with which the mother has had contact.
• The components of breast milk provide nutrients as well as substances that help in digestion,
growth, development and provide protection from infections. Breast milk continues to provide
these nutrients, protection, and other benefits as the child grows, these components do not
disappear at a certain age.
Nutrients in breast milk

Protein
• The amount of protein in breast milk is perfect for infant growth and brain development. It is easy
to digest and can thus quickly supply nutrients to the baby. Artificial formulas have different
proteins from human milk that can be slow and difficult to digest, which can put a strain on the
baby’s system. Some babies can develop intolerance to the proteins in formula resulting in rashes,
diarrhoea and other symptoms. The level of protein in breast milk is not affected by the mother's
food consumption.
Fat
• Fat is the main source of energy (calories) for the infant. Enzymes in breast milk (lipase) start the
digestion of the fat, so that it is available quickly to the baby as energy.
• Fat in breast milk contains very long-chain fatty acids for brain growth and eye development as
well as cholesterol and vitamins. The high level of cholesterol may help the infant to develop body
systems to handle cholesterol throughout life.
• The level of fat is low in the milk at the beginning of a feed — this is called foremilk, and quenches
the baby’s thirst. The level of fat is higher in the milk later in the feed — this is called hind milk, and
gives satiety. Fat content can vary from feed to feed.
• Artificial formula does not change during the feed and lacks digestive enzymes. Artificial formulas
have little or no cholesterol. Some brands may have fatty acids added; however these may come
from fish oils, egg fat or vegetable sources.
• The type of fat in breast milk can be affected by the mother's diet. If a mother has a high level of
polyunsaturated fats in her diet, her milk will be high in polyunsaturated fats. However the total
amount of fat in the milk is not affected by the mother’s diet unless the mother is severely
malnourished with no body fat stores.
Carbohydrate
• Lactose is the main carbohydrate in breast milk. It is made in the breast and is constant through out
the day. Lactose helps calcium absorption, provides fuel for brain growth and retards the growth of
harmful organisms in the gut. It is digested slowly. Lactose in the breastfed baby’s stool is not a
sign of intolerance.
• Not all artificial formulas contain lactose. The effects of feeding healthy infants breast milk
substitutes without lactose are unknown.
Iron
• The amount of iron in breast milk is low. However it is well absorbed from the baby's intestine if
the baby is exclusively breastfed, partly because breast milk provides special transfer factors to
help this process. There is a high level of iron added to formula because it is not absorbed well. The
excess added iron can feed the growth of harmful bacteria.
• Iron-deficiency anaemia is rare in the first six to eight months in exclusively breastfed babies who
were born healthy and full term, without premature cord clamping.
Water
• Breast milk is very rich in water. A baby, who is allowed to breastfeed whenever the baby wants,
needs no supplemental water even in hot, dry climates. Breast milk does not overload a baby's
kidneys and the baby does not retain unnecessary fluid.
• Giving water or other fluids such as teas, may disrupt the breast milk production, decrease the
infant’s nutrient intake, and increase the infant’s risk of infections.
Flavour
• The flavour of breast milk is affected by what the mother eats. The variation in flavour can help the
baby get used to the tastes of the family foods and ease the transition to these foods at after six
months of age. Artificial formula tastes the same for every feed, and throughout the feed. The taste
of formula is not related to any foods the baby will eat when older.
Exclusive breastfeeding for the first six months

• Exclusive breastfeeding provides all the nutrients and water that a baby needs to grow and develop
in the first six months. This means to the end of six completed months – 26 weeks or 180 days, not
the start of the sixth month.
• Exclusive breastfeeding means that no drinks or foods other than breast milk are given to a baby.
Vitamins, mineral supplements or medicines can be given, if needed. Most exclusively breastfed
young infants feed at least eight to twelve times in 24 hours, including night feeds.
• Any of the following interferes with exclusive breastfeeding:
- A baby is given any drinks or foods other than breast milk.
- A baby is given a pacifier/dummy/soother.
- Limits are placed on the number of breastfeeds.
- Limits are placed on suckling time or the length of a breastfeed.
• After six months, children should receive complementary foods in addition to breast milk. Breast
milk continues to be important, often providing one-third to one-half the calories for the child at
twelve months of age, and should be continued up to 2 years of age and beyond.
Recommendations related to breastfeeding for women who are HIV-positive

• If a woman is HIV-infected, there is a risk of transmission to the baby during the pregnancy and
birth, as well as during breastfeeding. About 5-15% of babies (one in 20 to one in seven) born to
women who are HIV-infected will become HIV-positive through breastfeeding17. To reduce this
risk, mothers may choose to avoid breastfeeding altogether or to breastfeed exclusively and stop as
soon as replacement feeding is feasible.
• In some settings, the risk of not exclusively breastfeeding is just as high or higher than the risk of
HIV transmission from breastfeeding. This is part of the reason that individual counselling is so
important.
• In the situation where the woman is tested and found to be HIV-positive, the recommendation is:
Infant Feeding Recommendation for HIV-positive Women

Exclusive breastfeeding is recommended for HIV-infected mothers for the first six months of
life unless replacement feeding is acceptable, feasible, affordable, sustainable and safe for
them and their infants before that time. When replacement feeding is acceptable, feasible,
affordable, sustainable and safe, avoidance of all breastfeeding by HIV-infected mothers is
recommended.
• This recommendation does not say that all women who are HIV-positive must avoid breastfeeding.
A decision not to breastfeed has disadvantages, including increased risks to the infant’s health.
• It is important to ensure that replacement feeding is
- acceptable,
- feasible,
- affordable,
- sustainable, and
- safe, in the specific family.
• Each woman who is HIV-positive needs an individual discussion with a trained person to help her
to decide the best way to feed her child in her individual situation.
• The majority of women are not infected with HIV. Breastfeeding is recommended for:
- women who do not know their status, and
- women who are HIV-negative.
• If testing for HIV is not possible, all mothers should breastfeed. Breastfeeding should continue to
be protected, promoted, and supported as a general population recommendation.
Class discussion
What could you reply to a colleague who said, “It would be better if any mother at risk of
being HIV-infected was advised not to breastfeed, this would protect more babies.”
Modified breastfeeding
• If the mother is HIV-positive, her own expressed milk can be heat-treated, which kills the HIV
virus. Expressed breast milk from another woman can also be used, either through an organised
milk bank that tests and heat-treats the milk, or informally from a woman tested and HIV-negative.
17 To estimate the percentage of infants at risk of HIV through breastfeeding in the population, multiply the prevalence of HIV by 15%. For
example, if 20% of pregnant women are HIV-positive, and every woman breastfeeds, about 3% of infants may be infected by breastfeeding.
(Infant Feeding in Emergencies, Module1).
Replacement feeding options – sources of milk

• Replacement feeding options include:
- Formula prepared from powder (or sometimes concentrated liquid) that needs only water
added.
• Commercial infant formula is made from animal milk. The fat content is altered and often a
vegetable fat is added, a form of sugar is added and micronutrients are added. You may have
generic formula available; which is the same composition to commercial formula. It is simply
labelled and distributed without marketing it.
• A commercial formula has been modified so that the proportions of different nutrients are
appropriate for infant feeding, and micronutrients have been added. Formula needs only to be
mixed with the correct amount of water.
• It is important to remember however, that although the proportions of nutrients in either
commercial or home-prepared formula can be altered, their quality cannot be made the same as
breast milk. Also, the immune factors and growth factors present in breast milk are not present in
animal milk or formula, and they cannot be added.
• Other types of formula are available and should only be discussed with mothers if the infant has a
medical need for these specialised products:
- Soy infant formula uses processed soybeans as the source of protein and come in powdered
form. Usually it is lactose-free and has a different sugar added instead. Infants who are
intolerant of cows’ milk protein may also be intolerant of soy protein18.
- Low birth weight or preterm formula is manufactured with higher levels of protein and certain
minerals and a different mixture of sugars and fats than ordinary formula for full-term infants.
Low birth weight formula is not recommended for healthy, full term infants. The nutritional
needs of low birth weight infants should be individually assessed.
- Specialised formulas are available to use in conditions such as reflux, high-energy need, lactose
intolerance, allergic conditions and metabolic diseases like phenylketonuria. These formulas
are altered in one or more nutrients and should only be used for infants with the specific
conditions under medical/nutritional supervision.
- Follow-on (or follow-up) milks are marketed for older infants (over six months). They contain
higher levels of protein and are less modified than infant formula. Follow-on milks are not
necessary. A range of ordinary milk products can be used over six months of age and
micronutrients supplements also given if needed.
• Products that are not suitable for making infant formula include:
- skimmed milk – fresh or dried powder;
- condensed milk (very high in sugar and the fat content may be low);
- creamers used for ‘whitening’ tea or coffee.
Water for preparing formula

• Infant formula requires water to be added. All water used for making infant formula needs to be
boiled – brought to a full rolling, bubbling boil. Run the tap for a while to remove water standing in
the pipe before boiling.
• Use water that has low levels of contamination from organisms that could cause illness as well as
safe from pesticides, lead, and other contaminants. ‘Mineral’ water that is sold in bottles needs to
be checked as it can have a high level of sodium (above 20 milligrams of sodium per litre of water
is too high for infants) or other minerals. Do not use artificially softened water for making feeds.
• The correct proportions of water to formula powder are extremely important for child health.
18 There are also soy milks available that are not specially formulated for babies and if used, need special modification and the addition of
micronutrients. Soy milk is not a good milk for young children as it does not include sufficient calcium and other animal products for good
growth.
Optional Activity: Cost of Not Breastfeeding

The International Code of Marketing of Breast-milk Substitutes asks all health workers to know the
financial implications of any decision not to breastfeed, and to inform parents. Do you know? This
worksheet is based on a UNICEF/WHO training activity19 and has been simplified to only include the
direct cost of preparing feeds. The value of breastfeeding extends past the first six months. To make
calculations easier this chart only relates to the first six months.
Milk costs
One tin of formula costs ______ for ______ grams.
For the first six months, about 20 kg. of powdered infant formula are needed.
That will cost Infant formula cost _______
Fuel costs
Following label instructions, the mother must give about _____ artificial milk feeds during the first six
months. ____ litres of water will be boiled to make up these feeds, plus the extra water for warming
and washing ______(approx. 1 litre per feed for washing and warming) It costs _____ to boil a litre of
water x _____ litres per day, multiplied by 180 days. Fuel cost _____
Caregiver’s time:
Following label instructions, the caregiver must prepare feeds____ times a day, and preparation takes
____ minutes each time, or a total of ___ hours per day.
Cost of preparing artificial feeds for a baby for six months ________
Minimum wage of a nurse is ________
Minimum wage of a female factory worker is ________
Artificial feeding for one six months costs ________ % of a nurse's wage
________ % of a factory worker's wage
plus the additional time in preparation that keeps mother from other family or financial pursuits.
There are also long term costs of not breastfeeding. Health care costs are increased by not
breastfeeding, which affect the family, the health and social welfare services and the taxpayers. A
monetary figure cannot be put on the psychological cost of illness or death of the baby or the mother,
though this is obviously great, be it an acute infection or a chronic condition.
The use of feeding bottles is not recommended as they are difficult to keep clean. However if they are
used additional costs are:
Equipment costs
____ feeding bottles, at ______ each, will cost Bottles ________
____ teats at ______ each, will cost Teats ________
____bottle brush for cleaning at ______ each, will cost Brush ________
Sterilising costs
Cost ____ per day to use chemical solution x 180 days. Sterilising ______
If chemical sterilising is used, another litre of boiled water will be needed per bottle to rinse the
sterilant from the bottles and teats before use.
(or calculate other methods such as boiling bottles and teats)
19 Adapted from Helen Armstrong, Training Guide in Lactation Management, IBFAN/UNICEF. New York, 1992, p.43. Further activities
on the cost of not breastfeeding can be found in HIV and Infant Feeding Counselling: a training course, Session 13. WHO/FCH/CAH/2000,
UNICEF/PD/NUT/(J)2000.
Session 3.2.4 Protecting Breastfeeding 77
SESSION 4
PROTECTING BREASTFEEDING
Session Objectives:
1. Discuss the effect of marketing on infant feeding practices. 5 minutes
2. Outline the key points of International Code of Marketing of 15 minutes
Breast-milk Substitutes.
3. Describe actions health workers can take to protect families 5 minutes
from marketing of breast-milk substitutes.
4. Outline the care needed with donations of breast-milk 5 minutes
substitutes in emergency situations.
5. Discuss how to respond to marketing practices. 15 minutes
Materials:
Slide 4/1: Picture of mothers in antenatal clinic.
Slide 4/2: Aim of Code.
Gather examples of advertising of breast-milk substitutes to mothers and to health
professionals.
Gather examples of presents/gifts to health workers from companies.

The International Code of Marketing of Breast-milk Substitutes. WHO, 1981 and Relevant WHA
resolutions at: http://www.ibfan.org/English/resource/who/fullcode.html
The International Code of Marketing of Breast-milk Substitutes. A common review and evaluation
framework. Geneva, World Health Organization, 1996.
Infant Feeding During Emergencies – training manual. www.ennonline.net
Booklet (not on internet): Protecting Infant Health. A Health Workers’ Guide to the International
Code of Marketing of Breastfeeding Substitutes, 10th edition, IBFAN/ICDC, 2002.
78 Session 3.2.4 Protecting Breastfeeding
Introduction
- Show Picture 4/1 of Miriam and Fatima and tell the story.
Miriam is expecting her second baby. Miriam’s previous baby was born in a different
hospital. In that hospital, Miriam received colourful leaflets about using formula
including discount coupons during her pregnancy. She also received a tin of formula,
and a high quality bottle and teat set when she was going home after the birth.
1. The effect of marketing on infant feeding practices 5 minutes

Ask: What might be the effect of these gifts on Miriam’s infant feeding decisions?
Wait for a few responses
• The marketing and promotion of commercial breast-milk substitutes can undermine

breastfeeding and has contributed substantially to the global decline in breastfeeding.
- Ask participants to mention some ways that breast-milk substitutes are promoted,
advertised, or marketed locally. The following is your checklist; only mention these
strategies if the participants do not include them.
MARKETING PRACTICES CHECK LIST
□ television and radio advertising

□ newspapers and magazines advertising
□ bill board advertising
□ promotional websites
□ special offers
□ reduced prices
□ mailings to pregnant women and mothers
□ discount coupons
□ phone help lines
□ posters, calendars etc. in doctors offices and hospitals
□ doctor’s and nurse’s endorsements
□ free gifts
□ free samples
□ special offers
□ educational materials
• Women are not able to make informed choices about infant feeding if they receive biased and
incorrect information. A company provides information on its products with the aim of selling
more of its products, so companies are biased sources of information.
• Moreover, if good breastfeeding information and education does not reach society as a
whole, even well informed women will not get the personal and social support essential for
exclusive breastfeeding. Badly-informed families, friends and health professionals can
undermine the confidence even of a well-informed woman; conflicting advice and subtle
pressures may make her doubt her ability to breastfeed her baby.
2. The International Code of Marketing of Breast-milk Substitutes

15 minutes
• A Baby-friendly hospital abides by the International Code of Marketing of Breast-milk
Substitutes (the Code). The International Code was agreed at the World Health Assembly
(WHA) in 1981 by Member States as one step to protect breastfeeding and to protect the
minority of infants who might need artificial feeding. Subsequent resolutions (about every
two years) are also agreed at WHA and have the same status as the original Code.
• The International Code is not a law; it is a recommendation based on the judgment of the
collective membership of the highest international body in the field of health, the World
Health Assembly.
- Show slide 4/2 and read out the points below.
• The overall aim of the International Code of Marketing of breast-milk Substitutes is the
safe and adequate nutrition of all infants. To achieve this aim we must:
- Protect, promote and support breastfeeding.
- Ensure that breast-milk substitutes (BMS) are used properly when they are
necessary.
- Provide adequate information about infant feeding.
- Prohibit the advertising or any other form of promotion of BMS.
• The Code does not aim to compel women to breastfeed against their will. The Code aims
to ensure that everyone receives unbiased and correct information about infant feeding.
• The Code also protects artificially fed infants by ensuring that the choice of products is
impartial, scientific and protects these children’s health. The Code ensures that labels carry
warnings and the correct instructions for preparation, so they are prepared in a safe manner
if they are used.
• The Code is clear that the manufacture of BMS and making safe and appropriate products
available are acceptable practices, but promoting them in the way most consumer products
are marketed is unacceptable.
The Code and local implementation

• Member States (individual countries) are honour-bound to implement the Code, but they
may implement it in the way that they think is best for their countries. If a Member State
uses laws to enforce health protection practices, they can make their Code a law, but if
their custom is to issue edicts from the head of state or to issue rules at Ministry level, then
they may do so.
• The Code was adopted as a MINIMUM standard and Member States are expected to
implement the basic principles and strengthen the provisions according to their society’s
needs. They may make the Code stronger in any way they see fit in order to protect infant
and young child health and survival, but they may not weaken it or omit any provisions.
• The responsibility for monitoring the application of the Code lies with Governments,
although manufacturers and distributors, professional groups and NGOs should collaborate
with Governments to this end. The monitoring should be free from commercial influence.
- Mention any national laws, decrees or other implementation of the International Code that
apply in the country.
Products that are covered by the Code (Scope of the Code)

• The Code applies to the marketing, and related practices, of the following products:
- breast-milk substitutes, including infant formula;
- other milk products, foods (cereals) and beverages (teas and juices for babies),
when marketed or otherwise represented to be suitable for use as a partial or total
replacement of breast milk;
- feeding bottles and teats.
• According to recommendations for optimal infant feeding, infants should be exclusively
breastfed for the first 6 months. That means that any other food or drink given to them
before that age will replace breast milk and is therefore a breast-milk substitute.
• After the age of six months, anything that replaces the milk part of the child's diet, which
would ideally be fulfilled by breast milk, is a breast-milk substitute, for example Follow-on
milks or cereals promoted to be offered by bottle.
• The Code does not:
- Prohibit the production and availability of breast-milk substitutes.
- Affect the appropriate use of complementary foods after 6 months of age.
Promotion and providing information

• Product labels must clearly state the superiority of breastfeeding, the need for the advice of
a health care worker, and a warning about health hazards. They may show no pictures of
babies, or other pictures or text idealizing the use of infant formula.
• Advertising of breast-milk substitutes to the public is not permitted under the Code.
• Companies can provide necessary information to health workers on the ingredients and use
of their products. This information must be scientific and factual, not marketing materials.
This product information should not be given to mothers.
• If any educational materials are provided for parents, the materials must explain:
- the importance of breastfeeding;
- the health hazards associated with bottle-feeding;
- the costs of using infant formula;20 and
- the difficulty of reversing the decision not to breastfeed.
Samples and supplies

• There should be no free or low-cost supplies of breast-milk substitutes in any part of the
health care system. Health facilities should buy the small amount of formula needed for any
babies who are not breastfeeding through regular purchasing channels.
• Free samples should not be given to mothers, their families or health care workers. Small
amounts of formula given to mothers as a present or gift when going home from hospital or
in the community are not allowed, as these are samples to encourage mothers to use those
products.
• Sometimes the government procures breast-milk substitutes to be given for free or at a
reduced price to mothers or caregivers for social welfare purposes (for example, mothers
who have tested HIV-positive and have made an informed decision not to breastfeed). In
this situation, the supply must be reliably sustained for each infant for as long as the infant
needs it.
20 Mention the cost if using infant formula, if known.
• Supplies given for a baby should not be dependent on donations. Donations might stop at
any time and then the baby would have no formula. A baby who is not breastfed will need
20 kg of powdered formula in the first 6 months and a suitable breast-milk substitute up
until 2 years of age.
• All products should be of a high quality and take account of the climatic and storage
conditions of the country where they are used. Out of date products should not be
distributed.
3. How health workers can protect families from marketing 5 minutes

How promotion is channelled through Health Systems
- Ask participants to mention some ways that breast-milk substitutes are promoted,
advertised, or marketed through hospitals and health facilities. The following is your
checklist; only mention methods of marketing if the participants do not include them.
HEALTH SYSTEM MARKETING CHECK LIST

□ Free samples
□ Free supplies to hospitals and to individual health professionals
□ Small gifts such as pens, prescription pads, growth charts, calendars,
posters and less expensive medical equipment
□ Large gifts such as incubators, machines, fridges, air conditioners,
computers
□ Gifts of professional services such as architectural design of
hospitals, organisation of events or legal services
□ Personal gifts such as holiday trips, electrical goods, meals, and
entertainment
□ Sponsorship of hospitals, clinics or projects, health worker
associations
□ Funding of research grants and salaries
□ Support to attend professional events and for professional
associations
□ Financial sponsorship of students and the presence of company
representatives in health training establishments, which may include
actual teaching in infant feeding courses
□ Sponsorship of conferences, seminars and publications
□ Advertisements in journals and similar publications, 'advertorial'
articles that look like information but are advertising
□ Research reports that are really promotional materials
□ Friendly relations that encourage health workers to feel well disposed
to the company, sending cards, bringing sweets or other food to the
staff at work
□ Close relationships with Ministries of Health and their employees
□ Visits by company representatives to doctors in private practice,
health institutions and ministries
Ask: What can you do to help protect babies and their families from marketing practices?
What health workers can do:

• Health workers as individuals and as a group can help to protect infants and their mothers
from marketing. They can and should:
- Remove posters that advertise formula, teas, juices or baby cereal, as well as any
that advertise bottles and teats and refuse any new posters.
- Refuse to accept free gifts from companies.
- Refuse to allow free samples, gifts, or leaflets to be given to mothers.
- Eliminate antenatal group teaching of formula preparation to pregnant women,
particularly if company staff provides the teaching.
- Do individual private teaching of formula use if a baby has a need for it.
- Report breaches of the Code (and/or local laws) to the appropriate authorities.
- Accept only product information from companies for their own information that is
scientific and factual, not marketing materials.
• Hospitals must abide by the International Code and the subsequent resolutions in order to
be recognised as baby-friendly.
4. Donations in emergency situations 5 minutes

• In emergencies the basic resources needed for safe artificial feeding, such as clean water
and fuel, are scarce or nonexistent. Attempts at artificial feeding in such situations increase
the risk of malnutrition, disease, and death. In addition, young children not breastfed miss
its protective effects and are far more vulnerable to infection and illness.
• In emergencies, donations of infant formula, foods and feeding bottles may come from
many sources, including well-intentioned but poorly informed small groups or individuals.
Media coverage may have led these donors to believe that women cannot breastfeed in the
crisis.
• These donations should be refused since they can result in:
- Too much infant formula sent, which may result in babies who do not need
formula receiving it, as well as problems with storage and disposal of excess
formula and disposal of packaging waste.
- Advertising brands, which mothers may then think are recommended brands.
- Donations of out of date or unsuitable formula, making them unsafe to use.
• Additional problems can arise:
- No instructions in local languages provided for the formula preparation.
- Bottles and teats included though cup feeding is recommended in emergencies.
Additional dangers of unlimited supplies in emergencies

• If supplies of infant formula are widely available and uncontrolled, there may be spillover.
Spillover means that mothers who would otherwise breastfeed lose their confidence and
needlessly start to give artificial feeds.
• Infants and their families become dependent on infant formula. If the free supply is
unreliable, they are put at risk of malnutrition in addition to the health risks of artificial
feeding.
• Large donations may come from companies who, by donating formula to the area in crisis,
intend to create a new market for later sale of their products to the emergency-affected
population or the host population.
• If donations are unavoidable, they should be used to prepare cooked foods or porridges for
older children or others, or be used with a relactation device to relactate or induce
lactation.
5. How to respond to marketing practices 15 minutes

Class discussion
A company representative visits the nutritionists at a nutritional rehabilitation centre to
promote the use of a new, improved infant formula. He says that this formula is especially
useful for malnourished babies. He offers to provide enough so that every mother may be
given two free tins. If the staff is implementing the Code, how can they respond?
- Write responses on the blackboard or flipchart.
- Key points: Staff should refuse the donation. Breastfeeding should be encouraged for these
babies. Two tins would only feed a baby for a short time. What would happen after the two
tins were used up?
Wambui runs a private maternity home. Her friend, Wanjike, works for an infant formula
company and offers to give the home posters and leaflets on breast and bottle- feeding, and
supplies of formula. What can Wambui say to her friend?
- Key points: Wambui can explain to her friend that breastfeeding is important for the health
of the babies and mothers. Posters and free formula undermine the importance of
breastfeeding. If there are any mothers who do not breastfeed, free formula will only last a
short time. These mothers need a discussion with an infant feeding counsellor about
sustainable ways to feed their baby. The posters and free formula are not needed.
Sam is training to be a paediatrician. He is very interested in infant nutrition. A formula
company offers to fund his travel to a free conference that the company is holding and
provide him with accommodation at the conference hotel. If Sam accepts this funding, what
might happen?
- Key points: Sam needs to think carefully about accepting this funding. At the conference,
will he hear information that is scientific and factual, or information marketing the
company’s products? Will there be ‘gifts’ at the conference of pens, prescription pads,
posters and other materials marketing the products from that company? Will Sam refuse to
accept these ‘gifts’ or will he bring them back to his workplace? Will the company
representatives come to visit Sam after the conference expecting that he will help them to
get their products used in the health facility because they helped him to get to the
conference? Article 7 of the Code states that no financial or material inducement to
promote products should be offered to health workers or accepted by them. If funding is
provided for a conference, the company should disclose this funding to the health facility
where the person is employed and the health worker receiving the funding should also
inform their supervisor.
Session 4 Summary
• Marketing of breast-milk substitutes and bottles can undermine confidence in breastfeeding

for mothers and the wider community.
• The International Code and its subsequent resolutions assist the safe and adequate nutrition
of infants by reducing health worker and mothers’ exposure to misinformation that
undermines breastfeeding, ensuring that breast-milk substitutes are used properly when
they are necessary, providing adequate information about infant feeding, marketing and
distributing breast-milk substitutes appropriately.
• Health workers can help to protect families from marketing of breast-milk substitutes by
following the Code, refusing to accidentally endorse formula by accepting gifts from
companies and refusing to distribute items with brand markings, marketing materials and
samples to mothers.
• Donations of breast-milk substitutes in emergencies need to be treated with extreme care as
they can make the nutrition and health of infants worse.
Session 4 Knowledge Check - mark the answer True (T) or False (F)
1. Giving mothers company-produced leaflets about breast-milk T F

substitutes can affect infant feeding practices.
2. Breast-milk substitutes include formula, teas, and juices (as well as T F
other products)
3. The International Code and BFHI prohibit the use of formula for T F
infants in maternity wards
4. Health workers can be given any publication or materials by T F
companies as long as they do not share these publications with
mothers
5. Donations of formula should be given to mothers of infants in T F
emergency situations
Answers:
1. T The purpose of company-produced leaflets is to increase sales of their products.
2. T Breast-milk substitutes include infant formula, other milk products, foods and beverages (teas
and juices for babies); bottle-fed complementary foods, (cereals and vegetable mixes for use
before 6 months of age) when marketed or otherwise represented to be suitable, with or
without modification, for use as a partial or total replacement of breast milk.
3. F Infants who are not breastfed can be fed on formula that the maternity unit has purchased in a
similar way to other food purchases, not donated by a formula company.
4. F Publications for health workers from companies should contain only information about
products that are scientific and factual.
5. F Donations may increase ill health. They should not be generally distributed.
Session 3.2.5 Birth Practices and Breastfeeding – Step 4 85
SESSION 5
BIRTH PRACTICES AND BREASTFEEDING - STEP 4
Session Objectives:
1. Describe how the actions during labour and birth can support 30 minutes
early breastfeeding.
2. Explain the importance of early contact for mother and baby. 15 minutes
3. Explain ways to help initiate early breastfeeding. 5 minutes
4. List ways to support breastfeeding after a caesarean section. 15 minutes
5. Discuss how BFHI practices apply to women who are not 10 minutes
breastfeeding.
Materials:
Slides 5/1 – 5/3: Skin to skin contact.
Birth Practices Checklist (optional).
Further Reading for Facilitators:

WHO, Pregnancy, childbirth, postpartum and newborn care - a guide for essential practice. (2003)
Department of Reproductive Health and Research (RHR), WHO.
National Office, PO Box 2346, Ponte Vedra Beach, FL 32004 USA
www.motherfriendly.org info@motherfriendly.org
Optional book - Kroeger M, Smith L. Impact of Birthing practices on breastfeeding – protecting the
mother and baby continuum. Jones & Bartlett Publishers, 2004.
86 Session 3.2.5 Birth Practices and Breastfeeding – Step 4
1. Labour and birth practices to support early breastfeeding30 minutes

In an earlier session, the mother in our story, Miriam, was at the antenatal clinic. A
few weeks have gone by and now her baby is ready to be born. She comes to the
maternity facility.
Ask: What practices during labour and immediately after birth could help Miriam and her
baby to start breastfeeding well?
• The care that a mother experiences during labour and birth can affect breastfeeding and
how she cares for her baby.
Help mothers to initiate breastfeeding within a half-hour of birth.
To focus on the importance of skin-to-skin contact and watching for infant readiness, this
step is now interpreted as:
Place babies in skin-to-skin contact with their mothers immediately following birth for
at least an hour and encourage mothers to recognise when their babies are ready to
breastfeed, offering help if needed.
Ask: What practices may help a woman to initiate breastfeeding soon after birth?
Wait for a few replies
• Practices that may help a woman to feel competent, in control, supported and ready to
interact with her baby who is alert, help to put this Step into action. These practices
include:
- Emotional support during labour.
- Attention to the effects of pain medication on the baby.
- Offering light foods and fluids during early labour.
- Freedom of movement during labour.
- Avoidance of unnecessary caesarean sections.
- Early mother-baby contact.
- Facilitating the first feed.
Ask: What practices may hinder early mother and baby contact?
• Practices that may hinder mother and baby early contact and the establishment of
breastfeeding include:
- Requiring the mother to lie in bed during labour and birth.
- Lack of support.
- Withholding food and fluids during early labour.
- Pain medications that sedate mother or baby, episiotomy21, intravenous lines,
continuous electronic fetal monitoring and other interventions used as routine
without medical reasons.
- Wrapping the baby tightly after birth.
- Separating the mother and baby after birth.
21 The perineum is cut to give more room for the baby’s head. The perineum is then stitched after the birth.
• Take care that these practices that may hinder early contact are only used if medically
necessary.
Miriam’s sister comes with her to the maternity facility. Miriam wants her sister to stay
with her during labour and the birth.
Ask: How might it make a difference to Miriam if her sister stays with her during labour and
the birth?
Support during labour

• A companion during labour and birth can:
- Reduce the perception of severe pain
- Encourage mobility
- Reduce stress
- Speed labour and birth
- Reduce the need for medical interventions
- Increase the mother’s confidence in her body and her abilities.
• The support can result in:
- Increased alertness of baby as less pain relief drugs reach the baby
- Reduced risk of infant hypothermia and hypoglycaemia because baby is less
stressed and thus using less energy
- Early and frequent breastfeeding
- Easier bonding with the baby.
• The labour and birth companion can be a mother, sister, friend, family member or the
baby’s father or a member of the health facility staff. The support person needs to remain
continuously with the woman through labour and the birth.
• The companion provides non-medical support that can include:
- Encouragement to walk and move in labour
- Offering light nourishment and fluids
- Building the mother’s confidence by focusing on how well she is progressing
- Suggesting ways to keep pain and anxiety manageable
- Providing massage, hand holding, cool cloths,
- Using positive words.
Pain relief
Miriam asks about pain relief and its effect on the baby and breastfeeding.
Ask: What can you tell her about pain relief?

• Offer non-medication methods of pain relief before offering pain medications. These non-
medication methods include:
- Labour support
- Walking and moving around
- Massage
- Warm water
- Verbal and physical reassurances
- Quiet environment with no bright lights and as few people as possible
- Labouring and giving birth positioning a position of the mother’s choice.
• Pain medications can increase the risk of:

Longer labour
-
- Operative interventions
- Delayed start to mother baby contact and breastfeeding
- Separation of mother and baby after birth
- Sleepy, hard to rouse baby
- Diminished sucking reflex
- Reduced milk intake increasing the risk of jaundice, hypoglycaemia, and low
weight gain.
• Extra time and assistance may be needed to establish breastfeeding and bonding if pain
medications are used.
• Discuss ways to cope with pain and discomfort and their risks and benefits during antenatal
care. The need for pain relief is affected by stress, lack of support and other factors in the
labour ward.
Light foods and fluids during labour

Miriam is progressing well in early labour and there are no medical problems. She
asks you if she can continue to drink water.
Ask: What effect might giving fluid or withholding fluid have on Miriam’s labour?
• Labour and birth are hard work. The woman needs energy to do this work. There is no
evidence that withholding of light food and drink from low risk women in labour is
beneficial as a routine practice. The desire to eat and drink varies and a woman should be
allowed to decide if she wants to eat or drink. Restricting food and fluid can be distressing
to the labouring woman.
• Intravenous (IV) fluids for woman in labour need to be used only for a clear medical
indication. Fluid overload from the IV can lead to electrolyte imbalance in the baby, and
high weight loss as the baby sheds the excess fluid. An IV drip may limit the woman’s
movement.
• Following a normal birth, a woman may be hungry and she should have access to food. If
she gives birth during the night, some food should be available for her so that she does not
need to wait many hours until the next meal is available.
Birth practices
Ask: What birth practices might help and what practices are better avoided unless there is a
medical reason?
• When giving birth, all women need:

- A skilled attendant present.
- Minimal use of invasive procedures such as episiotomy22.
- Universal precautions to be followed to prevent transmission of HIV and blood-borne
infections23.
22 Invasive procedures include vaginal examinations, amniocentesis, cardiocentesis or taking a sample from the placenta, artificial rupture of
membranes, episiotomy, and blood transfusions as well as suctioning of the newborn.
23 Universal Precautions protect the birth attendant so they do not need to fear the woman with HIV and also protect the woman from any
infections that the birth attendant may have.
- Caesarean sections or any other intervention only used when medically required.
• Instrumental birth (forceps or vacuum extraction) can be traumatic, disrupt the alignment
of the bones in the baby’s head and affect nerve and muscle function, resulting in problems
with feeding.
• Normal vaginal birth is assisted by the woman being mobile during early labour with
access to fluids and food, and by being in an upright or squatting position for birth.
• Episiotomy will result in pain and difficulty in sitting during the early days after birth,
which can affect early skin-to-skin contact, breastfeeding, and mother-baby contact. If the
woman is sore, encourage her to lie down to feed and cuddle her baby.
• The cord should not be clamped until pulsing reduces and baby has received sufficient
additional blood to boost iron stores.
• When considering birth practices remember that the practices have an effect on the baby as
well as the mother.
2. Importance of early contact 15 minutes

Miriam has her baby. It is a healthy girl.
Ask: What are important practices immediately after birth that can help the mother
and baby?
Skin-to-skin contact
• Ensure uninterrupted, unhurried skin-to-skin contact between every mother and unwrapped
healthy baby. Start immediately, even before cord clamping, or as soon as possible in the
first few minutes after birth. Arrange that this skin-to-skin contact continue for at least one
hour after birth. A longer period of skin-to-skin contact is recommended if the baby has not
suckled by one hour after birth.
- Show pictures of skin-to-skin contact and point out that the baby is not wrapped and both
mother and baby are covered.
• Skin-to-skin contact:
- Calms the mother and the baby and helps to stabilise the baby’s heartbeat and breathing.
- Keeps the baby warm with heat from the mother’s body.
- Assists with metabolic adaptation and blood glucose stabilization in the baby.
- Enables colonization of the baby’s gut with the mother's normal body bacteria gut,
provided that she is the first person to hold the baby and not a nurse, doctor, or others,
which may result in their bacteria colonising the baby.
- Reduces infant crying, thus reducing stress and energy use.
- Facilitates bonding between the mother and her baby, as the baby is alert in the first one
to two hours. After two to three hours, it is common for babies to sleep for long periods
of time.
- Allows the baby to find the breast and self-attach, which is more likely to result in
effective suckling than when the baby is separated from his or her mother in the first few
hours.
• All stable babies and mothers benefit from skin-to-skin contact immediately after birth. All
babies should be dried off as they are placed on the mother’s skin. The baby does not need to
be bathed immediately after birth. Holding the baby is not implicated in HIV transmission. It
is important for a mother with HIV to hold, cuddle and have physical contact with her baby so
that she feels close and loving.
• Babies, who are not stable immediately after birth can receive skin-to-skin contact later
when they are stable (slide 5/3.)
Ask: What could be barriers to ensuring early skin-to-skin contact is the routine practice after
birth and how could these barriers be overcome?
Overcoming barriers to early skin-to-skin contact

• Many of the barriers to skin-to-skin contact are related to common practices rather than to a
medical concern. Some changes to practices can facilitate skin-to-skin contact.
- Concern that the baby will get cold. Dry the baby and place baby naked on the
mother’s chest. Put a dry cloth or blanket over both the baby and the mother. If the room
is cold, cover the baby’s head also to reduce heat loss. Babies in skin-to-skin contact
have better temperature regulation than those under a heater.
- Baby needs to be examined. Most examinations can be done with the baby on the
mother’s chest where baby is likely to be lying quietly. Weighing can be done later.
- Mother needs to be stitched. The infant can remain on the mother’s chest if an
episiotomy or caesarean section needs to be stitched.
- Baby needs to be bathed. Delaying the first bath allows for the vernix to soak into the
baby's skin, lubricating and protecting it. Delaying the bath also prevents temperature
loss. Baby can be wiped dry after birth.
- Delivery room is busy. If the delivery room is busy, the mother and baby can be
transferred to the ward in skin-to-skin contact, and contact can continue on the ward.
- No staff available to stay with mother and baby. A family member can stay with the
mother and baby.
- Baby is not alert. If a baby is sleepy due to maternal medications it is even more
important that the baby has contact as he/she needs extra support to bond and feed.
- Mother is tired. A mother is rarely so tired that she does not want to hold her baby.
Contact with her baby can help the mother to relax. Review labour practices such as
withholding fluid and foods, and practices that may increase the length of labour, which
can tire the mother.
- Mother does not want to hold her baby. If a mother is unwilling to hold her baby it
may be an indication that she is depressed and at greater risk of abandonment, neglect or
abuse of the baby. Encouraging contact is important as it may reduce the risk of harm to
the baby24.
• With twins the interval between the births varies. Generally, the first infant can have skin
to skin contact until the mother starts to labour for the second birth. The first twin can be
held in skin to skin contact by a family member for warmth and contact while the second
twin is born. Then the two infants are held by the mother in skin to skin contact and
assisted to breastfeed when ready.
24 If there is a risk of harm to the baby a support person needs to be present both to encourage the mother to hold her baby and for the baby’s
protection.
• It may be helpful to add an item to the mother’s labour/birth chart to record the time that
skin-to-skin contact started and the time that it finished. This is an indication that skin
contact is as important as other practices of which a record is required.
- Optional: Discuss Birth Practices Checklist (at end of this session).
3. Helping to initiate breastfeeding 5 minutes

Miriam heard about skin-to-skin contact during her pregnancy and she is happy to
have this contact. When Miriam had her previous baby in a different hospital, the
baby was wrapped and taken to the nursery immediately, which she did not like.
Miriam also heard that it was good to start breastfeeding soon after birth.
Ask: How can you help Miriam and her daughter to initiate breastfeeding?
How to assist to initiate breastfeeding

• When the baby is on the mother’s chest with skin-to-skin contact the breast odour will
encourage the baby to move towards the nipple.
• Help a mother to recognise these pre-feeding behaviours or cues. When a mother and
baby are kept quietly in skin-to-skin contact, the baby typically works through a series of
pre-feeding behaviours. This may be a few minutes or an hour or more. The behaviours of
the baby include:
- a short rest in an alert state to settle to the new surroundings;
- bringing his or her hands to his or her mouth, and making sucking motions; sounds,
and touching the nipple with the hand;
- focusing on the dark area of the breast, which acts like a target;
- moving towards the breast and rooting;
- finding the nipple area and attaching with a wide open mouth.
• There should be no pressure on the mother or baby regarding how soon the first feed
takes place, how long a first feed lasts, how well attached the baby is or how much
colostrum the baby takes. The first time of suckling at the breast should be considered an
introduction to the breast rather than a feed.
• More assistance with breastfeeding can be provided at the next feed to help the mother learn
about positioning, attachment, feeding signs and other skills she will need.
• The role of the health worker at this time is to:
- provide time and a calm atmosphere;
- help the mother to find a comfortable position;
- point out positive behaviours of the baby such as alertness and rooting;
- build the mother’s confidence;
- avoid rushing the baby to the breast or pushing the breast into the baby’s mouth.
4. Ways to support breastfeeding after a Caesarean section 15 minutes

Miriam and her baby are now happy with their early contact and breastfeeding. They
are both resting on the postnatal ward. However, Fatima has now come to the
maternity facility. Her baby is not due for a few weeks but there are some difficulties.
The doctor decides that Fatima’s baby needs to be born and that a caesarean
section will be needed.
Ask: What effect could the caesarean section have on Fatima and her baby as regards
breastfeeding?
• A Caesarean section is major abdominal surgery. The mother is likely to:

-be frightened and stressed;
- have an IV drip and urinary catheter inserted;
- be confined to bed and restricted in movement;
- have restricted fluid and food intake both before and after the birth, thus be deprived of
energy to care for her baby;
- receive anaesthetics and analgesia for pain, which can affect the responses of both the
mother and baby;
- have altered levels of oxytocin and prolactin, the hormones of lactation;
- be at higher risk of infection, and bleeding;
- be separated from her baby;
- feel a sense of failure that her body was not able to work normally to give birth.
• The baby is also affected by a caesarean birth. The baby:

- is a high risk of not breastfeeding or of breastfeeding for only short duration;
- may have more breathing problems;
- may need suction of mucus, which can hurt the baby’s mouth and throat;
- may be sedated from maternal medications;
- is less likely to have early contact;
- is more likely to receive supplements;
- is more likely to have nursery care increasing the risk of cross-infection as well as
restricting breastfeeding.
Fatima’s baby is born. It is a boy. He is four weeks early and small but his breathing
is stable. He is given to Fatima for skin-to-skin contact. This will help his breathing
and temperature.
Ask: How can you help Fatima and her baby to initiate breastfeeding after a Caesarian
section?
• The presence of a supportive health worker is important for helping a mother initiate
breastfeeding after a Caesarean.
• Encourage the mother to have skin-to-skin contact as soon as possible.
- In general, mothers who have spinal or epidural anaesthesia are alert and able to respond
to their baby immediately, similar to mothers who give birth vaginally.
- Following a general anaesthesia, contact can occur in the recovery room if the mother is
responsive, though she may still be sleepy or under the influence of anaesthesia.
- The father or other family member can give skin-to-skin contact which helps keep the
baby warm and comforted while waiting for the mother to return from the operating
theatre.
- If contact is delayed, the baby should be wrapped in a way that facilitates unwrapping
for skin-to-skin contact later when the mother is responsive.
- Babies who are premature or born with a disability also benefit from skin-to-skin
contact. If a baby is not stable and needs immediate attention, skin-to-sin contact can
be given when the baby is stable.
• Assist with initiating breastfeeding when the baby and mother show signs of readiness.
The mother does not need to be able to sit up, to hold her baby or meet other mobility
criteria in order to breastfeed. It is the baby that is finding the breast and suckling. As long
as there is a support person with the mother and baby, the baby can go to the breast if the
mother is still sleepy from the anaesthesia.
• Help Caesarean mothers find a comfortable position for breastfeeding. The I.V. drip
may need adjustment to allow for positioning the baby at the breast.
- Side-lying in bed. This position helps to avoid pain in the first hours and allows
breastfeeding even if the mother must lie flat after spinal anaesthesia.
- Sitting up with a pillow over the incision or with the baby held along the side of her
body with the arm closest to the breast.
- Lying flat with the baby lying on top of the mother.
- Support (e.g. pillow) under her knees when sitting up, or under the top knee and behind
her back when side lying.
• Provide rooming-in with assistance as needed until the mother can care for her baby.
• When staff are supportive and knowledgeable, the longer stay in hospital following a
Caesarean section may assist in establishing breastfeeding.
5. BFHI practices and women who are not breastfeeding 10 minutes

• All mothers should have support during labour and birth. Harmful practices should be
avoided. Early skin-to-skin contact benefits all mothers and babies.
• Unless there is a known medical reason for not breastfeeding, (for example that the woman
has been tested and found to be HIV-positive and following counselling during pregnancy
has decided not to breastfeed) all mothers should be encouraged to let their baby suckle at
the breast. If a mother has a strong personal desire not to breastfeed, she can say so at this
time.
• The breastfeeding baby receives colostrum in the first feeds in small amounts suitable for a
newborn’s stomach. If the baby is not breastfeeding, replacement feeds should start with
small amounts25. Arrangements will need to be made to ensure there are replacement feeds
available for any infants who are not breastfeeding.
- Discuss how replacement feeds could be made and given in the first few hours after the
woman has given birth.
25 There is no research evidence to advise on when a full-term healthy baby who is not breastfed needs to get a first feed. Most healthy
babies who are not breastfeeding do not need to be fed in the first hour or two after birth.
Session 5 Summary
• Step 4 of the Ten Steps to Successful Breastfeeding states: Help mothers to initiate
breastfeeding within a half-hour of birth. This step is now interpreted as:
Place babies in skin-to-skin contact with their mothers immediately following birth
for at least an hour and encourage mothers to recognize when their babies are ready
to breastfeed, offering help if needed.
• Practices that result in a woman feeling competent, in control, supported and ready to
interact with her baby who is alert, help to put this Step into action. Encourage a family
centred maternity care approach at birth with involvement of the father or close family
member during labour and birth.
• Supportive practices include: support during labour, limiting invasive interventions, paying
attention to the effects of pain relief, offering light food and fluids, avoiding unnecessary
caesarean sections, and facilitating early mother and baby contact.
• Early contact and assistance with breastfeeding can be routine practice after a caesarean
section also.
• Provide uninterrupted, unhurried skin-to-skin contact between every mother and her
healthy baby. Start immediately or as soon as possible in the first few minutes after birth.
The baby should be unwrapped, and the mother and baby both covered together. Provide
this contact for at least one hour after birth.
• Encourage the mother to respond to the baby’s signs of readiness to go to the breast.
• These supportive practices do not need to change for women who are HIV-positive.

List four labour or birth practices that can help the mother and baby get a good
start with breastfeeding.
List three ways to assist a mother following a caesarean section with

breastfeeding.
Name three possible barriers to early skin-to-skin contact and how each might be
overcome.
Additional information – Session 5

Initiation of breastfeeding
• Encourage the mother to breastfeed when the baby shows that she or he is ready (usually
within an hour). It is unnecessary to hurry and force babies to the breast. A mother and her
baby should be quietly kept in skin-to-skin contact until they are both ready to breastfeed.
This may be a few minutes or an hour or more.
• Early touch of the nipple and areola results in a release of the hormone oxytocin. Oxytocin
helps:
- The uterus to contract more quickly which may control bleeding. Routine use of
synthetic oxytocin and ergometrine are not necessary when a mother is
breastfeeding after birth.
- The mother to feel more loving and attached to her baby.
• Colostrum, the first milk in the breast, is vitally important to the baby26. It provides many
immune factors that protect the baby, and it helps to clear meconium from the baby's gut,
which can keep levels of jaundice low. Colostrum provides a protective lining to the
baby’s gut, and helps the gut to develop. Thus it should be the only fluid the baby receives.
• Prelacteal feeds are any fluid or feed given before breastfeeding starts. They might include
water, formula, traditional feeds such as honey, dates or banana, herbal drinks or other
substances. Even a few spoonfuls of these fluids or feeds can increase the risk of infection
and allergy to the infant. If prelacteal feeds are used in the area, during pregnancy discuss
with the mother the importance of exclusive breastfeeding and how she might achieve this.
• Newborn infants do not need water or other artificial feeds to ‘test’ their ability to suck or
swallow. In the rare situation where a baby has an abnormality of swallowing, colostrum (a
natural physiological substance) is less risk to a baby’s lungs than a foreign substance such
as water or artificial formula.
• A mother who breastfeeds in the delivery room is more likely to breastfeed for more
months than when the first breastfeed is delayed.
• If a baby has not started to breastfeed in the delivery room, ensure that the postnatal ward
staff know this. Ask them to ensure that skin-to-skin contact continues, and to watch for
signs of readiness to feed.
Optional activity
Observe a mother and baby in skin-to-skin contact soon after birth. What behaviours
of the baby do you see that are leading to the baby going to the breast?
26 See section on colostrum in the Additional Information section of Session 3.
Birth Practices Checklist
Mother’s name: _______________________________________________
Date and time of infant’s birth: ____________________________________
Type of birth:
___ Vaginal : Natural ___ Vacuum ___ Forceps ___
___ C-section with epidural/spinal
___ C-section with general anaesthetic
Skin-to-skin contact:
Time started: ______ Time ended: _______ Duration of contact: ________
Reason for ending skin-to-skin contact: _________________________________
________________________________________________________________
Time of baby’s first breastfeed: ______________
Date and time help offered with second breastfeed: _______________
Notes:
________________________________________________________________
Skin to skin contact immediately after birth:

- keeps the baby warm;
- calms mother and baby and regulates breathing and heart rate;
- colonises the baby with the mother’s normal body bacteria;
- reduces infant crying, thus reducing stress and energy use;
- allows the baby to find the breast and self-attach to start feeding;
- facilitates bonding between the mother and her baby.
No additional foods or fluids are needed by the newborn baby

– just breast milk
Session 3.2.6 How milk gets from breast to baby 97
SESSION 6
HOW MILK GETS FROM BREAST TO BABY
Session Objectives:
1. Identify the parts of the breast and describe their functions. 5 minutes
2. Discuss how breast milk is produced and how production is regulated. 15 minutes
3. Describe the baby’s role in milk transfer; 20 minutes
4. Discuss breast care. 5 minutes
Materials:
Slide 6/1: Parts of the Breast.
Slide 6/2: Back massage.
Slide 6/3: What can you see – inside view.
Slide 6/4: What can you see – outside view.
Cloth breast model.

Doll (optional).

Session 3, How breastfeeding works, in Breastfeeding Counselling: a training course.
WHO/UNICEF.
98 Session 3.2.6 How milk gets from breast to baby
Introduction
In order to assist Miriam and Fatima with breastfeeding you need to know how the
breast produces milk and how the baby suckles.
In normal breastfeeding, there are two elements necessary for getting milk from the breast to the
baby:
- a breast that produces and releases milk, and
- a baby who is able to remove the milk from the breast with effective suckling.
The manner in which the baby is attached at the breast will determine how successfully these two
elements come together. If the milk is not removed from the breast, more milk is not made.
1. Parts of the breast involved in lactation 5 minutes

- Use slide 6/1 – to identify the parts of the breast
• On the outside of the breast you can see the Areola, a darkened area around the nipple.
The baby needs to get a large amount of the areola into his or her mouth to feed well. On
the areola are the glands of Montgomery that provide an oily fluid to keep the skin healthy.
The Montgomery glands are the source of the mother’s smell, which helps the baby to find
the breast and to recognise her.
• Inside the breast, are:
- Fat and supporting tissue that give the breast its size and shape.
- Nerves, which transmit messages from the breast to the brain to trigger the release
of lactation hormones.
- Little sacs of milk-producing cells or Alveoli27 that produce milk.
- Milk ducts that carry milk to the nipple. The baby needs to be attached to
compress the milk ducts that are under areola in order to remove milk effectively.
• Surrounding each alveolus are little muscles that contract to squeeze the milk out into the
ducts. There is also a network of blood vessels around the alveolus that brings the nutrients
to the cells to make milk.
• It is important to reassure mothers, that there are many variations in the size and shape of
women's breasts. The amount of milk produced does not depend on breast size28. Be sure
to tell every mother that her breasts are good for breastfeeding, and avoid frightening
words like "problem."
27 One gland is an alveolus and multiple glands are alveoli.

28 Small breasts may not be able to store as much milk between feeds as larger breasts. Babies of mothers with small breasts may need to
feed more often, but the amount of milk produced in a day is as much as from larger breasts.
2. Breast milk production 15 minutes

• The first stages of milk production are under the control of hormones or chemical
messengers in the blood.
- During pregnancy, hormones help the breasts to develop and grow in size. The
breasts also start to make colostrum.
- After birth, the hormones of pregnancy decrease. Two hormones - prolactin and
oxytocin become important to help production and flow of milk. Under the
influence of prolactin, the breasts start to make larger quantities of milk. It usually
takes 30-40 hours after birth before a large volume of milk is produced. Colostrum
is already there when baby is born.
Prolactin
• Prolactin is a hormone that makes the alveoli produce milk. Prolactin works after a baby
has taken a feed to make the milk for the next feed. Prolactin can also make the mother feel
sleepy and relaxed.
• Prolactin is high in the first 2 hours after birth. It is also high at night. Hence, breastfeeding
at night allows for more prolactin secretion.
Oxytocin
• Oxytocin causes the muscle cells around the alveoli to contract and makes milk flow down
the ducts. This is essential to enable the baby to get the milk. This process is called the
oxytocin reflex, milk ejection reflex, or letdown. It may happen several times during a feed.
The reflex may feel different or be less noticeable as time goes by.
• Soon after a baby is born, the mother may experience certain signs of the oxytocin reflex.
These include:
- painful uterine contractions, sometimes with a rush of blood;
- a sudden thirst;
- milk spraying from her breast, or leaking from the breast which is not being
suckled;
- feeling a squeezing sensation in her breast.
However, mothers do not always feel a physical sensation.
• When the milk ejects, the rhythm of the baby's suckling changes from rapid to slow deep,
sucks (about one per second) and swallows.
• Seeing, hearing, touching and thinking lovingly about the baby, helps the oxytocin reflex.
The mother can assist the oxytocin to work by:
- Feeling pleased about her baby and confident that her milk is best.
- Relaxing and getting comfortable for feeds.
- Expressing a little milk and gently stimulating the nipple.
- Keeping her baby near so she can see, smell, touch and respond to her baby.
- If necessary, asking someone to massage her upper back, especially along the sides
of the backbone.
- Show slide 6/2

• Oxytocin release can be inhibited temporarily by:
- Extreme pain, such as a fissured nipple or stitches from a caesarean birth or
episiotomy.
- Stress from any cause, including doubts, embarrassment, or anxiet.,
- Nicotine and alcohol.
• Remember that how you talk to a mother is important to help her milk flow – you learnt
about this in the earlier session on communication skills. If you cause her to worry about
her milk supply, this worry may affect the release of oxytocin.
Feedback Inhibitor of Lactation (FIL)

• You may have noticed that sometimes milk is produced in one breast but not the other –
usually when a baby suckles only one side. This is because milk contains an inhibitor that
can reduce milk production.
• If milk is not removed and the breast is full, this inhibitor decreases production of milk. If
milk is removed from the breast, then the inhibitor level falls and milk production
increases. Thus, the amount of milk that is produced depends on how much is removed.
Therefore, to ensure plentiful milk production, make sure that milk is removed from the
breast efficiently.
• To prevent the Feedback Inhibitor of Lactation from collecting and reducing milk
production:
- make sure that the baby is well attached;
- encourage frequent breastfeeds;
- allow baby to feed for as long as she or he wants at each breast;
- let the baby finish the first breast before offering the second breast;
- if baby does not suckle, express the milk so that milk production continues.
3. The baby's role in milk transfer 20 minutes

• The baby’s suckling controls the prolactin production, the oxytocin reflex and the removal
of the inhibitor within the breast. For a mother to produce the milk that her baby needs, her
baby must suckle often and suckle in the right way. A baby cannot get the milk by sucking
only on the nipple.
Good and poor attachment

• The next two pictures show what happens inside a baby’s mouth, when she or he is
breastfeeding.
Show slide 6/3
• In picture 1: Good attachment

- The nipple and areola are stretched out to form a long “teat” in the baby’s mouth.
- The large ducts that lie beneath the areola are inside the baby’s mouth.
- The baby’s tongue reaches forward over the lower gum, so that it can press the
milk out of the breast. This is called suckling.
- When a baby takes the breast into his or her mouth in this way, the baby is well
attached and can easily get the milk.
• In picture 2: Poor attachment
- The nipple and areola are not stretched out to form a teat.
- The milk ducts are not inside the baby’s mouth.
- The baby’s tongue is back inside the mouth, and cannot press out the milk.
- This baby is poorly attached. He or she is sucking only on the nipple, which can be
painful for the mother. The baby cannot suckle effectively or get the milk easily.
How to decide if a baby is well or poorly attached

• You need to be able to decide about a baby’s attachment by looking at the outside. The
next two pictures show what you can see on the outside.
Show figure 6/4
• In picture 1: Good attachment

- The baby’s mouth is wide open.
- The lower lip is turned out.
- The chin is touching the breast (or nearly so).
- More areola is visible above the baby’s mouth than below.
• Seeing a lot or a little of the areola is not a reliable sign of attachment. Some women have
a large areola and some have a small areola. It is more reliable to compare how much
areola you see above and below a baby’s mouth (if any is visible).
• These are the signs of good attachment. If you can see all these signs, then the baby is well
attached. When the baby is well attached, it is comfortable and painless for the mother, and
the baby can suckle effectively.
• In picture 2: Poor attachment
- The mouth is not wide open.
- The lower lip is pointing forward (it may also be turned in).
- The chin is away from the breast.
- More areola is below the baby’s mouth (you might see equal amounts of areola
above and below the mouth).
These are the signs of poor attachment. If you see any one of these signs, then the baby is
poorly attached and cannot suckle effectively. If the mother feels discomfort, that is also a
sign of poor attachment.
Observing attachment at the
The action of suckling

• When the breast touches the baby’s lips (or the baby smells the milk ), he or she puts their
head back slightly, opens their mouth wide, and puts their tongue down and forward, to
seek the breast. This is the rooting reflex.
• When the baby is close enough to the breast, and takes a large enough mouthful, the baby
can bring the nipple back until it touches the soft palate. This stimulates the sucking reflex.
• The muscles then move the tongue in a wave from the front to the back of the mouth,
expressing the milk from the ducts beneath the areola into the baby’s mouth. At the same
time, the oxytocin reflex makes the milk flow along the ducts.
• The baby swallows when the back of the mouth fills with milk, (the swallowing reflex).
The rooting, sucking and swallowing reflexes happen automatically in a healthy, term
baby. Taking the breast far enough into his or her mouth is not completely automatic, and
many babies need help.
• A baby who is sleepy from his or her mother’s labour medications, a premature or ill baby
may need more help to attach effectively.
Signs that a baby is suckling effectively

• If a baby is well attached, she or he is probably suckling well and getting breast milk
during the feed. Signs that a baby is getting breast milk easily are:
- The baby takes slow, deep sucks, sometimes pausing for a short time.
- You can see or hear the baby swallowing.
- The baby’s cheeks are full and not drawn inward during a feed.
- The baby finishes the feed and releases the breast by himself or herself and looks
contented.
These signs tell you that a baby is “drinking in” the milk, and this is effective suckling.
Signs that a baby is NOT suckling effectively

• If a baby
- makes only rapid sucks;
- makes smacking or clicking sounds;
- has cheeks drawn in;
- fusses or appears unsettled at the breast, and comes on and off the breast;
- feeds very frequently - more often than every hour or so EVERY day29;
- feeds for a very long time - for more than an hour at EVERY feed, unless low birth
weight;
- is not contented at the end of a feed.
These are signs that suckling is ineffective, and the baby is not getting the milk easily.
Even one of these signs indicates that there may be a difficulty.
Artificial teats and suckling difficulties

• Artificial teats and pacifiers may cause difficulties for the breastfeeding baby.
- After sucking on an artificial teat, a baby may have difficulty suckling at the breast
because there is a different mouth action.
- The baby may come to prefer the artificial teat and find it difficult to breastfeed.
- Use of pacifiers may reduce the suckling time at the breast thus reducing the breast
stimulation, milk production and milk removal.
29 Cluster feeding – when baby feeds very frequently for a few hours and then sleeps for a few hours, is normal.
Ask: Fatima asks you what she can do to have plenty of milk. What are the main ways to
ensure a good milk supply?
• Teach mothers how they can keep milk production plentiful:
- Help the baby to breastfed soon after birth.
- Make sure the baby is well attached at the breast and do not give any artificial
dummies or teats that would confuse his or her suckling and reduce stimulation of
the breast.
- Breastfeed exclusively.
- Feed the baby as frequently as he or she wants, usually every 1-3 hours, for as long
as he or she wants at a feed.
- Feed the baby at night, when prolactin release in response to suckling is high.
4. Breast care 5 minutes

Ask: What do mothers need to know about caring for their breasts when breastfeeding?
• Teach mothers how to care for their breasts.

- Clean the breasts with water only. Soaps, lotions, oils, and Vaseline all interfere
with the natural lubrication of the skin.
- Washing the breasts once a day as part of general body hygiene is sufficient. It is
not necessary to wash the breasts directly before feeds. This removes protective
oils and alters the scent that the baby can identify as his or her mother's breasts.
- Brassieres are not necessary, but can be used if desired. Choose a brassiere that fits
well and is not too tight.
Ask: Some mothers may not be breastfeeding. Is there anything they need to know about
caring for their breast in the days after birth?
• A mother who is not breastfeeding also needs to care for her breasts. Her milk dries up
naturally if her baby does not remove it by suckling30, but this takes a week or more. She
can express just enough milk to keep her breasts comfortable and healthy while her milk
dries up. This milk can be given to the baby. If a mother is HIV-positive, she may decide
to express and heat-treat her milk to give to her baby.
Ask if there are any questions. Then summarise the session.
30 The milk production stops because the Feedback Inhibitor of Lactation (FIL) stops the breast from producing milk if the breast is overfull.
See Session 10 for information on relieving engorgement.
Session 6 Summary
• Size and shape of the breasts are not related to ability to breastfeed.
• Prolactin helps to produce milk and can make the mother feel relaxed.
• Oxytocin ejects the milk so that the baby can remove it through suckling. Relaxing and
getting comfortable, and seeing, touching, hearing, thinking about baby can help to
stimulate the oxytocin reflex. Pain, doubt, embarrassment, nicotine, or alcohol can
temporarily inhibit oxytocin.
• If the breast gets overfull, feedback inhibitor of lactation will reduce milk production. Milk
production only continues when milk is removed. The breasts make as much milk as is
removed.
• Early feeding and frequent feeds help to initiate milk production.
Signs of good attachment Signs of poor attachment

Chin touching breast (or nearly so) Chin away from breast
Mouth wide open Mouth not wide open
Lower lip turned outwards Lower lip pointing forward, or turned in
Areola: more visible above than Areola: more visible below than above, or equal
below the mouth amounts
Signs of effective suckling

- Slow, deep sucks and swallowing sounds
- Cheeks full and not drawn in
- Baby feeds calmly
- Baby finishes feed by him/herself and seems satisfied
- Mother feels no pain.
Signs that a baby is not suckling effectively

- Rapid, shallow sucks and smacking or clicking sounds
- Cheeks drawn in
- Baby fusses at breast or comes on and off
- Baby feeds very frequently, for a very long time, but does not release breast and
seems unsatisfied
- Mother feels pain.
Breast care is important
- Breasts do not need to be washed before feeds
- Mothers who are not breastfeeding need to care for their breasts until their milk
dries up.

Describe to a new mother how to tell if her baby is well attached and suckling
effectively.
Session 3.2.7 Helping with a Breastfeed – Step 5 105
SESSION 7
HELPING WITH A BREASTFEED - STEP 5
Session Objectives:
At the end of this session, participants will be able to:
1. List the key elements of positioning for successful and comfortable 5 minutes
breastfeeding.
2. Describe how to assess a breastfeed. 5 minutes
3. Recognise signs of positioning and attachment. 20 minutes
4. Demonstrate how to help a mother to learn to position and attach her 25 minutes
baby for breastfeeding.
5. Discuss when to assist with breastfeeding. 5 minutes
6. Practice in a small group helping a ‘mother’. 20 minutes
7. List reasons why a baby may have difficulty attaching to the breast. 10 minutes
Materials:
Slide 7/1: Variety of positions for breastfeeding.
Slide 7/2: Breastfeeding Observation Aid.
Slide 7/3: Breastfeed Observation Aid Picture 1.
Slide 7/4: Wide mouth.
Slides 7/5: and 7/6: Breastfeed Observation Aid Pictures 2-3.
Breastfeed Observation Aid – a copy for each participant.
Helping a Mother to Position Her Baby – a copy for each participant.
Breastfeeding Positions - a copy for each participant (optional).
Cushions or pillows or rolled towel or cloth.
Low chair or ordinary chair and footstool or small box to support the ‘mother’s’ feet.
Mat or bed for demonstrating lying down position.
One doll for each group of 4 participants or per pair.
Cloth breast model for each group of 4 participants or per pair.

Session 10, Positioning the baby at the breast and Session 16, Breast refusal in Breastfeeding
Counselling: a training course. WHO/UNICEF.
Preparation for the demonstration:

Ask two participants to help you with the demonstrations. Explain that you want the
participants to play a mother who needs help to position her baby. One ‘mother’ will be sitting
and one ‘mother’ will be lying down. Ask each ‘mother’ to decide on a name for herself and
her ‘baby'. She can use her real name if she likes. Always treat your ‘doll’ baby with
gentleness as you are modelling the behaviour that you hope to promote.
Practice giving the demonstrations with the participants as it is given in the text, so that you
know how to follow the steps. It may be easier if one facilitator explains the points as another
facilitator assists the “mother” in the demonstration.
106 Session 3.2.7 Helping with a Breastfeed – Step 5
1. Positioning for breastfeeding 5 minutes

• Positioning means how the mother holds her baby to help the baby to attach well to the
breast. If a baby is poorly attached, you can help the mother to position the baby so that she
or he attaches better.
• If the baby is well attached and suckling effectively, do not interfere with the way she is
breastfeeding. Tell the mother what key points you are observing, to build her confidence
and her own ability to assess how breastfeeding is going.
Mother’s position
• There are many positions that a mother may use – for example, sitting on the floor or the
ground, or sitting on a chair, lying down, standing up, or walking. If the mother is sitting or
lying down, she should be:
- Comfortable with back supported.
- Feet supported if sitting so that the legs are not hanging loose or uncomfortable.
- Breast supported, if needed.
Baby’s position (demonstrate with a doll)

• The baby also can be in different positions, such as along the mother’s arm, under the
mother’s arm, or along her side. Whatever position is used, the same four key points are
used to help the baby be comfortable. The baby’s body needs to be:
- In line with ear, shoulder and hip in a straight line, so that the neck is neither
twisted nor bent forward or far back.
- Close to the mother’s body so the baby is brought to the breast rather than the
breast taken to the baby.
- Supported at the head, shoulders and if newborn, the whole body supported.
-
- Facing the breast with the baby’s nose to the nipple as she or he comes to the
breast.
- Show slide 7/1 - pictures of variety of positions. Give handout (optional). Briefly point out
how the mother is in a different position, however in each position the baby is in line,
close, supported, and facing the breast.
• You cannot help the mother well if you are in an uncomfortable position yourself. If your
back is unsupported or your body is bent, you may try to hurry the process. Sit in a position
where you are comfortable and relaxed in a convenient position to help.
2. How to assess a breastfeed 5 minutes

• Assessing a breastfeed can:
- Help you to identify and praise what the mother and baby are doing well.
- Give you information about current difficulties with breastfeeding.
- Highlight practices that may result in problems later if not changed.
• Assessing a breastfeed involves watching what the mother and baby are doing and
listening to what the mother tells you. It can help to put the mother at ease if you explain
that you would like to watch the baby feeding, rather than saying you are watching what
the mother is doing.
• If the baby is wrapped in heavy blankets, ask the mother to unwrap the baby so that you
can see the baby’s position.
- Give out and explain the structure of the Breastfeed Observation Aid. Ask participants to
look at it as you explain.
- Show slide 7/2
• The Breastfeed Observation Aid can help health workers remember what to look for when
observing and can help to recognise difficulties.
• The aid is divided into sections, each of which lists signs that breastfeeding is going well
or signs of possible difficulty. A tick can be marked if the sign is observed. If all the ticks
are on the left hand side then breastfeeding is probably going well. If there are ticks on the
right hand side, there may be a difficulty that needs to be addressed.
• Look at the mother in general:
- What do you notice about the mother – her age, general appearance, if she looks
healthy or ill, happy or sad, comfortable or tense?
- Do you see signs of bonding between mother and baby – eye contact, smiling, held
securely with confidence, or no eye contact and a limp hold?
• Look at the baby in general:
- What do you notice about the baby – general health, alert or sleepy, calm or crying,
and any conditions that could affect feeding such as a blocked nose or cleft palate?
- How does the baby respond – looking for the breast when hungry, close to mother
or pulling away?
• As the mother prepares to feed her baby, what do you notice about her breasts?
- How do her breasts and nipples look – healthy or red, swollen or sore?
- Does she say that she has pain or act as if she is afraid to feed the baby?
- How does she hold her breast for a feed? Are her fingers in the way of the baby
taking a large mouthful of the breast?
• Look at the position of the baby for breastfeeding:
- How is the baby positioned – head and body (spine) in line, body held close, body
supported, facing the breast, and approaching nose to nipple? Or is the baby’s body
twisted, not close, unsupported, and chin to nipple?
• Observe the signs of attachment during the feed:
- Can you see:
more areola above the baby’s top lip than below,
mouth open wide,
lower lip turned out, and
chin touching breast?
• Observe the baby’s suckling:
- Can you see slow deep sucks? You may hear gentle swallowing or clicks and
gulps, and see the baby’s cheeks are rounded and not drawn inward during a feed.
- Notice how the feed finishes - does baby releases the breast by himself or herself
and look contented?
• Ask the mother how breastfeeding feels to her:
- Can she feel any signs of oxytocin reflex, e.g. leaking or tingling?
- Is there any discomfort or pain?
3. Recognise signs of positioning and attachment 20 minutes

- Show the slides and ask the participants to go through the Breastfeed Observation Aid
section by section looking for the signs. After they have described the signs that they can
see, mention any that they missed.
You are not able to see all the signs in a picture; for example, you cannot see movement or
see how the baby finishes a feed. When you see real mothers and babies, you can look for
all the signs.
Slide7/3
Ask: Go through the sections of the Breastfeed Observation Aid. What can you see?
Give participants a few moments to look at the picture. Then go through each section
and ask what they see. Suggest any points that they did not notice.
Signs that you can see are:

General:
Mother looks healthy overall.
She is sitting comfortably.
The mother is looking in a loving way at her baby
The baby looks healthy, calm, and relaxed.
Her breasts look healthy.
She is not supporting her breast. Her breast may be pushed out of line by her bra or a top that
does not open wide.
Baby’s position:
Baby’s head and body are in a line.
Baby is not held close.
Baby is not well supported.
Baby is facing mother.
Baby’s attachment:
This mother has a large areola. However, it looks like the baby does not have a large mouthful
of breast.
The baby’s mouth is open wide but not wide enough.
The baby’s lower lip is turned out.
The baby’s chin does not touch the breast.
We cannot see signs of suckling in a picture.
Ask: When talking to the mother remember to say something positive before suggesting
changes. What positive signs could you point out to the mother?
- Her baby looks thriving and happy breastfeeding.
- She is looking lovingly at her baby.
- Baby’s body is held in a line and facing mother.
Ask: What suggestions could you offer to the mother?

- You could suggest that the mother re-position and attach her baby again for more
effective suckling.
- It may help if she takes off her top and bra so that the breast is less constrained.
- She can then easily support her breast with her one hand, use the other hand, and
arm to hold the baby close, so that the baby can take a large mouthful of breast.
- Remind participants what a wide mouth looks like. Show slide 7/4.
Slide 7/5
Ask: Go through the sections of the Breastfeed Observation Aid noting what you see.
General:
In this picture, you cannot see much of the mother or her position.
She is using two fingers to support her breast in a ‘scissors hold’. It is difficult to keep fingers
in this position for long and they may slip nearer the nipple, which could prevent the baby
taking a big mouthful of the breast.
The baby looks healthy. However, the baby looks tense (note the hand in a tight fist).
Baby’s position:
Baby’s head and body are not in a line. The baby’s head is far back.
Baby is not well supported.
Baby is facing mother.
You cannot see the areola well in this picture.
The baby’s mouth is not open wide.
The baby’s lower lip is not turned out.
The baby’s chin does touch the breast.
Ask: What positive signs could you point out to the mother?
- Her baby looks healthy.
- She is looking lovingly at her baby.
- Baby’s body is held facing mother.

- You could suggest that the mother re-position and attach her baby again for more
effective suckling.
- If she held the baby closer and higher with his or her body supported (maybe with
a rolled towel or pillow), the baby could reach the breast without straining and
holding his or her head back.
- Holding her breast cupped in her hand might make it easier to help the baby to take
a large mouthful of the breast.
Slide 7/6
Ask: Go through the sections of the Breastfeed Observation Aid noting what you see.
General:
In this picture, you cannot see much of the mother or her position.
She is using two fingers to support her breast, however they do not look like they are actually
supporting her breast. It looks like the breast is hanging down to reach the baby rather than
the baby is being brought up to the level of the breast.
This baby looks like there are some health concerns, so he or she may find it difficult to
suckle for long at one time.
Baby’s position:
Baby’s head and body are in a line, the baby’s neck is not twisted.
Baby is supported, however he or she needs to be supported at the level of the breast and
turned towards the mother.
Baby is not facing mother.
You cannot see the areola well in this picture.
The baby’s mouth is not open wide.
The baby’s lower lip is turned out.
The baby’s chin does not touch the breast.
Ask: What positive signs could you point out to the mother?
- Her baby is being breastfed, which shows her care and love for her baby.

- The mother may need to find a more comfortable position for herself so she is not
bending over the baby. You could suggest that the mother re-position and attach
her baby again for more effective suckling.
- If she held the baby closer, with the baby’s whole body turned towards the breast,
and higher with his or her body supported (maybe with a rolled towel or pillow),
the baby could reach the breast easily and this might make it easier for the baby to
take a large mouthful of the breast.
• These pictures showed a number of signs that could be improved. However, remember that
many mothers and babies breastfeed with no difficulties. Notice the signs that
breastfeeding is going well, not just the signs of possible difficulty.
• Later you will observe real mothers and babies.
4. Help a mother to learn to position and attach her baby 25 minutes

- First explain these points:
• The aim of helping the mother is so that she can position and attach her baby by herself. It
does not help the mother’s confidence if the health worker can position the baby but she is
not able to herself.
• Remember these points when helping a mother:
- Always observe a mother breastfeeding before you offer help. Offer a mother help
only if there is a difficulty.
- Help as much as possible in a “hands off” manner so that the mother attaches her
own baby. If you need to show the mother, first try to show her by demonstrating
with your hand on your own body. However, if necessary, you may need to use
your hand to gently guide her arm and hand.
- Talk about the key points the mother can see when breastfeeding – in line, close,
supported, and facing, so that the mother is confident and effective on her own.
• All mothers are not the same. Some mothers and babies will need more time to learn to
breastfeed and some mothers may only need a few words to build their confidence. The
health worker needs to observe and listen to the mother so that practical help and
psychological support are provided as appropriate.
Demonstrate how to help a mother who is sitting

- Demonstrate helping a mother to position her baby. Explain to the ‘mother’ in a way that
builds her confidence and helps her to understand, so the participants can see how good
communication techniques are used. When you are explaining a point to the participants,
move slightly away from the mother and face the participants to make it clear you are
talking to them, not to the mother.
Ask the participant or facilitator who is helping you to sit on the chair or bed that you
have arranged. She should hold the doll across her body in the common way, but in a
poor position as you practised previously: loosely, supporting only the baby’s head,
with his or her body away from hers, so that she has to lean forward to get her breast
into the baby’s mouth.
Tell her that you will ask her how breastfeeding is going, and she should say that it is
painful when the baby suckles.
- Make these points:
• You will now see a demonstration of how to help a mother. First the mother will be in a
sitting position.
• When you are helping a mother:
- Greet the ‘mother', introduce yourself, and ask her name and her baby's name.
- Ask her how she is and ask one or two open questions about how breastfeeding is
going.
- Ask her if you may see how her baby breastfeeds, and ask her to put her baby to
her breast in the usual way.
- Sit down yourself, so that you also are comfortable and relaxed, and in a
convenient position to help.
- Observe her breastfeeding for a few minutes.
- Go through these steps – greet, ask, observe – with the ‘demonstration mother’.
- Then, explain to participants:
• When you are observing the breastfeed, go through the Breastfeed Observation Aid.
Observe:
- the mother and baby in general;
- the mother’s breasts;
- baby’s position and attachment during the feed;
- the baby’s suckling.
• Ask the mother how breastfeeding feels to her.
• In this demonstration, we can see that the mother is bent over the baby, the baby is lying on
his or her back away from the mother’s body, and only the baby’s head is supported. The
mother says that it is painful when the baby suckles.
• After you have observed the breastfeed:
- Say something encouraging. [for example: "Your baby really likes your milk,
doesn't he/she?"].
- Explain what might help and ask if she would like you to show her. If she
agrees, you can start to help her. [for example: “Breastfeeding might be less painful
if (baby's name) took a larger mouthful of breast when he/she suckles. Would you
like me to show you how?”].
- Go through these steps – say something encouraging, explain and offer help – with the
‘demonstration mother’.
- Make these points that follow to the ‘mother’ and help her to do each suggestion before
you offer the next suggestion or instruction. The ‘mother’ sits in a comfortable, relaxed
position (as you decided when you practiced).
• Mother’s position is important. Sitting with back and feet supported is more comfortable.
Bring the baby level with the breast, using a rolled up towel or clothes, cushion or pillow,
if needed.
• There are four key points about the position of the baby:
1. The baby's head and body should be in a line.
2. Mother should hold baby’s body close to hers.
3. If the baby is newborn, support the whole body, and not just the head and shoulders.
4. Baby’s face should face the breast, with the baby’s nose opposite the nipple.
- Help the ‘mother’ to hold her baby straight, close, facing and supported.
- Then show her how to support her breast with her hand to offer it to her baby31.
• Many mothers support their breast by:
- Resting the fingers on the chest wall under the breast, so that the first finger forms
a support at the base of the breast.
- Using the thumb to press the top of the breast slightly. This can improve the shape
of the breast so that it is easier for the baby to attach well, however, this pressure
should be light, and not always in the same spot.
- Making sure that the fingers are not near the nipple so that they do not block the
baby from getting a big mouthful of breast.
31 You may prefer to use a cloth model breast if the “mother” does not want to hold her breast in class.
• Then help the baby to come to the breast and attach by:
- Touching the baby's lips with the nipple, so that the baby opens his or her mouth.
- Waiting until the baby's mouth is opening wide, and then moving the baby onto the
breast. Baby’s mouth needs to be wide open to take a large mouthful of breast.
- Aiming the baby's lower lip well below the nipple, so that his or her chin and lower
lip will touch the breast first before the upper lip.
- Bringing the baby to the breast. The mother should not move herself or her breast
to her baby.
Explain to participants:
• Try not to touch the mother or baby if possible. But if you need to touch them to show the
mother what to do:
- Put your hand over her hand or arm, so that you hold the baby through her.
- Hold the baby at the back of the baby’s shoulders - not the back of the baby’s head.
- Be careful not to push the baby's head forward.
• A young infant needs their whole body supported, not just the head and neck. An older
child may like to have his or her back supported even though he or she sits up to
breastfeed. The mother’s hand or arm should support the baby’s head but she should not
grip the head tightly. The baby needs to be able to bend his or her head back slightly as he
or she latches on.
• The breast does not need to be held away from the baby’s nose. The baby’s nostrils are
flared to help him or her breathe. If you are worried that the baby’s nose is too close, pull
the baby’s hips closer to the mother’s body. This tips the baby’s head back slightly and the
nose moves back from the breast.
• Notice how the mother responds to the changes that you are suggesting.
- Ask the demonstration ‘mother’ how breastfeeding feels now. The participant playing the
‘mother' should say, "Oh, that feels better!".
- Make these points to the participants:
• If you improve a baby's poor attachment, a mother sometimes spontaneously says that it
feels better.
• If suckling is comfortable for the mother, and she looks happy, her baby is probably well
attached. If suckling is uncomfortable or painful, her baby is probably not well attached.
• Look for all the signs of good attachment (which of course you cannot see with a doll). If
the attachment is not good, try again.
• It often takes several tries to get a baby well attached. You may need to work with the
mother again at a later time, or the next day, until breastfeeding is going well.
• If she is having difficulty in one position, try to help her to find a different position that is
easier or more comfortable for her.
- Conclude the demonstration. Say to the demonstration mother something such as:
“That new position seems to be more comfortable for you and your baby. Will you try
feeding that way for the next feed and let me know how it goes?”
- Thank the demonstration mother for her assistance.
Demonstrate how to help a mother who is lying down

Ask the participant who is helping you to demonstrate breastfeeding lying down, in
the way that you practiced. She should lie down propped on one elbow, with the baby
(doll) far from her body, loosely held on the bed.
- Explain to the participants:
• Now you will see how to help a mother who is breastfeeding lying down. Similar to the
last demonstration:
- greet the mother and introduce yourself;
- ask her how breastfeeding is going;
- ask if you can see her baby breastfeed;
- observe a breastfeed.
Follow these steps when you demonstrate the ‘mother’:

Greet the mother, introduce yourself, ask her how breastfeeding is going. [‘Mother’
should say that it is painful]. Ask if you can see her baby breastfeeding.
Observe a breastfeed, say something encouraging, (for example, “Lying down to feed
is a good way to get rest”).
- Explain to participants:
• With this demonstration mother, we observe that the mother is lying with her head on her
elbow. This position might be uncomfortable after a few minutes. The baby is lying away
from the mother and is not supported well.
• After observing a feed,
- say something encouraging;
- explain what might help and offer to show her.
- Speak to the demonstration ‘mother’:
Explain what might help and offer to help (for example, “It might be more comfortable
if you were in a slightly different position and your baby were nearer your body.
Would you like me to show you how?”).
- Make these points to the ‘mother’ and help her to follow each suggestion before you offer
the next suggestion or instruction.
• To be relaxed, the mother needs to lie down on her side in a position in which she could
sleep. Being propped on one elbow is not relaxing for most mothers.
• A rolled cloth or pillows, under her head and between her knees may help. Her back also
needs support. This can be the wall next to the bed, a rolled cloth or her husband!
- Show the mother how to hold her baby. Show her what to do if necessary.
• Point out to the mother the same four key points about the baby’s position: in line, close,
facing, supported. She can support her baby’s back with her lower arm.
• She can support her breast if necessary with her upper hand. If she does not support her
breast, she can hold her baby with her upper arm.
• Show her how to help the baby to come to the breast and attach.
• A common reason for difficulty attaching when lying down, is that the baby is too ‘high’,
(too near her shoulder) and the baby’s head has to bend forwards to reach the breast.
• Notice how the mother responds to the changes that you are suggesting.
- Ask the demonstration ‘mother’ how breastfeeding feels now. The participant playing the
‘mother' should say, "Oh, that feels better!".
- Conclude the demonstration. Say to the demonstration mother such as:
“That new position seems to be more comfortable for you and your baby. Will you try
feeding that way for the next feed and let me know how it goes?”
- Thank the demonstration mother for her assistance.
You can also demonstrate helping a mother in other positions such as holding baby in an
underarm position, if you have time.
5. When to assist with breastfeeding 5 minutes

• The baby is finding the breast in the first hour after birth and may suckle at this time. This
should be a relaxed time without emphasis on positioning the mother and baby or assessing
a feed. Often the mother and baby will sleep for a few hours after this introduction time.
• When the baby wakes again a few hours later is a good time to help the mother to find a
comfortable position and help her to position and attach her baby, if she needs help.
Remember to observe first.
• Help the mother to position her baby rather than the health worker positioning the baby.
The mother needs to be able to position the baby herself.
• If the baby is a full-term healthy baby there is no need to wake the baby in the first few
hours. If the baby was exposed to sedation during labour, is preterm, or small for
gestational age, or at risk of hypoglycaemia, the baby may need to be woken after 3-4
hours and encouraged to feed.
6. Practice in a small group helping a ‘mother’ 20 minutes

Divide the participants into small groups of four participants with one facilitator. Ask them to
take turns working in pairs to help a mother position her baby.
Give each group or pair a doll and breast to work with. Give them a copy of the handout
Helping A Mother to Position Her Baby.
The “health workers” should go through each step in the summary carefully so that they can
remember them when they help a real mother in clinical practice later. The other participants
in the small group observe and afterwards offer suggestions.
Make sure that each participant has a turn to play the part of the health worker helping the
mother. Encourage the participants to use different positions.
7. Baby who has difficulty attaching to the breast 10 minutes

• A baby may seem reluctant to breastfeed for many reasons. The mother may feel that her
baby is rejecting her and may be distressed. In the first few days, it may simply be that the
mother and baby need time to learn how to breastfeed. Observe the mother and baby at a
feed, including watching how the baby tries to attach.
Causes of reluctance to feed
Ask: Why might a baby be reluctant to breastfeed?

• The baby may not be hungry at this time. If a baby had a good feed recently, of course,
he or she may simply not be hungry and ready for another feed – if this was a breastfeed,
the mother will know. But you may need to check if someone else gave a bottle feed for
some reason.
• The baby may be cold, ill, or small and weak. The baby may refuse to feed at all, or may
attach without suckling, or may suckle very weakly or for only a short time.
• The mother may be holding the baby in a poor position, and the baby cannot attach
properly. In this case, the baby may seem hungry and want to feed, but be unable to attach
effectively.
• The mother may move or shake the breast or the baby, which makes it difficult for the
baby to stay attached.
• The mother’s breast may be engorged and hard, so it is difficult for the baby to attach to
the breast.
• The milk may be flowing too fast, and the baby start to feed well but then come away
from the breast crying or choking.
• The baby may have a sore mouth or a blocked nose, and suckle for a short time and then
pull away, perhaps crying with frustration.
• The baby may be in pain when held in a certain way, for example after a forceps delivery,
if there is pressure to a bruise on the baby’s head, or if it hurts him to hold his head in a
certain way.
• The baby may have learned to suckle on an artificial teat, and find it difficult to suckle
on the breast.
• The mother may have used a different type of soap or have a new perfume on and the baby
does not like the smell.
• If the milk supply is very low, the baby may not get any milk at first, and may stop
feeding because he or she is frustrated.
• Sometimes a baby feeds well from one breast but refuses the other breast. The baby may
find being held in one position painful, or the milk flow may be different, or one breast
may be engorged.
Management of reluctance to feed

• Remove or treat the cause if possible:
- Help the mother to position and attach the baby well.
- Help the mother to express some milk before feeding if the milk is coming too fast
or if the breast is too engorged.
- Treat a sore mouth or thrush if you are able or refer the baby for medical help.
- Provide pain relief if the baby is in pain.
- Help the mother to hold the baby without causing pain, if the baby is bruised.
- Avoid using artificial teats or pacifiers. If needed, give feeds by cup.
- Stop using anything that is causing an unpleasant taste or smell to the breast.
• Encourage skin-to-skin contact between mother and baby in a calm environment when the
baby is not hungry. This helps both the mother and baby to see the breast as a pleasant
place to be. Then the baby can explore the breast and attach when he or she is ready. This
may be an hour or more and may not happen on the first occasion there is skin-to-skin
contact.
• Do not try to force the baby to the breast when the baby is crying. He or she needs to
associate the breast with comfort. It may be necessary to express the milk and feed it by
cup until the baby learns to breastfeed happily.
Prevention of reluctance to feed

• Many instances of breast refusal could be prevented by:
- Early and frequent skin-to-skin contact that helps the baby to learn that the breast is
a safe place from the first few hours.
- Helping the mother to learn the skill of positioning and attachment in a calm
unhurried environment.
- Being patient while the baby learns to breastfeed.
- Caring for the baby in a gentle confident manner.
Session 7 Summary
Positioning for breastfeeding
• Position for the mother:
- Comfortable with back, feet, and breast supported, as needed.
• Position for the baby:
- Baby’s body in line.
- Baby’s body close to mother’s body bring the baby to breast.
- Baby supported – head, shoulders, and if newborn, whole body supported.
- Facing the breast with baby’s nose opposite the nipple.
• Position for the helper:
- Comfortable and relaxed, not bending over.
Assessing a breastfeed
• Observe:
- the mother and baby in general;
- the mother’s breasts;
- the position of the baby;
- attachment during the feed;
- the baby’s suckling.
• Ask the mother how breastfeeding feels to her.
Help a mother to learn to position and attach her baby
• Remember these points when helping a mother:
- Always observe a mother breastfeeding before you help her.
- Give a mother help only if there is a difficulty.
- Let the mother do as much as possible herself.
- Make sure that she understands so that she can do it herself.
Baby who has difficulty attaching to the breast
• Observe the baby going to the breast and if suckling. Ask open questions and determine a
possible cause.
• Management:
- Remove or treat the cause if possible.
- Encourage skin-to-skin contact between mother and baby in a calm environment.
- Do not force the baby to the breast.
- Express and feed breast milk by cup if necessary.
• Prevention:
- Ensure early skin-to-skin contact to help the baby learn that the breast is a safe place.
- Help the mother to learn the skill of positioning and attachment in a calm unhurried
environment.
- Be patient while the baby learns to breastfeed.
- Care for the baby in a gentle confident manner.

What are the four key points to look for with regard to the baby’s position?
You are watching Donella breastfeed her four-day old baby. What will you look for to
indicate that the baby is suckling well?
Breastfeeding Positions
Lying down on side position

Helps a mother to rest. Comfortable after a
caesarean section.
Take care that the baby’s nose is on a level
with mother’s nipple, and that baby does not
need to bend his or her neck to reach the
breast.
Cradle position
The baby’s lower arm is tucked around the
mother’s side. Not between the baby’s chest
and the mother.
Take care that the baby’s head is not too far
into the crook of the mother’s arm that the
breast is pulled to one side making it difficult
to stay attached.
Cross arm position

Useful for small or ill baby. Mother has good
control of baby’s head and body, so may be
useful when learning to breastfeed.
Take care that the baby’s head is not held too
tightly preventing movement.
Underarm position
Useful for twins or to help to drain all areas
of the breast. Gives the mother a good view
of the attachment.
Take care that baby is not bending his or her
neck forcing the chin down to the chest.
Adapted from Breastfeeding Counselling: a training course,

WHO/CHD/93.4, UNICEF/NUT/93.2
BREASTFEED OBSERVATION AID
Mother's name _______________________________ Date ___________________

Baby's name _________________________________ Baby's age ______________
Signs that breastfeeding is going well: Signs of possible difficulty:
GENERAL
Mother: Mother:
F Mother looks healthy F Mother looks ill or depressed
F Mother relaxed and comfortable F Mother looks tense and uncomfortable
F Signs of bonding between mother and baby F No mother/baby eye contact
Baby: Baby:
F Baby looks healthy F Baby looks sleepy or ill
F Baby calm and relaxed F Baby is restless or crying
F Baby reaches or roots for breast if hungry F Baby does not reach or root
BREASTS
F Breasts look healthy F Breasts look red, swollen, or sore
F No pain or discomfort F Breast or nipple painful
F Breast well supported with fingers F Breasts held with fingers on areola
away from nipple
F Nipple protractile F Nipple flat, not protractile
BABY’S POSITION
F Baby’s head and body in line F Baby’s neck and head twisted to feed
F Baby held close to mother’s body F Baby not held close
F Baby’s whole body supported F Baby supported by head and neck only
F Baby approaches breast, nose to nipple F Baby approaches breast, lower lip/chin to
nipple
BABY’S ATTACHMENT
F More areola seen above baby’s top lip F More areola seen below bottom lip
F Baby’s mouth open wide F Baby’s mouth not open wide
F Lower lip turned outwards F Lips pointing forward or turned in
F Baby’s chin touches breast F Baby’s chin not touching breast
SUCKLING
F Slow, deep sucks with pauses F Rapid shallow sucks
F Cheeks round when suckling F Cheeks pulled in when suckling
F Baby releases breast when finished F Mother takes baby off the breast
F Mother notices signs of oxytocin reflex F No signs of oxytocin reflex noticed
Notes:
HELPING A MOTHER TO POSITION HER BABY

• Greet the mother and ask how breastfeeding is going.
• Sit down yourself in a comfortable, convenient position.
• Observe a breastfeed.
• Notice something positive and say something to encourage the mother.
• If you notice a difficulty, explain what might help, and ask the mother if she would like
you to show her.
• Make sure that she is in a comfortable and relaxed position.
• Explain how to hold her baby, and show her if necessary. The four key points are:
- with baby’s head and body straight;
- with baby’s body close to her body;
- supporting baby’s whole body (if newborn);
- with baby’s face facing her breast, and baby’s nose opposite her nipple.
• Show her how to support her breast:
- with her fingers flat against her chest wall below her breast;
- with her first finger supporting the breast;
- with her thumb above;
- her fingers should not be too near the nipple.
• Explain or show her how to help the baby to attach:
- touch her baby's lips with her nipple;
- wait until her baby's mouth is opening wide;
- move her baby quickly onto her breast, aiming baby’s lower lip below the nipple.
• Notice how she responds and ask her how her baby's suckling feels.
• Look for signs of good attachment – more areola seen above baby’s top lip, wide mouth,
lip turned outwards, chin touching breast.
Session 3.2.8 Practices that assist Breastfeeding – Step 6, 7, 8 and 9 123
SESSION 8
PRACTICES THAT ASSIST BREASTFEEDING –
STEPS 6, 7, 8 AND 9
Session Objectives:
1. Describe their role in practices that assist rooming-in. 10 minutes
2. Describe their role in practices that assist baby led (demand) 15 minutes
feeding.
3. Suggest ways to wake a sleepy baby and to settle a crying baby. 10 minutes
4. List the risks of unnecessary supplements. 5 minutes
5. Describe why it is important to avoid the use of bottles and teats. 5 minutes
6. Discuss removing barriers to early breastfeeding. 15 minutes
Materials:
Slide 8/1 -Picture 2: mothers talking to nurse. If possible, display the picture as a poster
through the session.
Further Reading for facilitators:

Breastfeeding and the use of water and teas. Division of Child Health and Development Update, No. 9
(reissued, Nov. 1997). World Health Organization.
Linkages/AED Exclusive Breastfeeding: The Only Water Source Young Infants Need. Frequently
Asked Questions (FAQ) SHEET 5. Reprinted June 2004.
Academy of Breastfeeding Medicine. Clinical Protocol Number 3 ̶ Hospital Guidelines for the Use of
Supplementary Feedings in the Healthy Term Breastfed Neonate (2002).
124 Session 3.2.8 Practices that assist Breastfeeding – Step 6, 7, 8 and 9
1. Rooming-in 10 minutes
Practise rooming-in – allow mothers and infants to remain together 24 hours a day.
Routine separation should be avoided. Separation should only occur for an individual
clinical need.
- Show slide 8/1 -Picture 2: Mothers talking to nurse
It is now a half day after the birth of Miriam’s baby. Miriam has rested and now she
has some questions for the nurse. When Miriam’s previous baby was born, the baby
stayed in a nursery most of the time. Miriam asks why her new baby is expected to
stay with her on the ward.
Ask: What can you say to explain the importance of rooming-in to Miriam?
Importance of rooming-in
• Rooming-in has many benefits:
- Babies sleep better and cry less.
- Before birth the mothers and infant have developed a sleep/awake rhythm that
would be disrupted if separated.
- Breastfeeding is well established and continues longer and the baby gains weight
quickly.
- Feeding in response to a baby’s cues is easier when the baby is near, thus helping
to develop a good milk supply.
- Mothers become confident in caring for their baby.
- Mothers can see that their baby is well and they are not worried that a baby crying
in a nursery is their baby.
- Baby is exposed to fewer infections when next to his or her mother rather than in a
nursery.
- It promotes bonding between mother and baby even if mother is not breastfeeding.
Ask: What barriers are sometimes seen to rooming-in as the routine practice?
Wait for a few responses. Also ask what might be solutions to these barriers.
Barriers to rooming-in and possible solutions

• Barriers to rooming-in may be raised that include:
- Concerns that mothers are tired.
Ward routines need to facilitate the mother’s rest with quiet times during which
there is no cleaning, and there are no visitors or no medical rounds or procedures.
In addition, review birth practices to determine if long labours, inappropriate use of
anaesthesia and episiotomies, lack of nourishment and stressful conditions are
resulting in mothers being extra tired and uncomfortable.
- Taking the baby to the nursery for procedures.
Baby care should generally take place at the mother’s bedside or with the mother
present. This can provide reassurance and teaching opportunities for the mother as
well as providing comfort for the baby if distressed.
Belief that newborn babies need to be observed.

-
A baby can be observed next to the mother as easily as in a nursery. A mother is
very good at observing her own baby and often notices change before a busy nurse
notices them. Close observation is not possible in a nursery with many babies.
- There is no space on the ward for the baby cots.
Babies can share their mothers’ bed. Bed sharing or co-sleeping can help a mother
and baby to get more rest and to breastfeed frequently. The bed may need a side
rail, chair against the bed or the bed against the wall, to reduce the risk of the baby
falling out of bed.
- Staff do not know how to assist mothers in learning to care for their babies.
Soothing and caring for a baby is an important part of mothering. Helping a mother
to learn to care for her baby at night is more useful to the mother than taking her
baby away to a nursery. Taking the baby away may reduce the mother’s confidence
that she can cope with being a mother.
- Mothers ask for their babies to be taken to the nursery.
Explain to the mother why the hospital encourages rooming-in as a time to get to
know her baby and as beneficial to her baby and herself. Discuss the reason why
the mother wants the baby taken to the nursery and see if the difficulty could be
solved without taking the baby away. Address the benefits of rooming-in during
antenatal contacts.
• If separation of a mother and her infant is required because of a medical situation,
document the reason for this separation in the mother/baby record. The need for separation
should be reviewed frequently so that it is for as short a time as possible.
• During separation, encourage the mother to see and hold her baby if possible, and to
express her milk32.
Ask: How is rooming-in presented to mothers? Is it routine to have all babies with their
mothers unless there is a medical reason for separation, or does a mother have to ask for her
baby to be beside her – implying that the normal place for the baby is in the nursery or in a
cot?
Wait for a few replies and then continue.
2. Baby-led feeding 15 minutes

Encourage breastfeeding on demand.
• Demand feeding is also called baby-led feeding. This means the frequency and length of
feeds is determined by the baby’s needs and signs.
Miriam thought babies needed to be fed to a set schedule, but in this hospital she is
told to feed in response to her baby’s own needs.
Ask: How can you explain why baby-led feeding is recommended?

32 Expression of milk is discussed later in Session 11.
Importance of baby-led feeding

• Baby-led feeding results in:
- Baby gets more immune rich colostrum and therefore more protection from illness.
- Faster development of milk supply.
- Faster weight gain.
- Less neonatal jaundice.
- Less breast engorgement.
- Mother learns to respond to her baby.
- Easy establishment of breastfeeding.
- Less crying so less temptation to supplement.
- Longer breastfeeding duration.
• Infants who are allowed to control the frequency and duration of a feed learn to recognise
their own signs of hunger and satiety. This ability to self-regulate may be related to the
lower rates of obesity in children who were breastfed.
Miriam says she understands the idea of baby-led feeding, but how will she know
when to feed her baby and how long to feed her baby for each time if she doesn’t go
by the clock?
Ask: What are the signs to watch for in a newborn baby to indicate when to feed the baby?
Signs of hunger
• The time to feed a baby is when the baby shows early hunger signs. The baby:
- Increases eye movements under closed eye lids or opens eyes.
- Opens his or her mouth, stretches out the tongue and turns the head to look for the
breast.
- Makes soft whimper sounds.
- Sucks or chews on hands, fingers, blanket or sheet, or other object that comes in
mouth contact.
• If the baby is crying loudly, arches his or her back, and has difficult attaching to the breast,
these are late hunger signs. The baby then needs to be held and calmed before the baby is
able to feed.
• Some babies are very calm and wait to be fed or go back to sleep if not noticed. This can
result in underfeeding. Other babies wake quickly and become very annoyed if not fed
immediately. Help the mother to recognise her baby’s temperament and learn how to best
meet her baby’s needs.
Ask: What indicates that the baby has finished feeding?

Signs of satiety
• At the start of a feed, most babies have a tense body. As they get full, their body relaxes.
• Most babies let go of the breast when they have had enough, though some continue to take
small gentle sucks until they are asleep.
• Explain to the mother that she should let her baby finish one breast before she offers the
other breast in order to feed the rich hind milk and to increase milk supply.
Feeding patterns
• Some babies feed for a short time at frequent intervals. Other babies feed for a long time
and then wait a few hours until the next feed. Babies may change their feeding pattern
from day to day or during one day.
• Teach mothers the typical feeding pattern for a full term healthy newborn:
- Newborns want to breastfeed about every one to three hours in the first two to
seven days, but it may be more frequent.
- Night feeds are important to ensure adequate stimulation for milk production and
milk transfer, and for fertility suppression.
- Once lactation is established (the milk supply ‘comes in’), eight to twelve
breastfeeds in 24 hours is common. There are usually some longer intervals
between some feeds.
- During periods of rapid growth, a baby may be hungrier than usual and feed more
often for a few days to increase milk production.
- Let babies feed whenever they want. This satisfies the baby's needs if hungry or
thirsty and the mother's needs if her breasts are full.
• Very long feeds (more than 40 minutes for most feeds), very short feeds (less than 10
minutes for most feeds) or very frequent feeds (more than 12 feeds in 24 hours on most
days) may indicate that the baby is not well attached at the breast.
• Sore nipples are the result of poor attachment, not the result of feeding too often or too
long. If a baby is well attached, it does not matter if she or he feeds often or for a long time
at some feeds33.
Special situations
• The mother may need to lead the feeding for a day or two and wake the baby for feeds if a
baby is very sleepy due to prematurity, jaundice, or the effects of labour medication, or if
the mother’s breasts are overfull and uncomfortable.
• Babies who are replacement fed also need to be fed in response to their needs. Sometimes
there is a tendency to push the baby to finish a feed because the milk is prepared. This can
lead to overfeeding. A mother can watch her baby for signs of fullness – turning away,
reluctance to feed. A replacement feed should be used within one hour of the baby starting
the feed and not kept for later as bacteria will grow in the milk. If baby does not finish the
milk in one feed, this can be mixed into older sibling’s meal.
3. Ways to wake a sleepy baby and to settle a crying baby10 minutes

Wake a sleepy baby
• If the baby seems too sleepy to feed, suggest that the mother:
- Remove blankets and heavy clothing and let her baby's arms and legs move.
- Breastfeed with her baby in a more upright position.
- Gently massage her baby's body and talk to her baby.
- Wait half an hour and try again.
- Avoid hurting the baby by flicking or tapping on the cheek or feet.
33 Sore nipples are discussed in Session 12.
Settle a crying baby

• A mother and her family may think that a crying baby means that the mother does not have
enough milk or that her milk is not good milk. A crying baby can be difficult for a mother
and reduce her confidence in herself, and her family’s confidence in her.
• A baby who is ‘crying too much’ may really be crying more than other babies, or the
family may be less tolerant of crying or less skilled at comforting the baby. It is not
possible to say how much crying is ‘normal’.
• If a baby is crying frequently, look for a cause. Listen to the mother and learn what her
situation may be, observe a breastfeed, examine the baby and refer for further medical
attention if needed. Babies may cry from hunger, pain, loneliness, tiredness or other
reasons.
• Build the mother’s confidence in her ability to care for her baby and give her support:
- Listen and accept what the mother is feeling.
- Reinforce what the mother and baby are doing right/what is normal.
- Give relevant information.
- Make one or two suggestions.
- Give practical help.
• Suggestions and practical help can include:

- Make the baby comfortable – dry, clean nappy, warm, dry bedding, not too warm.
- Put the baby to the breast. The baby may be hungry or thirsty or sometimes just wants
to suck because this makes the baby feel secure.
- Put baby on the mother’s chest, skin to skin. The warmth, smell, and heartbeat will help
to soothe the baby.
- Talk, sing and rock the baby while holding close.
- Gently stroke or massage the baby’s arms, legs and back.
- Give one breast at each feed; give the other breast at the next feed. If the breast not used
at that feed becomes overfull, express a small amount of milk.
- Reduce the mother’s coffee and other caffeine drinks.
- Do not smoke around the baby and smoke after a feed, not before or during, if a smoker.
- Have someone else carry and care for the baby for a while.
- Involve other family members in the discussion so the mother does not feel pressure to
give unnecessary supplemental feedings.
- Hold the baby in a manner that wraps around and supports head, body, legs and arms so
the baby feels secure.
4. Avoid unnecessary supplements 5 minutes

Give newborn infants no food or drink other than breast milk unless
34
• Healthy full term babies rarely have a medical need for supplements or prelacteal feeds . They
do not require water to prevent dehydration. The needs of babies who are premature or ill and
medical indications for supplements are discussed in a later session.
34 Prelacteal feeds are any fluid or feed given before starting to breastfeed.
Miriam gave her previous baby regular supplements from birth. Now she is hearing
that supplements are not good for babies and wants to know why.
Ask: What can you say to Miriam as to why supplements are not recommended?
Dangers of supplements
• Exclusive breastfeeding is recommended for the first six months. Supplements can:
- Overfill a baby’s stomach so the baby does not suckle at the breast.
- Reduce milk supply because the baby is not suckling, resulting in over fullness of the
breasts.
- Cause the baby to gain insufficient weight if feeds of water, teas, or glucose water, are
given instead of milk feeds.
- Reduce the protective effect of breastfeeding thus increasing the risk of diarrhoea, and
other illnesses.
- Expose the baby to possible allergens and intolerances that could lead to eczema and
asthma.
- Reduce the mother’s confidence if a supplement is used as a means of settling a crying
baby.
- Be an unnecessary and potentially damaging expense.
• In addition to the points listed above that could be explained to a mother, there are more
reasons why supplement use is not recommended:
- A mother who is looking for a supplement may be indicating that she is having
difficulties feeding and caring for her baby. It is better to help the mother to overcome
the difficulties than to give a supplement and ignore the difficulties.
- A health worker who offers a supplement as the solution to difficulties may be
indicating a lack of knowledge and skill in supporting breastfeeding. Frequent use of
supplements may indicate an overall stressful atmosphere where a quick temporary
solution is chosen in preference to solving the problem.
- Prelacteal feeding or offering formula to an infant of an HIV-positive woman who will
breastfeed may alter the GI mucosa and allow the transmission of the virus. When we
cannot test the HIV status of mother, it is important to emphasise that exclusive
breastfeeding reduces the risk of HIV transmission during breastfeeding.
• If a mother has been counselled, tested and found to be HIV-positive and has decided not
to breastfeed, this is an acceptable medical reason for giving her infant formula
(replacement food).
• Even if many mothers are giving replacement feeds, this does not prevent a hospital from
being designated as baby-friendly if those mothers have all been counselled, tested, and
made genuine informed choices.
5. Avoid bottles and teats 5 minutes

Give no artificial teats or pacifiers (also called dummies or soothers) to breastfeeding
infants.
Ask: Why is it recommended to avoid using bottles and teats?

Wait for a few replies and then continue.
• Sometimes babies develop a preference for an artificial teat or pacifier and refuse to suckle
on the mother’s breast.
• If a hungry baby is given a pacifier instead of a feed, the baby takes less milk and grows
less well.
• Teats, bottles, and pacifiers can carry infection and are not needed, even for the non-
breastfeeding infant. Ear infections and dental problems are more common with artificial
teat or pacifier use and may be related to abnormal oral muscle function.
• In the rare situation that a supplement is needed, feeding with an open cup is
recommended, as a cup is easier to clean and also ensures that the baby is held and looked
at while feeding. It takes no longer than bottle-feeding35.
6. Discussion – removing barriers to early breastfeeding 15 minutes

- Read the Case Study aloud in class. Ask participants to note practices that may help and
those which may interfere with establishing breastfeeding. What might be the effect of this
situation on breastfeeding?
Case study
Carolina36 has a long labour for her first baby and no-one from her family was allowed to be
with her. When her baby is born, he is wrapped in a blanket and shown to her briefly. She sees
that he has a birthmark between her baby’s eyes. Then he is taken away to the nursery because it
is night-time. The staff gives him a bottle of infant formula for the next two feeds.
Carolina's baby is brought to her early the next morning - 10 hours after birth. The nurse tells her
to breastfeed. She is told to limit breastfeeding on each side to three minutes. The nurse says,
"You don't want the pain of sore nipples, dear, do you?".
Carolina starts to take her baby while lying down, but the nurse tells her she must always sit up
to feed. Carolina sits up with difficulty; the mattress sags and her back must be bent. She is sore
from the birth and it hurts to sit. The nurse leaves Carolina to feed her baby.
She holds her baby to her breast, and pushes the breast towards her baby's mouth with her hand.
But the baby is sleepy and suckles very weakly. Carolina thinks that she has no milk yet because
her breasts are soft.
Carolina wonders if the birthmark on the baby's face was caused by something that she did
wrong during the pregnancy. She is worried what her husband and his mother will say about it.
The nurses look very busy and Carolina does not want to ask questions of them. Her family will
not be allowed to visit until the afternoon.
35 How to cup feeding is discussed in Session 11.

36 Or other culturally appropriate name.
The nurse returns and takes the baby back to the nursery. She comes back in a few minutes and
tells Carolina that she has weighed the baby and finds that he took only 25 g of milk, and that
this was not an adequate feed. The nurse says, “How can you go home tomorrow if you can’t
feed your baby properly?”.
Possible answers:
No support during labour may result in a longer labour and Carolina may be more tired and
stressed.
No skin-to-skin contact means Carolina does not get time to be with her baby and all that she
notices is his birthmark, which worries her.
Carolina and her baby are separated for many hours. The baby is given bottles of formula. The
baby is not getting the valuable colostrum and Carolina’s breasts are not receiving stimulation
to make milk.
Carolina is not given any help to breastfeed. The baby is full from formula and sleepy, so does
not want to suckle. The nurse worries her by talking about sore nipples.
It is sore for Carolina to sit to feed the baby. This would inhibit the oxytocin release. Carolina
could be helped to feed lying down.
Carolina feels that she is alone in the hospital with no one to help her or talk to her, which
caused her stress.
The nurse frightens Carolina by saying she is not able to feed her baby and will not be able to go
home.
The result is that Carolina is worried, sore, frightened and lonely as well as not knowing how to
feed her baby. She is likely to go home thinking that she is not able to make milk and to feed her
baby a breast-milk substitute.
Ask if there are any questions. Then summarise the session.
Session 8 Summary
Rooming in and baby-led feeding help breastfeeding and bonding

- Mothers can notice and respond to their babies with ease when they understand their
baby’s feeding cues.
- Babies cry less so there is less temptation to give artificial feeds.
- Mothers are more confident about caring for their babies and breastfeeding.
- Breastfeeding is established early, a baby gains weight well, and breastfeeding is more
likely to continue for longer.
Help mothers to learn skills of mothering

- Help to learn how to wake a sleepy baby.
- Help to learn how to settle a crying baby.
- Help to learn how to look for hunger cues.
Prelacteal and supplemental feeds are dangerous

- They increase the risk of infection, intolerance and allergy.
- They interfere with suckling and make breastfeeding more difficult to establish.
Artificial teats can cause problems

- Use of teats, pacifier, or nipple shield may effect milk production.
Give three reasons why rooming-in is recommended as routine practice.
Explain as you would to a mother, what is meant by ‘demand feeding’ or baby-led

feeding.
List three difficulties or risks that can result from supplement use.
Additional information for Session 8
Rooming-in
• Rooming-in has benefits for the baby, mother and hospital. In addition to those listed earlier:
- Babies are responded to more quickly with less crying, thus using less of the baby’s energy
stores, and reducing temptation to give artificial feeds.
- Frequent feeding means jaundice is less frequent and does not reach such high levels.
- Higher maternal attachment, less parental abuse and less abandonment are linked with
rooming-in.
- Reduced infection rates as fewer staff are in contact with the baby. In addition the
mother’s bacteria colonise her infant with her own flora at the same time as giving
immune protection through her milk.
- Reduced infection rates, reduced use of artificial feeds, and reduced need for nursery space
all save the hospital money.
- Confident mothers and well established breastfeeding at hospital discharge results in less
use of post-discharge health services.
• Mothers who are HIV-positive, and mothers who are not breastfeeding also benefit from rooming-
in. Rooming-in assists them to get to know their baby and become confident in caring for their
baby.
Co-sleeping/bed-sharing/bedding-in
• Bed sharing or co-sleeping can help a mother and baby to get more rest and to breastfeeding
frequently.
• Co-sleeping is NOT recommended if either the mother or the father is
- a smoker;
- under the influence of alcohol or drugs that cause drowsiness;
- unusually tired and might not respond to the baby;
- ill or has a condition with could alter consciousness, e.g. epilepsy, unstable diabetes;
- very obese;
- very ill or if the baby or any other child in the bed is very ill.
• Guidelines for safe bed-sharing/co-sleeping:
- Discuss benefits of, and contraindications to bed-sharing so that parents are informed.
- Use a firm mattress, not one that is sagging. Sleeping on a sofa or cushions with a baby is
not safe.
- Keep pillows well clear of baby.
- Cotton sheets and blankets are considered safer than a soft quilt.
- Dress the baby appropriately – do not swaddle in wraps or blankets if bed-sharing, or over
dress. The mother’s body provides warmth for the baby.
- The mother should lie close to her baby, facing baby with the baby lying on his or her back
except when feeding.
- Ensure that the baby cannot fall out of bed or slip between the side of the bed and the wall.
• In addition to the above guidelines on bed-sharing in hospital:
- Ensure that the mother can easily call for assistance if she has difficulty moving in bed.
- Check the wellbeing of the mother and baby frequently, ensuring that the baby’s head is
uncovered and that the baby is lying on his or her back if not feeding.
- When handing over care to another staff member, make them aware of those mothers and
babies who are bed-sharing.
Causes of crying
Babies cry for a variety of reasons.
• Causes of crying and suggestions what to do include:
- Boredom or loneliness – carry or talk to the baby.
- Hunger – mothers may be reluctant to feed their babies frequently if their expectations are
of 3-4 hourly feeds. Many babies do not follow the same feeding pattern all of the time.
Encourage mothers to offer a crying baby the breast.
- Discomfort – respond to baby’s needs, e.g. clean nappy/diaper, too hot/cold.
- Illness or pain – treat or refer accordingly.
- Tiredness – hold or rock baby in a quiet place to help baby go to sleep. Reduce visitors,
handling and stimulation.
- Something in the mother’s diet – this is not very common and there are no foods that it is
possible to recommend for mothers to avoid. Suggest that the mother stop eating the food
to see if the crying improves. She can check further by eating the food again to see if it
causes the problem again.
- Effect of drugs – if the mother takes caffeine or cola drinks, the caffeine can get into the
milk and make a baby restless. Cigarette smoke (even someone else smoking in the
household) can also act as a stimulant to the baby. The mother can avoid caffeine and cola
containing drinks; ask smokers not to do so in the house or near the baby.
• ‘Colic’ does not have a precise definition and the term may mean different things to different
people. Exclude other causes of crying first. A baby with ‘colic’ grows well and tends to cry at
certain times of day, often in the evening, but is content at other times. Check the baby’s feeding.
Poor attachment can result in air being swallowed causing ‘wind’. A very fast milk flow or too
much high lactose foremilk can cause discomfort. Attention to breastfeeding management may
reduce these problems.
Session 3.2.9 Milk Supply 135
SESSION 9
MILK SUPPLY
Session Objectives:
1. Discuss concerns about “Not enough milk” with mothers. 10 minutes
2. Describe normal growth patterns of infants. 5 minutes
3. Describe how to improve milk intake/transfer and milk production. 10 minutes
4. Discuss a case study of “not enough milk”. 20 minutes
Materials:
Slide 9/1: Picture 2 Mothers in bed talking to nurse.
Slide 9/2: Case study.
For the case study, you will need:

To ask 3 participants to help with the role play and to prepare and practice.
Chairs that can be brought to the front of the room.
A doll or bundle of cloth to act as the ‘baby’.

Not enough milk Update No. 21, March 1996, WHO.
RELACTATION: A review of experience and recommendations for practice. WHO/CHS/CAH/98.14
136 Session 3.2.9 Milk Supply
1. Concerns about “Not enough milk” 10 minutes

- Show slide 9/1: picture of 2 mothers in bed talking to nurse
Miriam felt that she did not have enough milk for her previous baby and she gave
regular supplements from the early weeks. During this pregnancy, she has heard that
exclusive breastfeeding is important for her baby. Miriam believes that it is important,
but she is not sure that she can give only breast milk with nothing else.
• The most common reason for mothers to stop breastfeeding, or to add other foods as well
as breast milk, is they believe that they do not have enough milk.
Ask: What signs might make a mother think she does not have enough milk, even if the infant
is growing well?
• A mother, her health worker or her family may think she does not have enough milk if
there are signs such as:
- baby cries often;
- baby does not sleep for long periods;
- baby is not settled at the breast and is hard to feed;
- baby sucks his or her fingers or fists;
- baby is particularly large or small;
- baby wants to be at the breast frequently or for a long time;
- mother (or other person) thinks her milk looks ‘thin’;
- little or no milk comes out when the mother tries to express;
- breasts do not become overfull or are softer than before;
- mother does not notice milk leaking or other signs of oxytocin reflex;
- baby takes a supplementary feed if given.
• These signs may mean a baby is not getting enough milk but they are not reliable
indications.
Ask: What are reliable signs that the mother can see for herself that show that her young baby
is receiving sufficient breast milk?
• Reliable signs of sufficient milk intake are:

- Output – milk must be going in, if urine and stools are coming out.
- After day 2, six or more wet diapers in 24 hours with pale, diluted urine. If drinks of water are given
in addition to breast milk, urine output may be good but weight gain low.
- Three to eight bowel movements in 24 hours. As babies grow older than 1 month, stooling may be
less frequent.
- Alert, good muscle tone, healthy skin and is growing too big for his or her clothes.
• A consistent weight gain is a sign of sufficient milk intake; however the mother may not be
able to have her baby weighed often. If there is doubt about the infant’s milk intake, weigh
the baby each week, if possible
• Knowing these signs will build the mother’s confidence – point out the things that she is
doing well and suggest ways that she can get support in mothering.
Causes of low milk production

• The common reasons for low milk production are related to factors that limit the amount of
milk the baby removes from the breast. If the milk is not removed, less milk is made.
These factors include:
- infrequent feeds;
- scheduled feeds
- short feeds;
- poor suckling;
- poor attachment.
• Low milk production may be also related to psychological factors:
- The mother may lack confidence; feel tired, overwhelmed, worried, or find it
difficult to respond to her baby.
- Physiological factors may lead to too little or ineffective breastfeeding practices. A
mother who is in a stressful situation may feed less frequently or for a short time,
be more likely to give supplementary feeds or a pacifier, and may spend less time
caring for the baby.
Causes of low milk transfer

• The mother may have a good supply of milk but the baby may not be able to remove the
milk from the breast. Low milk transfer may result if:
- The baby is poorly attached to the breast and not suckling effectively. The baby
may seem restless during a breastfeed and may pull away or tug at the breast.
- Breastfeeds are short and hurried or infrequent.
- The baby is removed from one breast too soon, and does not receive enough
hindmilk.
- The baby is ill or premature and not able to suck strongly and for long enough to
obtain the milk the baby needs.
• Milk transfer and milk production are linked. If the milk is not being removed from the
breast, the milk production will decrease. If you help the baby to remove milk more
efficiently then sufficient milk production will usually follow.
2. Normal growth patterns of babies 5 minutes

Miriam has listened to what you said about signs of sufficient milk. However she is
concerned about what the baby should weigh. With her previous baby even though she
thought the baby looked well and seemed to be getting bigger, she was told that the
baby was not gaining enough weight when the baby was weighed.
Ask: What is a normal growth pattern for a baby?

• Most babies start to gain weight soon if they are exclusively breastfed from soon after
birth, are well attached and feed frequently.
• Some babies lose weight in the first few days after birth. This weight loss is extra fluid that
the baby has stored during uterine life. A baby should regain birth weight by two weeks.
• Babies usually double their birth weight by five to six months; and triple it by one year.
Babies also grow in length and head circumference.
• A properly and regularly completed growth chart can show the baby’s pattern of growth.
There is a range of normal growth. There is not one ‘correct’ line that all babies should
follow.
• Do not wait until the weight gain is poor to do a careful breastfeeding assessment. Start
and continue with good breastfeeding practices.
• Practising the Ten Steps to Successful Breastfeeding helps to assure an abundant milk
supply:
- Discuss the importance of breastfeeding and basics of breastfeeding management
during pregnancy (Step 3).
- Facilitate skin to skin contact after birth (Step 4).
- Offer the breast to the baby soon after birth (Step 4).
- Help the baby to attach to the breast so the baby can suckle well (Step 5).
- Exclusively breastfeed: Avoid feeds of water, other fluids or foods; give only
breast milk (Step 6).
- Keep baby near so feeding signs are noticed (Step 7).
- Feed frequently, as often and for as long as the baby wants (Step 8).
- Avoid use of artificial teats and pacifiers. (Step 9).
- Provide on-going support to the mother and ensure that mother knows how to find
this support (Step 10)37.
3. Improving milk intake and milk production 10 minutes

• Use your communication skills:
- Listen to the mother and ask relevant questions.
- Look at the baby - alertness, appearance, behaviour, and weight chart if available.
- Observe a breastfeed, using the Breastfeed Observation Aid.
- Respond to the mother and tell her what you are finding. Use positive words and
avoid criticism or judgments.
- Give relevant information using suitable language.
- Offer suggestions that may improve the situation and discuss whether the
suggestions seem possible to the mother.
- Build the mother’s confidence.
- Help her to find support for breastfeeding and mothering.
Improving milk intake/transfer

• Address the cause of the low milk intake and try to remedy it. This may require you to:
- Help the baby to attach well to the breast.
- Discuss how the mother would be able to feed the baby more frequently.
- Point out feeding cues so the mother learns when the baby has finished one breast
before moving to the other breast rather than relying on a clock.
- Encourage skin contact and holding the baby close.
- Suggest that pacifiers and artificial teats (including nipple shields) be avoided.
- Suggest offering the breast for comfort if her baby is unsettled.
- Suggest avoiding or reducing supplement use.
• If the milk supply is very low, another source of milk is needed for a few days while the
supply improves. How to give these supplements without using a bottle and teat will be
discussed in a later session38.
37
On-going support is discussed in Session 14.
38
See Session 11: If a baby cannot feed at the breast.
Increasing milk production

• To increase milk production, the breasts need stimulation and the milk needs to be
removed frequently. The suggestions listed earlier for improving milk transfer will help to
increase production because the milk is being removed from the breast. In addition suggest
that the mother:
- Gently massage her breast while feeding to help the milk to flow.
- Express breast milk between breastfeeds and feed the expressed milk to her baby with a
cup or a nursing supplementer39. This is particularly important if the baby has a weak
suck or is reluctant to feed often.
- Talk with her family to see how she can manage the needs of caring for her baby with
other demands on her time.
- Use foods, drinks, or local herbs believed to increase milk production, if these are safe
to take while breastfeeding. These may help if they build the mother’s confidence in
her ability to breastfeeding or if they help the mother to be cared for by eating special
foods. Using special foods or medications does not replace the need for frequent
feeding with good attachment.
Monitoring and follow-up

• Follow-up the mother and baby to check that the milk production/milk transfer is
improving. The frequency of follow-up depends on the severity of the situation.
• Monitoring means more than just weighing the baby. Look for signs of improvement that
you can point out to the mother – increased alertness, less crying, stronger suck, more urine
and stooling, and changes in her breasts such as fullness and leaking.
• Monitoring also gives you an opportunity to talk with the mother and see how the changes
are working. Build her confidence and encourage things that she is doing well.
• If the baby’s weight was very low and supplements were needed, reduce supplements as
the situation improves. Continue to monitor the baby for a few weeks after supplements
have stopped to ensure milk supply is sufficient.
4. Discuss a case study 20 minutes

Ask three participants to role-play the Case Study below in front of the class. This
role-play should reflect what the midwife will do now and how she will follow up. Follow up
the role-play with a discussion among all the participants.
Characters:
The patient, Anna.
Her mother-in-law (husband’s mother).
The midwife at the outpatient department.
- Show slide 9/2 with the key points of the Case Study
39
Cup feeding is described in Session 11.
Case study
Anna gave birth to a healthy boy in the hospital two weeks ago. Today she, the baby, and her
mother-in-law are returning to the hospital because the baby is "sleeping all the time" and has
passed only three stools this week. When the outpatient clinic midwife weighs the baby, she
finds him 12% under birth weight.
The midwife asks about the events of the last week, using good communication skills and learns
that:
- Anna and the baby were discharged on the second postpartum day.
- Anna received very little instruction on breastfeeding while she was in the postpartum
ward.
- Anna feels that her baby is refusing her breasts.
- Yesterday, the mother-in-law began offering tea with honey in a bottle twice a day.
Questions that the midwife might ask include:

Can you tell me a little about the first day or two after the birth?
How did the baby feed in the first few days?
How do you feel the baby is feeding now?
Does the baby get anything other than breast milk?
The midwife also observes a breastfeed and sees that the baby is held loosely and that he must
bend his neck to reach the breast. The baby has very little of the breast in his mouth and falls off
the breast easily. When he falls off the breast, he gets upset, moves his head around, crying and
has difficulty getting attached again.
Discussion questions: (with possible answers)

What are the good elements in this situation that you can build upon?
- They have looked for help, the mother-in-law is caring, and the bottle has been
given only for one day.
What are three main things this family needs to know now?
- How to position and attach the baby for effective feeding.
- To feed frequently (2 hourly or more often), waking the baby if necessary.
- To avoid giving water (or honey and tea) using a bottle and teat. If needed, how to
express breast milk and give to the baby by cup.
Also useful to know:
- To use plenty of skin to skin contact to help the baby learn that the breast is a
comfortable place to be and to help stimulate prolactin release.
- To allow the baby to finish one breast before going to the other breast.
- The removal of milk makes more milk.
- The signs of having enough milk.
What follow-up will you offer?
- See the mother and baby in 1-2 days if possible to check if feeding and weight gain
has improved.
- Continue assistance and follow-up until baby is feeding and gaining well.
Session 9 Summary
Concerns about “Not enough milk”
• A mother or her family may lack confidence in breastfeeding and think that she does not
have enough milk. Explain to mothers the reliable signs of enough milk: passing urine and
stools, and seeing the baby as alert and growing. Weight gain is a reliable sign if there is an
accurate scale available and consecutive weight checks are on the same scales.
• Build the mother’s confidence in her ability to breastfeed.
• Most common reason for low milk production is not enough milk is removed from the
breast so less milk is made.
• Common causes of low milk transfer are:
- Poor attachment, poor suckling; short or infrequent feeds; baby ill or weak.
Normal growth patterns of infants

• Infants may lose 7 - 10% of their birth weight in the first days after birth but should regain
birth weight by 2 to 3 weeks.
• If they start breastfeeding exclusively soon after birth, they may lose very little weight or
none at all.
• Babies generally double their birth weight by 6 months and treble it by 1 year old.
• The practices of the Ten Steps to Successful Breastfeeding help to ensure an abundant milk
supply.
Improving milk intake and milk production

• Use your communication skills to listen, observe, respond, and build confidence.
• Address the cause of low milk transfer, offer possible solutions:
- Improve attachment; increase frequency and duration of feed; avoid supplements
and pacifiers.
• Increase milk production:
- Breastfeed more often and for longer, express between feeds; talk with family
about support.
• Monitor and follow-up until weight gain is adequate and mother is confident.

Keiko tells you that she thinks she does not have enough milk. What is the first
thing you will say to her? What will you ask her in order to learn if she truly does
have a low milk supply?
You decide that Ratna's baby Meena is not taking sufficient breast milk for his
needs. What things can you do to help Ratna increase the amount of breast milk
that her baby receives?
Causes of low milk production

Common reasons
• The common reasons for low milk production are related to factors that limit the amount of milk
the baby removes from the breast. If the milk is not removed, less milk is made. These factors
commonly include:
- Infrequent feeds, which may be due to:
- Mothers not noticing signs of readiness to feed.
- Baby being sleepy or ‘quiet’ and not looking to be fed.
- Mother being busy and postponing feeds.
- Baby sleeping away from the mother, so the mother does not see or hear feeding signs.
- Other foods and drink being given to the baby, so the baby does not ask to be fed.
- Baby being given a pacifier or distracted instead of being fed.
- Belief that the baby does not need night feeds.
- Mother has sore nipples or sore breast and does not want to feed.
- Scheduled feeds – A schedule may not allow for frequent feeds. In addition, if the baby is
left to cry until the scheduled time, he or she uses up energy and may be asleep at the
scheduled feeding time.
- Short feeds – Babies who are well attached usually end the feed when they are finished. If
the mother ends the feed at a set time or because she thinks a pause in suckling indicates
that the feed is finished, the baby may not get enough milk.
- Not enough milk is removed. The inhibitor factor in milk collects and makes the breast
stop producing milk.
- Poor suckling – a baby who is weak or poorly attached to the breast is not able to remove
the milk from the breast. The milk is not removed, so less milk is made.
- A delayed start to breastfeeding – breastfeeding should start as soon as possible after birth.
Uncommon reasons for low milk production

• Medication of the mother – contraceptives that contain oestrogen can reduce milk supply. Diuretic
therapy may also reduce milk supply.
• Alcohol and smoking may reduce milk supply.
• Breast surgery, which cuts milk ducts or nerves to the breast.
• If a mother becomes pregnant again, she may notice a reduction in milk supply.
Very rare reasons for low milk production

• Retained pieces of the placenta affect the hormones needed for milk production.
• Inadequate breast development during pregnancy, so that few or no milk producing cells develop.
• Severe malnutrition – milk is made from what the woman eats plus what is stored in her body. If a
woman has used up her body stores, then it may affect her milk supply. However, she needs to be
severely malnourished, and for a long time, to reach this state. A very restricted fluid intake may
affect milk supply.
Weight gain
• Breastfeeding ensures healthy, normal weight gain for infants. Many breastfed babies are leaner
(less fat) than artificially fed babies.
• Test weighing before and after one feed does not give a good indication of milk intake or
production. The amount that a baby takes varies from feed to feed. Test weighing may worry the
mother and can reduce her confidence in breastfeeding, tempting her to give supplements.
• A baby who is not gaining weight with good breastfeeding and good milk transfer may have an
illness. If the baby is feeding poorly or showing signs of illness, refer for medical treatment.
However, if the baby seems willing to feed and has no signs of illness, then poor weight gain can
be the result of not getting enough milk, which is often due to poor feeding technique. This baby
and mother need help with feeding.
• A baby with a condition such as congenital heart disease or a neurological difficulty may be slow to
gain weight even if there is sufficient milk supply and transfer.
• There is a need for weight monitoring for all children including those who are not breastfeeding.
Relactation
Relactation definition: Re-establishing milk production in a mother who has a greatly reduced milk
production or has stopped breastfeeding.
• If a mother has stopped producing breast milk and wishes to breastfeed, the health worker can help
her to relactate. Relactation may be needed because:
- The baby has been ill and not able to suck.
- The mother did not express her milk when her baby was unable to suck.
- The baby was not breastfed initially and now the mother wants to breastfeed.
- The baby becomes ill on artificial feeds.
- The mother was ill and stopped breastfeeding.
- A woman has adopted a baby, having previously breastfed her own children.
• A woman who wishes to relactate should be encouraged to:
- Let her baby suckle at the breast as often as possible, day and night for as long as the baby
is willing.
- Massage and express her breasts in-between feeds, especially if the baby is not willing to
suckle frequently.
- Continue to give adequate artificial feeds until the milk supply is sufficient to her infant’s
growth.
- Seek support from her family, to ensure that she has enough time to spend relactating.
• Drug therapy is sometimes used to increase or develop a milk supply. It is only effective if there is
also increased stimulation of the breasts.
• It is easier to relactate if:
- The baby is very young (less than 2 months of age) and has not become accustomed to
using an artificial tea.,
- The mother gave birth recently or stopped breastfeeding recently.
• However relactation is possible at any age of baby or time since breastfeeding stopped.
Grandmothers may even relactate to feed their grandchild.
Session 3.2.10 Infants with special needs 145
SESSION 10
INFANTS WITH SPECIAL NEEDS
Session Objectives:
1. Discuss breastfeeding of infants who are preterm, low birth weight or 20 minutes
have special needs.;
2. Describe how to assist mothers to breastfeed more than one baby. 5 minutes
3. Outline prevention and management of common clinical concerns: 10 minutes
neonatal hypoglycaemia, jaundice and dehydration, with regard to
breastfeeding.
4. Outline medical indications for use of foods/fluids other than breast milk. 10 minutes
Materials:
Slides 10/1 and 10/2: Pictures of kangaroo mother care.
Slide 10/3: Positioning a preterm baby.
Slide 10/4: Twins.
Slides 10/5 and 10/6: DANCER hand position. Baby in slide 10/6 has Down’s Syndrome.
Two or three dolls (different size dolls to demonstrate feeding twins and feeding a preterm
baby).
Does the baby need breast-milk substitutes? – One copy for each participant

World Health Organization. Breastfeeding and the use of water and teas. Division of Child Health and
Development Update No. 9 (reissued, Nov. 1997).
World Health Organization. Persistent Diarrhoea and Breastfeeding. Division of Child Health and
Development Update; Geneva, 1997.
World Health Organization. Hypoglycaemia of the Newborn – a review of the literature. Division of
Child Health and Development and Maternal and Newborn Health/Safe Motherhood, 1997.
World Health Organization. Kangaroo Mother Care - a practical guide. Department of Reproductive
Health and Research, Geneva, 2003.
Integrated Management of Childhood Illness: A WHO/UNICEF Initiative, In Bulletin of the World
Health Organization, supplement no 1, vol. 75, 1997.
WHO/UNICEF/USAID. HIV and Infant Feeding Counselling Tools. World Health Organization,
Geneva: 2005; 2008.
WHO/UNICEF Acceptable medical reasons for use of breast-milk substitutes World Health
Organization, Geneva 2009.
146 Session 3.2.10 Infants with special needs
1. Breastfeeding infants who are preterm, low birth weight or ill 20 minutes
- Continue with the ‘story’:
We last saw Fatima and her son having skin-to-skin contact following an emergency
caesarean section. Fatima’s son was born four weeks early; however he was stable
and started breastfeeding in the recovery room. Fatima was surprised that he was
able to breastfeed and glad that he got some of her first milk that would help protect
him. The nurse told her that breastfeeding is very important for a preterm baby.
Ask: Why is breastfeeding particularly important for a baby who is preterm, low birth weight,
has special needs or any baby that is ill?
The importance of breast milk for preterm, low birth weight or special needs infants
• Breast milk contains:
- Protective immune factors, which help to prevent infection.
- Growth factors which help the baby’s gut and other systems to develop as well as
to heal after diarrhoea.
- Enzymes which make it easier to digest and absorb the milk.
- Special essential fatty acids that help brain development.
• In addition, breastfeeding:
- Calms the baby and reduces pain from drawing blood or related to the baby’s
condition.
- Gives the mother an important role in caring for her baby.
- Comforts the baby and maintains the link with the family.
• Babies with special needs such as neurological conditions, cardiac problems or cleft lip/palate
and babies who are ill, need breast milk as much if not more than babies who are well.
Breastfeeding continues to benefit older babies and young children who are ill.
• The approach to feeding will depend on the individual baby and his or her condition.
Overall, care can be divided into categories based on the baby’s condition:
- Baby not able to take oral feeds.
- Baby able to take oral feeds but is not able to suckle.
- Baby able to suckle but not for full feeds.
- Baby can suckle well.
- Baby is not able to receive any breast milk.
Fatima’s baby is brought to the special care baby unit40 because there is some
concern about his breathing, and Fatima goes to the postnatal ward. She is worried
about how she will breastfeed if she is separated from her baby.
Ask: What are some ways that a special care baby unit can support breastfeeding?
40 The term special care baby unit is used for any area that provides care for babies that are ill or have special needs. This unit may be part
of the maternity unit or part of the paediatric unit or in a different hospital from the maternity unit.
Support for breastfeeding in the special care baby unit

• Arrange contact between mother and baby, day and night.
- Encourage the mother to visit, touch, and care for her baby as much as possible.
- A mother produces antibodies (one kind of protective factor) against bacteria and
viruses (germs) that she is in contact with. When she spends time with her baby in a
special care baby unit, her body is able to produce the protective factors against many
of the germs that her baby is exposed to in the unit.
- Show slides 10/1 and 10/2 - pictures of kangaroo mother care
Skin to skin contact or ‘kangaroo mother care’ encourages the mother to hold her baby
-
(dressed only in a diaper) beneath her clothing close to her breast. The baby can then
go to breast whenever he or she wants. Skin-to-skin contact helps to regulate the
baby’s temperature and breathing, assists in development, and increases the
production of milk.
• Take care of the mother. The mother is very important to the baby’s well being and
survival.
- Help the mother to stay at the hospital while her baby is hospitalised
- If the mother comes from a long distance to visit her baby, ensure she has a place to rest
when she is at the hospital.
- Make sure the mother has a suitable seat near the baby.
- Encourage the health facility to provide food and fluids for the mother.
- Answer the parents’ questions and explain patiently. The parents may be upset,
overwhelmed and frightened when their baby is ill.
- Let the parents know that you believe breast milk and breastfeeding are important.
• Help to establish breastfeeding:

- Assist the mother to express her milk, starting within 6 hours of birth, and expressing
six or more times each 24 hours.
- Encourage babies to spend time at the breast as early as possible even if they are not
able to suckle well as yet. If the baby has the maturity to lick, root, suck and swallow
at the breast, he or she will do so without harm.
- Describe the early times at the breast as ‘getting to know the breast’ rather than
expecting the baby to take full feeds at the breast immediately.
- The baby can go to the breast while receiving a tube feed to associate the feeling of
fullness with being at the breast.
- Weight is not an accurate measure of ability to breastfeed. Maturity is a more important
factor.
- Until a baby is able to breastfeed, he or she may be fed expressed breast milk by tube or
cup41. Avoid using artificial teats.
Putting a baby to breast

• Put a baby to the breast when the baby is just starting to wake up, as seen with rapid eye
movements under the eyelids. When ready to feed, a baby may make sucking movements
with his or her tongue and mouth. A baby may also bring her or his hand to her or his
mouth. Help a mother learn how to anticipate feeding time to avoid her baby using up
energy by crying.
41 Milk expression and cup feeding are discussed in Session 11.
- Show picture 10/3: Positioning a preterm baby. Use a doll to demonstrate positions.
• Show the mother how to hold and position her baby. One way to hold a small baby is with
the baby’s head supported – but not gripped - by the mother’s hand. The mother’s arm can
support the baby’s body. The baby can be to the mother’s side (as in this picture), or the
mother can use her hand from the opposite side to the breast that the baby is feeding at.
• The mother can support her breast with her other hand to help the baby keep the breast in
his or her mouth. Show her how to put four fingers under the breast and her thumb on top.
• To increase milk flow, massage and compress the breast each time the baby pauses
between suckling bursts (unless the flow is more than the baby can swallow already).
Explain to mothers what to expect at feeds

• Expect that the baby will probably feed for a long time, and that the baby will pause
frequently to rest during a feed. Plan for quiet, unhurried, rather long breastfeeds (an hour
or so for each feed).
• Expect some gulping and choking, because of the baby's low muscle tone and uncoordinated
suckle.
• Stop trying to feed if the baby seems too sleepy or fussy. The mother can continue to hold
her baby against her breast without trying to initiate suckling.
• Keep the feed as calm as possible. Avoid loud noises, bright lights, stroking, jiggling or
talking to the baby during feeding attempts.
Prepare the mother and baby for discharge

• A baby may be ready to leave hospital if she or he is feeding effectively and gaining
weight. Usually it is necessary for the baby to weigh at least 1800 – 2000 g before being
discharged, but this varies with different hospitals.
• Encourage the health facility to provide a place for the mother to come and stay with the
baby 24 hours a day for the day or two days before going home. This helps to build her
confidence as well as helping her milk production to match her baby’s needs.
• Ensure that the mother can recognise feeding signs, signs of adequate intake and that she is
able to position and attach her baby well for breastfeeding.
• Make sure that the mother knows how she can get assistance with caring for her baby after
she goes home. Arrange with the mother for follow-up care.
2. Breastfeeding more than one baby 5 minutes

• Mothers can make enough milk for two babies, and even three. The key factors are not
milk production, but time, support and encouragement from health care providers, family,
and friends.
• Encourage the mother to:
- Get help with caring for other children and doing household duties.
- Breastfeed lying down to conserve energy, when possible.
- Eat a varied diet and take care of herself.
- Try to spend time alone with each of the babies so that she can get to know them
individually.
- Show slide 10/4: Twins. Use a doll to demonstrate positions also
• A mother of twins may prefer to feed each baby separately so that she can concentrate on
the positioning and attachment. When the babies and mother are able to attach well, then the
mother can feed them together if she wishes to reduce feeding time.
• If one baby is a good feeder and one baby less active, make sure to alternate breasts so that
the milk production remains high in both breasts. The baby who feeds less effectively may
benefit from breastfeeding at the same time as the baby who feeds more effectively,
thereby stimulating the oxytocin reflex.
Breastfeeding a baby and older child

• There is generally no need to stop breastfeeding an older baby when a new baby arrives.
The mother will produce enough milk for both is she is cared for herself, which includes
eating well and resting.
• Whether there is a shortage of food in the family or not, breast milk may be a major part of
the young child’s diet. If breastfeeding stops, the young child will be at risk, especially if
there are no animal foods in the diet. Feeding the mother is the most efficient way of
nourishing the mother, the new baby, and the young breastfeeding toddler. Abrupt
cessation of breastfeeding should always be avoided.
3. Prevention and management of common clinical concerns 10 minutes

• Many instances of hypoglycaemia, jaundice and dehydration can be avoided by
implementing practices such as:
- Early skin-to-skin contact to provide warmth for the baby.
- Early and frequent breastfeeding.
- Rooming-in so that frequent feeding is easy.
- Encouraging milk expression and cup feeding if baby is unable to breastfeed
effectively because he/she is too weak or sleepy.
- Do not give water to the baby. Water is not effective at reducing jaundice and may
actually increase it.
- Observe all babies in the first few days to ensure that they are learning to suckle well.
Hypoglycaemia of the newborn

• Hypoglycaemia means a low blood glucose level. Babies who are born prematurely or
small for gestational age, who are ill or whose mothers are ill may develop hypoglycaemia.
• There is no evidence to suggest that low blood glucose concentrations in the absence of
any signs of illness are harmful to healthy, full term babies.
• Term, healthy babies do not develop hypoglycaemias simply through under-feeding. If a
healthy full term baby develops signs of hypoglycaemia, the baby should be investigated
for another underlying problem.
Jaundice
• It is common for babies to have a yellow colour (jaundice) to their skin in the first week of
life due to high levels of bilirubin in the blood. The colour is most easily seen in the white
part of the eyes. Colostrum helps infants to pass the meconium, and this removes excess
bilirubin from the body.
Dehydration
• Healthy exclusively breastfed infants do not require additional fluids to prevent
dehydration.
• Babies with diarrhoea should be breastfed more frequently. Frequent breastfeeding
provides fluid, nutrients, and provides protective factors. In addition the growth factors in
breast milk aid in the re-growth of the damaged intestine.
Babies who have breathing difficulties

• Babies with breathing difficulties should be fed small amounts frequently as they tire
easily. Breastfeeding provides the infant with nutrients, immune bodies, calories, fluid and
comforts the distressed baby and mother.
The baby with neurological difficulties

• Many babies with Down’s syndrome or other neurological difficulties can breastfeed. If
the baby is not able to breastfeed, breast milk is still very important. Some ways to assist
include:
- Encourage early contact and an early start to feeding.
- The baby may need to be awakened for frequent breastfeeds and stimulated to
remain alert during feeding.
- Help the mother to position and attach the baby well.
- It may help if the mother supports her breast and her baby's chin to stabilise the
baby's jaw and maintain good attachment throughout the feed. She can gently cup
the baby's chin between her thumb and first finger, and cup the remaining three
fingers under her breast.
- Show slide 10/5 and 10/6: Picture of DANCER hand position. Baby in slide 10/6 has
Down’s Syndrome
• In addition,
- Feedings may take a long time regardless of feeding method. Help the mother to
understand that it is not breastfeeding of itself that is taking time.
- The mother may need to express her milk and feed it to her baby in a cup.
- Avoid artificial teats and pacifiers as these babies may find it very difficult to learn
to suck from both a breast and an artificial teat.
- Some babies with neurological difficulties gain weight slowly even if they receive
enough breast milk.
- Some babies with neurological difficulties may have other health challenges, e.g.
cardiac problems.
4. Medical reasons for food other than breast milk 10 minutes

• Sometimes breastfeeding is not started or it is stopped without a clear medical indication. It
is important to distinguish between:
- Babies who cannot be fed at the breast but for whom breast milk remains the food
of choice.
- Babies who should not receive breast milk, or any other milk, including the usual
breast-milk substitutes.
- Babies for whom breast milk is not available, for whatever reason.
• Babies who cannot feed at the breast may be fed expressed milk by tube, cup, or spoon. Ensure
the baby gets the hind milk that has a high fat content to help the baby grow.
• A very few babies may have inborn errors of metabolism such as galactosemia, PKU, or
maple syrup urine disease. These infants may require partial or complete feeding with a
special breast-milk substitute, which is appropriate to their specific metabolic condition.
• The mother may be away from the baby, severely ill, have died, or is HIV-positive and
made an informed decision not to breastfeed. These babies will need replacement feeding.
Situations related to maternal health that may require food other than breast milk will be
discussed in a later session42.
• Babies with medical conditions that do not permit exclusive breastfeeding need to be seen
and followed-up by a suitably trained health worker. These infants need individualized
feeding plans and the mother and family needs to be clear how to feed their baby.
- Give handout: Does the baby need breast-milk substitutes? Discuss any points as needed.

Jacqueline has a 33-week preterm baby in the special care nursery. It is very important
that her baby receive her breast milk. How will you help Jacqueline get her milk
started? How will you help her with putting the baby to her breast after a few days?
Yoko gives birth to twin girls. She fears she cannot make enough milk to feed two
babies and that she will need to give formula. What is the first thing you can say to
Yoko to help give her confidence? What will you suggest for helping Yoko breastfeed
her babies?
42 Further information on maternal health concerns and breastfeeding is in Session 13.
Session 10 Summary
Infants who are preterm, low birth weight, ill or have special needs
• Breast milk is important for babies who are preterm, low birth weight or have special
needs. It protects, provides food, and aids in growth and development.
• The approach to feeding will depend on the individual baby and his or her condition.
Overall, care can be divided into categories based on the baby’s ability to suckle:
- Baby not able to take oral feeds. Encourage the mother to express her milk to
keep up her supply for when her baby can take oral feeds. If possible freeze her
expressed breast milk and use it later.
- Baby able to take oral feeds but is not able to suckle at the breast. Give expressed
milk by tube and by cup if baby is able.
- Baby able to suckle but not for full feeds. Let baby suckle whenever baby is
willing. Frequent short feeds may tire the baby less than long feeds at long
intervals. Give expressed milk by cup or tube in addition to what the baby can
suckle.
- Baby can suckle well. Encourage frequent feeds for milk, for protection from
infection, and for comfort.
- Baby is not able to receive breast milk. For example, if the baby has a metabolic
disease such as galactosemia, and needs a specialized formula.
• Take care of the mother with fluid, food, rest, and help her to be in close contact with her
baby.
• Expect that the baby will pause frequently to rest during the feed. Plan for quiet, unhurried,
rather long breastfeeds. Avoid loud noises, bright lights, stroking, jiggling or talking to the
baby during feeding attempts.
• Prepare the mother and baby for discharge by rooming-in, encouraging skin-to-skin
contact, allowing time to learn to breastfeed and recognise feeding signs (cues), and to
know how to get help when at home.
• Arrange early follow up for any baby that has special needs.
Breastfeeding more than one baby
• Mothers can make enough milk for two babies, and even three. The key factors are not
milk production, but time, support and encouragement from health care providers, family,
and friends.
Prevention and management of common clinical concerns
• Implementing practices such as early skin-to-skin contact, early and frequent
breastfeeding, rooming-in, and milk expression and cup feeding if the baby is sleepy or
weak and avoiding water supplements can avoid many instances of hypoglycaemia,
jaundice and dehydration.
Medical indications for food other than breast milk
• Infants with medical conditions that do not permit exclusive breastfeeding need to be seen
and followed-up by a suitably trained health worker.
Does the baby need breast-milk substitutes?

Exclusive breastfeeding in the first six months of life is the norm, and is particularly
beneficial for mothers and infants. Nevertheless, a small number of health conditions of the
infant or the mother may justify recommending that she does not breastfeed temporarily or
permanently. These conditions concern very few mothers and their infants.
It is useful to distinguish between:

• Infants who should not receive breast milk or any other milk except specialized formula.
• Infants for whom breast milk remains the best feeding option but who may need other food
in addition to breast milk for a limited period.
formula may include infants with certain rare metabolic conditions such as galactosemia who
may need feeding with a galactose free special formula, or Maple syrup urine disease: a
special formula free of leucine, isoleucine and valine is needed, or phenylketonuria where a
special phenylalanine-free formula is needed (some breastfeeding is possible, under careful
monitoring).
Infants for whom breast milk remains the best feeding option but who may need other
food in addition to breast milk for a limited period This group may include very low birth
weight infants (those born weighing less than 1500 g) very preterm infants, i.e. those born less
than 32 weeks gestational age, newborn infants who are at risk of hypoglycaemia by virtue of
impaired metabolic adaptation or increased glucose demand (such as those who are preterm,
small for gestational age or who have experienced significant intrapartum hypoxic/ischaemic
stress), those who are ill and those whose mothers are diabetic if their blood sugar fails to
respond to optimal breastfeeding or breast milk feeding.

Using expressed breast milk
• Milk from a mother giving birth preterm contains more protein, sodium and calcium than full term
milk. Preterm infants often need extra protein, so this is helpful.
• Breast milk with an energy value of 65 kcal/100 ml at a volume of 200 ml/kg/day will result in an
energy intake of 130 kcal/day. If the mother has more milk than her baby needs, the expressed breast
milk can be left to stand for a short while and the fat rich hind milk will rise to the top. The ‘cream’ can
be added to the regular milk feed, which will make it even higher in energy value.
• Some units add fortifiers and formula to the breast milk in order to make the baby grow more
quickly. The long-term effect of early rapid growth is not known. These additions to her breast
milk can make the mother worry that her milk is not good enough for her baby. Reassure her that her
milk is good for her baby. If there is a medical need for additions to the breast milk, explain that for a
short period her baby has extra needs.
• If both breast milk and formula are given, the formula will be better absorbed if it is mixed with the
breast milk rather than giving alternate feeds of formula or breast milk. Additions to breast milk should
be decided for each individual infant, not a standard policy for all infants in the unit43.
Hypoglycaemia of the newborn

• Babies fed on breast milk may be better able to maintain their blood glucose levels than babies
artificially fed on formulas. Babies compensate for low blood sugar by using their body fuels (e.g.
glycogen stored in the liver).
• Term, healthy babies do not develop hypoglycaemia simply through under-feeding. If a healthy full
term baby develops signs of hypoglycaemia, the baby should be investigated for an underlying
problem. Signs of hypoglycaemia include reduced level of consciousness, convulsions, abnormal
tone (‘floppy’), and apnoea. A doctor should see any baby with these signs immediately.
Physiological jaundice
• This is the commonest kind of jaundice, and does not indicate an illness in the baby. It usually
appears on the second or third day and clears by the tenth day. The fetal red blood cells, which are
not needed by the baby after birth, break down faster than the baby's immature liver can handle. As
the baby's liver matures, jaundice decreases. Bilirubin is mainly excreted in the stools, not in the
urine; therefore water supplements do not help to reduce the level of bilirubin.
Prolonged jaundice
• Sometimes jaundice may persist for three weeks to three months. The baby should be checked to rule
out abnormal jaundice. In an infant who is breastfeeding well with a good weight gain and only a mild
level of jaundice, prolonged jaundice is rarely a problem.
Abnormal or pathological jaundice

• This type of jaundice is not usually related to feeding, and is evident at birth or within the first day
or two. Usually the baby is ill. Breastfeeding should be encouraged, except in the very rare
metabolic condition of galactosemia.
Treatment of severe jaundice

• Phototherapy is used in severe jaundice to breakdown the bilirubin. Very frequent breastfeeding is
important to avoid dehydration. Give expressed milk if the baby is sleepy. Water or glucose water
supplements do not help as they reduce the intake of breast milk and do little to reduce the
jaundice.
43 Mothers who are HIV-positive should either exclusively breastfeed or exclusively formula-feed rather than do mixed feeding.
Cardiac problems
• Babies may tire easily. Short frequent feeds are helpful. The baby can breathe better when
breastfeeding. Breastfeeding is less stressful and less energy is used so there is better weight gain.
Breast milk provides protection from illness thus reducing hospitalization and helping growth and
development.
Cleft lip and palate

• Breastfeeding is possible, even in extreme cases of cleft lip/palate. As babies with clefts are at risk
for otitis media and upper respiratory infections, breast milk is especially important.
• Hold the baby so that his or her nose and throat are higher than the breast. This will prevent milk
from leaking into the nasal cavity, which would make it difficult for the baby to breathe during the
feed. Breast tissue or the mother's finger can fill a cleft in the lip to help the baby maintain suction.
• Feedings are likely to be long. Encourage the mother to be patient, as the baby tires easily and
needs to rest. The mother probably will need to express her milk and supplement. She can feed
expressed milk with a cup or breastfeeding supplementer44. Following surgery to repair the cleft,
breastfeeding can resume as soon as the baby is alert.
Infants requiring surgery

• Breast milk is easily digested so requires a shorter fasting time than formula milk or other foods. In
general, the baby should not need to fast for more than three hours. Discuss with the parents ways
of comforting the baby during the fasting period. Breastfeeding can usually commence as soon as
the baby is awake after the surgery.
• Breastfeeding soon after surgery helps with pain relief, comforts the baby and provides fluid and
energy. If the baby is not able to take large amounts of breast milk immediately, the mother can
express and let the baby suck on an ‘empty breast’ until the baby is more stable.
44 See Session 11.
Session 3.2.11 If baby cannot feed at the breast – Step 5 157
SESSION 11
IF BABY CANNOT FEED AT THE BREAST – STEP 5
Session Objectives:
1. Describe why hand expression is useful and how to hand express. 15 minutes
2. Practice assisting to learn how to hand express. 15 minutes
3. Outline the safe use of milk from another mother. 5 minutes
4. Explain how to cup feed an infant. 25 minutes
There is a demonstration of cup feeding during the Clinical Practice 3. If a mother and baby
are available to come to the classroom, the demonstration can be done as a part of this session.
Adjust the timetable accordingly.
Materials:
Slide 11/1: Hand Expression.
Slide 11/2: Cup feeding.
Slide 11/3: Breastfeeding supplementer (optional).
Breast model for demonstration plus some additional breast models for pair practice. If
possible, have one breast model for each 2-3 participants.
Doll, small cup, cloth. The cup should be open, with no sharp edge – a medicine cup, egg cup
or small tea cup or glass may be used. If a glass is used it may be easier to see the milk in the
glass.
Handout – HOW TO CUP FEED A BABY, one copy for each participant (optional).
Handout – MILK EXPRESSION, one copy for each participant (optional).
Optional – breast pumps that are available locally. Make sure that you know how to use the
pumps correctly before demonstrating them. Do NOT invite a representative from a pump
company to give this demonstration as their job is to increase the use of their pump rather
than give an unbiased review of pumping and expressing.
Breastfeeding supplementer for display, either home-made or a purchased device, if used
locally.

WHO/UNICEF/USAID. Chapter 3 Teach the mother how to practise the chosen feeding option. In:
HIV and Infant Feeding Counselling Tools: Reference Guide. World Health Organization, Geneva:
2005.
RELACTATION: A review of experience and recommendations for practice. WHO/CHS/CAH/98.14
(Optional book) Lang, S. Breastfeeding Special Care Babies, Bailliere Tindall/Harcourt Publishers,
2002.
158 Session 3.2.11 If baby cannot feed at the breast – Step 5
1. Learning to hand express 15 minutes

• Step 5 of the ten Steps to Successful Breastfeeding states:
Show mothers how to breastfeed, and how to maintain lactation even if they should be
Ask: Why might it be useful for a mother to know how to hand express?
Why learn to hand express?

• It may be useful to know how to hand express:
45
- For breast comfort, such as to relieve engorgement or a blocked duct or to rub a few
drops of hind milk on the nipple area to soothe if the nipple is tender.
- To encourage a baby to breastfeed. Express milk:
- on to the nipple so that the baby can smell and taste it;
- directly into the baby’s mouth if the baby has a weak suck, or
- to soften the areola of a full breast so that the baby can attach.
- To keep up the milk production when the baby is not suckling or to increase milk
production.
- To obtain milk if the baby is unable to breastfeed, or if the baby is small and tires
quickly, when mother and baby are separated, or to provide milk for a milk bank.
- To pasteurise the milk for the baby, as an option if the mother is HIV-positive.
• Many mothers prefer hand expression to using a pump because:

- Hands are always with you, and there are no parts to lose or break.
- Hand expression can be very effective and quick when the mother is experienced.
- Some mothers prefer the skin-to-skin stimulation from hand expression rather than the
feel of plastic and sound of a pump.
- Hand expression is usually gentler than a pump, particularly if the mother’s nipple is
sore.
- There is less risk of cross-infection since the mother does not use equipment that may
be also handled by others.
How to hand express

Fatima knows that breast milk is very important to her baby and wants to give her
milk to him. However, he is not yet able to suckle well. The nurse helped her to begin
expressing milk soon after her baby was born.
• It is easier to learn to hand express when the breast is soft rather than engorged and tender.
• The key steps in order to hand express are:
- Encourage the milk to flow.
- Find the milk ducts.
- Compress the breast over the ducts.
- Repeat in all parts of the breast.
- Give out the Milk Expression handout (optional).
- Use the breast model as you explain the steps.
45 See Session 12 for more information on blocked ducts and engorgement.
Encourage the milk to flow

• A mother can help her oxytocin reflex to work by:
- Being comfortable and relaxed.
- Thinking about her baby, looking at the baby (or even at a photograph).
- Warming her breast and gently massaging or stroking it.
- Gently rolling her nipple between her finger and thumb.
• Mothers can get their oxytocin reflex to work more easily with practice. When a mother is
used to expressing her milk she may not need to encourage the milk to flow.
Find the milk ducts

• Ask the mother to gently feel the breast near the outer edge of the areola or about the
length of her first thumb joint46 back from the nipple until she finds a place where the
breast feels different. She may describe it as feeling like a knotted string or a row of peas.
These are the ducts of milk. Depending on what part of the breast it is, the mother should
place her first finger over the duct, and her thumb on the opposite side of the breast, or her
thumb on the duct and finger opposite. She can support her breast with the other fingers of
that hand, or with her other hand.
Compress the breast over the ducts

• Ask the mother to gently press her thumb and fingers slightly back towards the chest wall.
Then she presses the thumb and first finger together, compressing the milk duct between
them. This helps the milk to flow towards the nipple. She releases the pressure and repeats
the compress and release movement until milk starts to drip out (it may take a few minutes).
Colostrum may come out in drops, as it is thick and a small amount. Later the milk may spray
out in streams after the oxytocin reflex works.
Repeat in all parts of the breast

• When the milk flow slows, the mother moves her thumb and finger around the edge of her
areola to another section and repeats the press and release movement. When flow ceases, she
changes to the other breast and repeats, if both breasts are to be expressed. The mother can
pause to massage her breast again if needed. She can go back and forth between her breasts a
few times if needed.
When to express
• If the baby is not able to suckle, begin expressing as soon after birth as possible, by 6 hours
preferably.
How long to express

• The length of time to express depends on why the mother is expressing.
- If express to get colostrum for her baby who is not able to suck, she might express
for 5-10 minutes to get a teaspoon of colostrum. Remember the newborn baby’s
stomach is very small and small amounts every 1-2 hours if what the baby needs.
- If expression is used to increase milk production, aim to express for about 20
minutes at least six or more times in 24 hours including at least once at night, so
that the total time expressing is at least 100 minutes per 24 hours.
46 About one and a half inches or 4 centimetres.
- If the mother is just softening the areola to help the baby attach, she may only need
to compress 3 or 4 times.
- If the mother is clearing a blocked duct, she compresses and massages until the
lump has cleared.
- If it is past the newborn stage and the mother is expressing milk to be given to her
baby when she is at work, determine the length of time to express by the flow of
milk and the amount needed to meet the baby’s needs. Some mothers can get the
amount of milk needed in 15 minutes and for some women it may take 30 minutes.
- A mother might express one breast and feed the baby from the other breast.
• Preterm babies and some sick babies may take only very small feeds at first. Encourage
small frequent feeds of colostrum. Even very small feeds may be useful - do not dismiss
small amounts that the mother expresses.
• Colostrum may only come in drops. These are precious to the baby. The mother may be
able to express into a spoon, small cup or directly into the baby’s mouth so that no drops of
colostrum are lost. A useful way is for a helper to draw up the colostrum in a syringe
directly from the nipple as the mother expresses it – 1 ml can look quite a lot in a small
syringe.
Points to note:
• It is not necessary for the health worker to touch the mother's breasts when teaching hand
expression.
• It may take a few tries before much milk is expressed. Encourage the mother not to give up
if she gets little milk or no milk at the first try. The amount of milk obtained increases with
practice.
• Explain to the mother that she should not squeeze the nipple itself. Pressing or pulling the
nipple cannot express milk, but it is painful and it can damage the nipple.
• Explain to the mother that she should avoid sliding or rubbing her fingers along the breast
when compressing. This can also damage the breast.
• With practice it is possible for a mother to express from both breasts at the same time.
• If a mother is both expressing and breastfeeding an older baby (for example, if she is
working away from the baby), suggest that she express first and then breastfeed her baby.
The baby is able to get the fat rich hind milk from deep in the breast more efficiently than
expressing.
• Expressing should not hurt. If it does hurt, check the techniques listed above with the
mother and observe her expressing.
2. Pair practice learning to hand express 15 minutes

Divide the group into pairs and give each pair a breast model. Participants take turns to help
each other to learn how to hand express. Participants can be in a group of three with one person
as the health worker, one person as the mother and one person observing.
REMEMBER YOUR COMMUNICATION SKILLS

Listen, praise, inform, suggest – Do not command or judge
3. Use of milk from another mother 5 minutes

• If a baby cannot feed at the breast, the next best choice is to receive his or her own
mother’s milk. If the baby’s own mother’s milk is not available, milk from another
mother47 is more suitable than milk from a cow, goat, camel or other animal, or milk from
a plant (soy milk).
• When a woman breastfeeds a baby to whom she did not give birth, it is called wet nursing.
Expressed milk from another mother is called donor milk.
• Some places may have breast milk banks to provide milk for babies who are preterm or ill.
In a milk bank, the donor mothers are screened for HIV and other illnesses and the milk is
also pasteurised (heat-treated). Using donor-banked milk is usually a short-term option, as
the supply may be limited, and another way of feeding will need to be discussed.
- If there is a milk bank in the area, tell participants that it is there.
4. Feeding expressed breast milk to the baby 25 minutes

• Babies who are not fed at the breast can be fed by:
- Naso-gastric or oro-gastric tube
- Syringe or dropper
- Spoon
- Direct expression into the baby’s mouth
- Cup
• The need for alternative feeding methods and the most suitable method should be
individually assessed for each mother and baby.
• Tube feeding is needed for babies who cannot suckle and swallow.
• A syringe or dropper can be used for very small amounts of milk, for example colostrum.
Place a very small amount (not more than 0.5 ml at a time) in the baby’s cheek48 and let the
baby swallow that before giving more.
• Spoon-feeding is similar to syringe feeding in that very small amounts are given. The baby
cannot control the flow so there is a risk of aspiration if the milk is fed quickly. Spoon-feeding
large amounts of milk takes a lot of time. This means the carer or baby may get tired before
enough milk is taken. If a large spoon is used, then this is similar to cup feeding.
• Direct expression into the baby’s mouth may encourage the baby to suck. Some mothers
are able to use direct expression for a baby with a cleft palate.
• For all the above methods of supplementing, the caregiver decides how much and how fast
the baby will drink.
Cup feeding
• Cup feeding can be used for babies who are able to swallow but cannot (yet) suckle well
enough to feed themselves fully from the breast. They may have difficulty attaching well,
or they may attach and suckle for a short time, but tire quickly before they have obtained
enough milk. A baby of 30-32 weeks gestation can often begin to take feeds from a cup.
- Show slide 11/1 – Cup Feeding
47 The other woman should be HIV-negative.

48 If the syringe is placed in the centre of the baby’s mouth there is a risk that the milk could accidentally squirt down the throat when the
baby was not ready to swallow. Some babies suck the syringe as if it were a bottle teat if it is in the centre of their mouth. This may give
more milk than the baby can cope with and the baby may find it harder to learn to suckle the breast.
• Cup feeding has some advantages over other methods of feeding:

-It is pleasant for the baby – there are no invasive tubes in his or her mouth.
- It allows the baby to use his or her tongue and to learn tastes.
- It stimulates the baby’s digestion.
- It encourages coordinated breathing/suck/swallow.
- The baby needs to be held close and eye-contact is possible.
- It can allow the baby to control the amount and rate of feeding.
- A cup is easier to keep clean than a bottle and teat.
- It may be seen as a transitional method on the way to breastfeeding rather than as a
‘failure’ of breastfeeding.
• Cup feeding may have disadvantages:
- Milk can be wasted if the baby dribbles.
- Term babies can come to prefer the cup if they do not go to the breast regularly.
- Cup feeding may be used instead of direct breastfeeding because it is easy to do. For
example, a special care baby nurse may prefer to give a cup feed rather than bring the
mother from the post-natal ward and help her to breastfeed her small baby.
• The amount a baby takes varies from feed to feed – this is true for any method of feeding.
If a baby takes a small feed, offer the next feed a little earlier, especially if the baby shows
signs of hunger. Measure the baby’s intake over 24 hours, not feed by feed. Extra milk can
be given by tube if the baby is too weak to take full cup feeds.
• If mothers are not used to cup feeding, they need information about it, and they need to see
their babies feeding by cup. The method needs to be taught in a way that gives them
confidence to do it themselves49.
• A cup does not need to be sterilised in the same way as a bottle and teat. It has an open,
smooth surface that is easy to clean by washing it in hot soapy water. Avoid tight spouts,
lids or rough surfaces where milk may stick and allow bacteria to grow.
• A baby can progress from tube feeding to cup feeding to fully feeding at the breast. The
baby does not need to ‘learn’ to feed from a bottle and teat as part of his or her
development.
- Give participants’ the handout – HOW TO CUP FEED A BABY.
Demonstrate how to cup feed using a doll using the points on the handout.
- There is a demonstration of cup feeding during the Clinical Practice 3 or it can be
demonstrated at this time if suitable.
49 A demonstration of how to teach a mother to cup feeding using communication skills is included in Chapter 3 of HIV and Infant Feeding
Counselling Tools: Reference Guide.
Session 11 Summary
Learning to hand express
• It may be useful to know how to hand express for:
- Breast comfort.
- Helping a baby to breastfeed.
- Keeping up the milk supply.
- Obtaining milk if the baby is unable to breastfeed, where mother and baby are
separated, or if milk is needed for another baby.
- Pasteurising the milk for the baby, as an option if the mother is HIV-positive.
• Key steps in order to hand express are:
- Encourage the milk to flow.
- Find the milk ducts.
- Compress the breast over the ducts.
• The amount of milk obtained increases with practice.
Use of milk from another mother
• If a baby’s own mother’s milk is not available, milk from another mother (who is HIV-
negative) is more suitable than milk from a cow, goat, camel or other animal, or milk from
a plant source (soy milk).
Feeding expressed breast milk to the baby
• Babies who are not fed at the breast can be fed by:
- Naso-gastric or oro-gastric tube
- Syringe or dropper
- Spoon
- Direct expression into the baby’s mouth
- Cup
• The need for alternative feeding methods and the most suitable method should be
individually assessed for each mother and baby.
• Cup feeding can be used for babies who are able to swallow but cannot (yet) suckle well
enough to feed themselves fully from the breast. A baby of 30-32 weeks gestation can
often begin to take feeds from a cup.
• If mothers are not used to cup feeding, they need information about it, and they need to see
babies feeding by cup. The method needs to be taught in a way that gives them confidence
to do it themselves.
Session 11 Knowledge check

List four reasons why it is recommended that mothers learn to hand express.
List four reasons why cup feeding is preferred to feeding by other means if the
baby cannot breastfeed.
Milk Expression
Your milk is very important to your baby. It is useful to express your milk if:
- your baby cannot feed at the breast:
- you are away from your baby:
- you want drops of milk to encourage your baby to suck;
- your breasts are overfull or you have a blocked duct;
- you want some hind milk to rub on sore nipples, and other reasons.
You can help your milk to flow by:

- sitting comfortably, relaxed and thinking about your baby;
- warming your breast;
- massaging or stroking your breast, and rolling your nipple between your fingers;
- having your back massaged.
Feel back from your nipple to find a place where your

breast feels different. This may feel like knots on a string or
like peas in a pod. This is usually a good place to put pressure
when expressing. Put your thumb on one side of the breast and
2-3 fingers opposite.
Compress the breast over the ducts. Try pressing your thumb
and fingers back towards your chest, and then press your thumb
and fingers towards each other, moving the milk towards the nipple.
Release and repeat the pressure until the milk starts to come.
Repeat in all parts of the breast. Move your fingers around the breast to compress different
ducts. Move to the other breast when the milk slows. Massage your breast occasionally as you
move your hand around. If you are expressing to clear a blocked duct, you only need to express
in the area that is blocked.
It takes practice to get large volumes of milk. First milk (colostrum) may only come in
drops. These are precious to your baby.
How often to express depends on the reason for expressing. If your baby is very young and
not feeding at the breast, you will need to express every 2-3 hours.
It is important to have clean hands and clean containers for the milk. Discuss milk storage
if needed.
These points are suggestions not rules.

- Find what works best for you.
- Expressing should not hurt and to ask for help if it does.
- Ask if you have any questions. You can get information or help from:
Illustration from Breastfeeding Counselling: a training course,

WHO/CHD/93.4, UNICEF/NUT/93.2
Cup Feeding a Baby
Why cup feeding is recommended:

- It is pleasant for the baby – there are no invasive tubes in his or her mouth.
- It allows the baby to use his or her tongue and to learn tastes.
- It stimulates the baby’s digestion.
- It encourages coordinated breathing/suck/swallow.
- The baby needs to be held close and eye-contact is possible.
- It allows baby to control the amount and rate of feeding.
- A cup is easier to keep clean than a bottle and teat.
- It may be seen as a transitional method on the way to breastfeeding rather than as a
‘failure’ of breastfeeding.
HOW TO FEED A BABY BY CUP

Sit the baby upright or semi-upright on your lap; support the baby’s back, head and
neck. It helps to wrap the baby firmly with a cloth, to help support his or her back,
and to keep his or her hands out of the way.
Hold the small cup of milk to the baby's lips.
The cup rests lightly on the baby's lower lip, and the edges of the cup touch the outer
part of the baby's upper lip.
Tip or tilt the cup so that the milk just reaches the baby's lips.
The baby becomes alert, and opens his or her mouth and eyes.
- A preterm baby starts to take the milk into his or her mouth with his or her tongue.
- A full term or older baby sucks the milk, spilling some of it.
DO NOT POUR the milk into the baby's mouth. Just hold the cup to the baby’s lips
and let him or her take it himself or herself.
When the baby has had enough, the baby closes his or her mouth and will not take
any more. If the baby has not taken the calculated amount, he or she may take more
next time, or you may need to feed the baby more often.
Measure the baby’s intake over 24 hours - not just at each feed.

Use of milk from another mother
Wet nursing
• In some cultures, a family may look for a wet nurse if the mother dies or is very ill, if the mother
will be away from the baby for a long period of time or if the mother is HIV-positive. If the reason
for asking another woman to breastfeed a baby is to reduce the risk of the baby acquiring HIV, the
wet nurse needs to be counselled, tested and shown to be HIV-negative.
• The wet nurse, if sexually active, also needs to be counselled about safer sex practices so that she
does not acquire the virus during the breastfeeding period. The wet nurse needs access to
breastfeeding support and assistance to establish good breastfeeding.
• It is important for the mother to stay close to the baby, and to care for him or her as much as
possible herself, so that she bonds with her baby.
Donor milk and heat-treated milk

• Heat-treating destroys the HIV in the breast milk. A mother who is HIV-positive can also heat-treat
her milk at home to reduce the risk of transmitting HIV to her baby. Breast milk should not be heat-
treated unless necessary. Breast milk from an HIV-negative or untested mother does not need to be
heat treated if the milk is for her own baby. Heating reduces some anti-infective components of
breast milk and enzymes in the milk. However, heat-treated breast milk remains superior to breast-
milk substitutes. Do not heat-treat the baby’s own mother’s milk just 'in case' the mother is HIV-
positive.
• Information on using the milk from another mother and how to heat-treat breast milk to destroy HIV
can be found in Chapter 3 of HIV and Infant Feeding Counselling Tools: Reference Guide.
Feeding expressed breast milk to the baby
• Tube feeding - Fat can stick to the side of the tube thus reducing the energy level of the feed
received. If breast milk is fed continuously, angle the milk container and place the outlet tube at the
highest point in the container so that the creamy part of the milk is fed first.
• Bottle and artificial teats come in a wide variety of sizes and shapes. There is not one teat that is
‘best’ or most like a mother’s breast. Babies who use the bottle and teat method may lose interest in
breastfeeding. A baby can progress from tube feeding, to cup feeding to fully feeding at the breast.
The baby does not need to ‘learn’ to feed from a bottle and teat as part of his or her development.
• Clean water and extra fuel are not always available to clean bottles and teats. This places the baby's
health at risk. If a mother plan to use bottles and teats, then the mother must be instructed on the health
and safety issues associated with their use.
A Breastfeeding Supplementer
• A breastfeeding supplementer can be useful to ensure that the baby receives enough milk while
encouraging the baby to suckle for longer or if the baby has a weak suck. To use a nursing
supplementer the baby must be able to attach to the breast and suckle.
- Show slide 11/2: Breastfeeding supplementer
• A breastfeeding supplementer is a device to allow extra milk to be given while the baby is at the breast,
thus stimulating milk production, encouraging suckling, and enabling closeness of mother and baby. If
the baby cannot attach to the breast and suckle, this method cannot be used.
• A breastfeeding supplementer device can be purchased or home-made. Read the instructions for
using a purchased device.
• To use a home-made supplementer: The supplement is put into a cup, and a fine tube passes from
the cup along the mother’s breast to the baby’s mouth. As the baby suckles on the breast, the baby
draws up the supplement through the tube50.
50 See additional information in RELACTATION: A review of experience and recommendations for practice. WHO/CHS/CAH/98.14
http://www.who.int/child-adolescent-health/NUTRITION/infant.htm
• The tube of the supplementer needs to be thoroughly rinsed with water immediately after use, and
then sterilised each time it is used, especially if the baby is ill or preterm; or rinsed and then washed
well in very hot soapy water for an older, healthy baby. Cleaning the tube makes extra work for the
mother or hospital staff. The mother may need help to use this method. Consider if a simpler
method such as cup feeding would be suitable.
- Discuss this method more and show a supplementer if they are used in your hospital.
Breast pumps
- Demonstrate the use of breast pumps that are available to mothers in your community.
Explain both the positive and negative sides of their use.
• Breast pumps are not always practical, affordable or available, so it is preferable for mothers to
learn how to express milk by hand. If breast pumps are available to mothers in your area and if a
particular mother needs to use one, help her choose an effective pump, show her how to use the pump
and go through the manufacturer's instructions with her.
• It is usually helpful to stimulate the oxytocin reflex before pumping by sitting comfortably with
support for the back and the arm holding the pump, relaxing, massage and other techniques as
described for hand expressing.
• It is possible with some large electric pumps to pump both breasts at the same time. Double
pumping increases the mother’s prolactin level. It can help when large volumes of milk are needed
or the mother has only a short time to pump.
• With all pumps use only a comfortable level of suction – more suction does not remove more milk
and may damage the breasts. Mimic the baby’s action – short quick initial sucks followed by
longer, slower suction. With a cylinder hand pump, extend the cylinder to create a comfortable
level of suction and hold that suction until the milk flow slows. The mother does not need to keep
pumping if the milk is flowing.
• If the mother is getting little or no milk from pumping, check that the pump is working and check
her pumping technique (including stimulating the oxytocin reflex). Do not conclude that she “has
no milk”.
• Ensure that the mother is able to sterilise the pump if she intends to feed the milk to her baby.
• Avoid the rubber bulb type hand pumps. These damage mother’s nipples, are difficult to clean and
the milk cannot be used for feeding a baby.
Check list for choosing a pump

o Does the mother find it works well?
o Is it easily available at an affordable price?
o Is it comfortable to use – arm position, weight, adjustable suction?
o Is the size of the breast cup/funnel and insert if available, suitable for the size of the
nipple and breast?
o Can milk be stored in a collection container, in standard thread containers, or is there
a need to purchase special containers?
o What is the noise level when in use?
o Is it safe to use and easy to clean and sterilise?
o Is it easy to assemble with few parts?
o Are there clear instructions for use?
Storing expressed breast milk

• Choose a suitable container made of glass or plastic that can be kept covered. Clean it by washing
in hot soapy water, and rinsing in hot clear water. If the mother is hand expressing, she can express
directly into the container.
• If storing several containers, each container should be labelled with the date. Use the oldest milk
first.
• The baby should consume expressed milk as soon as possible after expression. Feeding of fresh
milk (rather than frozen) is encouraged.
• Frozen breast milk may be thawed slowly in a refrigerator and used within 24 hours. It can be
defrosted by standing in a jug of warm water and used within one hour, as it is warm. Do not boil
milk or heat it in a microwave as this destroys some of its properties and can burn the baby’s
mouth.
Breast milk Storage
Healthy baby at home

Fresh Milk
• At 25-37oC for 4 hours.
At 15-25oC for 8 hours.
Below 15oC for 24 hours.
Milk should not be stored above 37o C.
• Refrigerated (2-4oC): up to 8 days.
Place the container of milk in the coldest part of the refrigerator or freezer. Many refrigerators do
not keep a constant temperature. Thus, a mother may prefer to use milk within 3-5 days or freeze
milk that will not be used within 5 days, if she has a freezer.
Frozen Milk
• In a freezer compartment inside refrigerator: 2 weeks.
• In a freezer part of a refrigerator-freezer: 3 months.
• In a separate deep freeze: 6 months.
• Thawed in a refrigerator: 24 hours (do not re-freeze), or place the container in warm water to thaw
quickly.
Ill baby in hospital

Fresh Milk
• At room temperature (up to 25oC): 4 hours.
• Refrigerated (2-4oC): 48 hours.
Frozen milk
• In a freezer compartment inside refrigerator: 2 weeks.
• In a freezer part of a refrigerator-freezer or a separate deep freeze (-20oC): 3 months.
• Thawed in a refrigerator: 12 hours (do not re-freeze).
Session 3.2.12 Breast and Nipple Conditions 169
SESSION 12
BREAST AND NIPPLE CONDITIONS
Session Objectives:
At the end of this session, participants will be able to:
1. List the points to look for when examining a mother’s breasts and 5 minutes
nipples.
2. Describe causes, prevention and management of engorgement and 20 minutes
mastitis.
3. Describe causes, prevention and management of sore nipples. 10 minutes
4. Demonstrate through role-play assisting a mother with breast or
nipple conditions. 25 minutes
Materials :
Cloth breast.
Slide 12/1: Breast and nipple size and shape
Slide 12/2: Full breast
Slide 12/3: Engorgement
Slide 12/4: Mastitis
Slides 12/5 and12/6: Sore nipples
Breastfeed Observation Aid - a copy for each person.

List of Communication Skills from Session 2 - a copy for each person.
Copy of the stories – one story for each group of 4-6 participants.
In Additional Information section

Slides 12/7: Syringe method for an inverted nipple
Slides 12/8 and12/9: Candida on nipples
Slide 12/10: Tongue-tie
Syringe and a sharp blade to cut it.

Mastitis: causes and management WHO/FCH/CAH/00.13
170 Session 3.2.12 Breast and Nipple Conditions
1. Examination of the mother's breasts and nipples 5 minutes

• The earlier session on promoting breastfeeding during pregnancy mentioned that antenatal
nipple preparation was generally not helpful. During antenatal checks, a woman can be
reassured that most women’s breasts produce milk well regardless of size or shape.
• After the baby is born, health workers do not need to physically examine every
breastfeeding woman's breasts and nipples. They only need to do so if the mother has pain
or a difficulty.
• Always observe the condition of the mother’s breasts when you observe a breastfeed. In
most cases this is all that you need to do, as you can see most important things when she is
putting the baby onto the breast, or as the baby finished a feed.
• If you physically examine a women’s breasts:
- Explain what you want to do.
- Ensure privacy to help the mother feel comfortable and consider customs of
modesty.
- Ask permission before breasts are exposed or touched.
- Talk with the mother and look at the breasts without touching.
- If you need to touch the breasts do so gently.
• Ask what has she noticed about her breasts – is there anything that worries her? If so ask
her to show you.
• Talk to the mother about what you have found. Highlight the positive signs you see. Do not
sound critical about her breasts. Build her confidence in her ability to breastfeed.
Nipple size and shape

- Show slide 12/1: Breast and nipple size and shape
• There are many different shapes and sizes of breast and nipple. Babies can breastfeed from
almost all of them.
• Nipples can change shape during pregnancy and become more protractile or “stretchy”.
There is no need to ‘diagnose’ or treat a nipple that looks flat or inverted during
pregnancy51.
• Inverted nipples do not always present a problem. Babies attach to the breast, not to the
nipple. If you think her nipples may be inverted, the best way to help is to build her
confidence and provide good support from birth52.
• Long or big nipples may also cause difficulties because the baby does not take the breast
far enough back in his or her mouth. Help the mother to position and attach the baby so
that there is a large amount of breast tissue in the mouth, not just the nipple.
• If the baby gags repeatedly because of a large nipple, ask the mother to express the milk
and cup feed the baby for some days. Babies grow quickly and their mouths soon become
bigger.
51 Wearing of breast shells or special exercises during pregnancy to help the nipples protrude are no longer recommended as they may be
painful and can give a woman the impression that her breasts are not right for breastfeeding. Build her confidence and provide good support
from birth.
52 Supportive practices such as skin to skin contact, encouraging the baby to find his/her own way to the breast, help with positioning and
attachment and avoiding artificial teats and pacifiers, assist breastfeeding to be established. These practices were discussed in earlier
sessions.
2. Engorgement, blocked ducts and mastitis 20 minutes

One of the mothers in our story, Fatima, has heard that breastfeeding mothers can
have sore breasts. She is worried this might happen to her, as her breasts seem to
be getting swollen.
Ask: What can you explain to a mother about normal breast changes during breastfeeding
and changes that may indicate a difficulty?
Engorgement
What is engorgement?
- Slide 12/2:Picture of full breast
• Normal breast fullness: When the milk is "coming in,” there is more blood supply to the
breast as well as more milk. The breasts may feel warm, full, and heavy. This is normal. To
relieve fullness, feed the baby frequently and use cool compresses between feeds. In a few
days, the breasts will adjust milk production to the baby’s needs.
- Slide 12/3:Picture of engorgement
• Engorgement: If the milk is not removed, the milk, blood and lymph become congested
and stop flowing well, which results in swelling and oedema. The breasts will become hot,
hard and painful, and look tight and shiny. The nipple may be stretched tight and flat,
which makes it difficult for the baby to attach and which can result in sore nipples.
• If engorgement continues, the feedback inhibitor of lactation reduces milk production.
• Causes of breast engorgement include:
- Delay in starting to breastfeed soon after baby’s birth.
- Poor attachment, so that milk is not removed effectively.
- Infrequent feeding, not feeding at night or short duration of feeds.
Do your practices help to avoid engorgement?

• If much engorgement is seen in a maternity facility, the pattern of care for mothers should
be reassessed. Implementation of the Ten Steps to Successful Breastfeeding prevents most
painful engorgement. If you can answer “yes” to all of the following questions, there
should be very little engorgement in your facility.
• Ask yourself:
- Is skin-to-skin care practiced at birth? (Step 4).
- Is breastfeeding initiated within one hour after birth? (Step 4).
- Do staff offer help early and make sure that every mother knows how to attach her
baby at the breast? (Step 5).
- If the baby is not breastfeeding, is the mother encouraged and shown how to
express milk from her breasts frequently? (Step 5).
- Are babies and mothers kept together 24 hours a day? (Step 7).
- Is every mother encouraged to breastfeed whenever and for as long as her baby is
interested, day and night (at least eight to twelve feeds in 24 hours)? (Step 8).
- Are babies given no pacifiers, artificial teats, or bottles that would replace suckling
at the breast? (Step 9).
Help mothers to relieve engorgement53

• To treat engorgement, it is necessary to remove the milk from the breast. This will:
- Relieve the mother’s discomfort.
- Prevent further complications such as mastitis and abscess formation.
- Help to ensure continued production of milk.
- Enable the baby to receive breast milk.
• How to help a mother to relieve engorgement:
- Check attachment: Is baby able to attach well at the breast? If not:
- Help the mother to attach her baby at the breast well enough to remove the milk.
- Suggest that she gently express milk54 from her breasts herself before a feed to soften the areola and
make it easier for the baby to attach.
- If breastfeeding alone does not reduce the engorgement, advise the mother to express
milk between feeds a few times until she is comfortable.
- Encourage frequent feeds: if feeds have been limited, encourage the mother to
breastfeed whenever and for as long as her baby is willing.
- A warm shower or bath may help the milk to flow.
- Massage of the back and neck or other forms of relaxation may also help the milk to
flow.
- Help the mother to be comfortable. She may need to support her breasts if they are
large.
- Provide a supportive atmosphere; build the mother’s confidence by explaining that soon
the engorgement will be resolved.
- Cold compresses may lessen pain between feeds.
Blocked milk ducts and mastitis (breast inflammation)
• Milk sometimes seems to get stuck in one part of the breast. This is a blocked duct.
• If milk remains in a part of the breast, it can cause inflammation of the breast tissue or
non-infective mastitis. Initially there is no infection, however the breast can become
infected with bacteria and is then infective mastitis.
• Blocked ducts and mastitis can be caused by:
- Infrequent breastfeeding – maybe because the baby wakes infrequently, hunger
signs are missed, or the mother is very busy.
- Inadequate removal of milk from one area of the breast.
- Local pressure on one area of the breast, from tight clothing, lying on the breast,
pressure of the mother’s fingers on the breast, or trauma to the breast.
• A woman with a blocked duct may tell you that she can feel a lump, and the skin over it may
be red. The lump may be tender. The mother usually has no fever and feels well.
• A woman with mastitis may report some or all of the following signs and symptoms:
- pain and redness of the area;
- fever, chills;
- tiredness or nausea, headache and general aches and pains.
• The symptoms of mastitis are the same for non-infective and infective mastitis.
- Show slide 12/4:Picture of mastitis. Note that an area is red and there is swelling. This is
severe. Participants and mothers need to learn to recognise blocked ducts and mastitis in
an earlier stage so that it does not progress to this severity.
53 Relieving engorgement when a mother is not breastfeeding is discussed in the Additional Information section for this session.
54 See Session 11 for details of how to express milk.
Assessment of a mother with a blocked duct or mastitis

• The important part of treatment is to improve the drainage of milk from the affected part of
the breast.
- Observe a breastfeed. Notice where the mother puts her fingers and if she presses
inwards, perhaps blocking the milk flow.
- Notice if her breasts are very heavy. If the blocked duct or mastitis is in the lower
area, lifting the breast while feeding the baby may help that part of the breast to
drain better.
- Ask about frequency of feeds and if the baby is allowed to feed for as long as the
baby wants.
- Ask about pressure from tight clothes, especially a bra worn at night, or trauma to
the breast.
Treatment of mastitis
• Explain to the mother that she MUST:
- Remove the milk frequently (if not removed, an abscess may form).
- The best way to do this is to continue breastfeeding her baby frequently.
- Check that her baby is well attached.
- Offer her baby the affected breast first (if not too painful).
- Help the milk to flow.
- Gently massage the blocked duct or tender area down towards the nipple before
and during the feed.
- Check that her clothing, especially her bra, does not have a tight fit.
- Rest with the baby so that the baby can feed often. The mother should drink plenty
of fluids. The employed mother should take sick leave if possible.
Rest the mother, not the breast!
55
• If the mother or baby is unwilling to feed frequently, it is necessary to express the milk .
Give this milk to the baby. If the milk is not removed, milk production can cease and the
breast becomes more painful, possibly resulting in an abscess.
Drug treatment for mastitis

• Anti-inflammatory treatment is helpful in reducing the symptoms of mastitis. Ibuprofen is
appropriate if available. A mild analgesic can be used as an alternative.
• Antibiotic therapy is indicated if:
- The mother has a fever for twenty four hours or more.
- There is evidence of possible infection, for example an obviously infected cracked
nipple.
- The mother’s symptoms do not begin to subside within 24 hours of frequent and
effective feeding and/or milk expression.
- The mother’s condition worsens.
56
• The prescribed antibiotic must be given for an adequate length of time. Ten to fourteen
days is now recommended by most authorities to avoid relapse.
55 See Session 11 for details on expressing milk.

56 Generally oral antibiotics are used - erythromycin, flucloxacillin, dicloxacillin, amoxacillin, cephalexin. See Mastitis: causes and
management WHO/FCH/CAH/00.13 for further information.
Mastitis in the woman who is HIV-positive

• In a woman who is HIV-positive, mastitis or nipple fissure (especially if bleeding or
oozing) may increase the risk of HIV transmission.
• If an HIV-positive woman develops mastitis, an abscess or a nipple fissure, she should
avoid breastfeeding from the affected breast while the condition persists. She must express
milk from the affected breast, by hand or pump, to ensure adequate removal of milk. This
is essential to prevent the condition becoming worse, to help the breast recover, and to
maintain milk production. The health worker should help her to ensure that she is able to
express milk effectively.
• Antibiotic treatment is usually indicated in a woman with HIV. The prescribed antibiotic
must be given for an adequate length of time. Ten to fourteen days is now recommended
by most authorities to avoid relapse.
• If only one breast is affected, the infant can feed from the unaffected side, feeding more
often and for longer to increase milk production. Most infants get enough milk from one
breast. The infant can feed from the affected breast again when the breast has recovered.
• If both breasts are affected, the mother will not be able to feed from either side. The
mother will need to express her milk from both breasts. Breastfeeding can resume when
the breasts have recovered.
• The health worker will need to discuss other interim feeding options (AFASS). The mother
may decide to heat-treat her expressed milk57, or to give home prepared or commercial
formula. The infant should be fed by cup58.
• Sometimes a woman may decide to stop breastfeeding at this time, if she is able to give
another form of milk safely. She should continue to express enough milk to allow her
breasts to recover and to keep them healthy, until milk production ceases.
3. Sore Nipples 10 minutes

• Breastfeeding should not hurt! Some mothers find their nipples are slightly tender at the
beginning of a feed for a few days. This initial tenderness disappears in a few days as the
mother and baby become better at breastfeeding. If this tenderness is so painful that the
mother dreads putting the baby to the breast, or there is visible damage to the nipples, this
soreness is not normal, and needs attention.
• The most common early causes of nipple soreness are simple and avoidable. If mothers in
your facility are getting sore nipples, make sure that all maternity staff know how to help
mothers get their babies attached to the breast. If babies are attached well at the breast and
breastfeed frequently, most mothers do not get sore nipples.
57 This milk can be heat treated and used for the baby. Small lumps may form in the milk after heating, but these lumps can be removed and
the milk used.
58 Session 11 describes milk expression and cup feeding.
Observation and history taking for sore nipples

• Ask the mother to describe what she feels.
- Pain at the start of a feed that fades when the baby lets go, is most likely related to
attachment.
- Pain that gets worse during the feed and continues after the feed has finished, often
described as burning or stabbing, is more likely to be caused by Candida
albicans59.
• Look at the nipples and breast.
- Broken skin is usually caused by poor attachment.
- Skin that is red, shiny, itchy, and flaky, at times with loss of pigmentation, is more
often seen with Candida.
- Remember Candida and trauma from poor attachment can exist together.
- Similar to other parts of the body, the nipple and breast can have eczema,
dermatitis and other skin conditions.
- Show slides of sore nipples:
- 12/5:This nipple has an open sore in a line across the tip of the nipple. This is likely to be
the result of poor attachment
- 12/6:This nipple is red and sore. Notice the red marks and bruising around the areola.
This is likely to be the result of poor attachment
• Observe a complete breastfeed. Use the Breastfeed Observation Aid.

- Check how the baby goes on the breast, and his or her attachment and suckling.
- Notice if the mother ends the feed or if the baby lets go himself or herself.
- Observe what the nipple looks like at the end of the feed. Does it look misshapen
(squashed), red or have a white line?
• Check the baby’s mouth for tongue-tie and Candida.
• Ask the mother about previous history of Candida or anything that might contribute to
Candida such as recent use of antibiotics.
• If a mother is using a breast pump, check that it is appropriately positioned and the suction
is not too high.
• Decide the cause of the sore nipple. The most common causes of sore nipples are:
- Poor attachment.
- Secondary to engorgement, or both caused by poor attachment.
- Baby is ‘pulled’ off the breast to end a feed without the mother first breaking the
seal between the baby's mouth and the breast.
- A breast pump that may cause excess stretching of the nipple and breast or rub
against the breast.
- Candida that can be passed from the baby’s mouth to the nipples.
- The infant’s tongue-tie (short frenulum), which prevents the tongue reaching over
the lower gum thus causing friction on the nipple.
• There are many other less common causes of sore nipples. Arrange for a mother to be seen by
someone who has training to investigate these less common causes, if needed60.
59 Oral candida is also called thrush.

60 This course does not train participants to deal with complex or rare breastfeeding situations. Establish to whom participants could refer a
mother if her breastfeeding difficulty is complex.
Management of sore nipples

• Reassure the mother that sore nipples can be healed and prevented in future.
• Treat the cause of the sore nipples:
- Help the mother improve attachment and positioning. This may be all that is
needed. If necessary, show the mother how to feed baby in different feeding
positions. This helps to ease any pain mother is experiencing because baby will be
putting pressure on a different area of the sore nipple and allows her to continue
feeding while the nipple heals.
- Treat skin conditions or remove source of irritation. Treat Candida both on the
mother's nipples and in the baby's mouth.
- If the baby's frenulum is so short that the tongue cannot extend over the lower gum,
and the mother's nipples have been sore for two to three weeks, consider if the
baby should be referred and the frenulum clipped.
• Suggest comfort measures while the nipples are healing:
- Apply expressed breast milk to the nipples after a breastfeed to lubricate and
soothe the nipple tissue.
- Apply a warm, wet cloth to the breast before the feed to stimulate letdown.
- Begin each breastfeed on the least sore breast.
- If the baby has fallen asleep at the breast and is no longer actively feeding but
remains attached, gently remove the baby from the breast.
- Wash nipples only once a day, as for normal body hygiene, and not for every feed.
Avoid using soap on nipples, as it removes the natural oils61.
What does not help sore nipples

• DO NOT stop breastfeeding to rest the nipple. The mother may become engorged, which
makes it harder for the baby to attach to the breast. The milk supply will decrease if milk is
not removed from the breast.
• DO NOT limit the frequency or length of breastfeeds. Limiting feeds will not help if the
basic problem is not addressed. One minute of suckling with poor attachment can cause
damage to the breast. Twenty minutes of suckling with good attachment will not cause
damage to the breast.
• DO NOT apply any substances to the nipples that would be harmful for the baby to take
into his or her mouth, which requires removal before breastfeeding, or which can sensitise
the mother’s skin and make the nipple more sore. An ointment is not a substitute for
correct attachment.
• (Include if nipple shields are available in the area) DO NOT use a nipple shield as a
routine measure. A nipple shield may cause more problems. Some shields result in less
stimulation of the breast and reduce the amount of milk transferred, which may lead to
reduced production. It can affect the way the baby sucks resulting in more soreness when it
is stopped. It also presents a health risk to the baby from the possibility of contamination.
61 This is normal washing procedure, not just for when nipples are sore.
4. Small group work 25 minutes

Divide participants into groups of 4 people. Give each group one case study and ask them to
discuss the questions. Encourage them to role-play so that they actually ask the questions and
use communication skills. Remind them that practicing the actual phrases that they will use
with the mother is useful even if they find it challenging at first.
Point to the list of Communication Skills and remind participants to use them. Facilitators can
circulate to ensure that participants understand the exercise.
If there is time, you can ask each group to role-play their case study for the other groups.
Session 12 Summary
Examination of the mother's breasts and nipples
• Always observe the condition of the mother’s breasts when you observe a breastfeed. In
most cases, this is all that you need to do, as you can see most important things when she is
putting the baby onto the breast, or as the baby finished a feed.
• Examine mothers' breasts only if a difficulty arises. Ensure privacy and ask permission before
touching.
• Look at the shape of breasts and nipples. Look for swelling, skin damage or redness. Look for
evidence of past surgery.
• Talk to the mother about what you have found. Highlight the positive signs you see. Build
her confidence in her ability to breastfeed.
Preventing engorgement
• Fullness is normal in the early days. Over-fullness is not normal.
• Follow the practices of the Ten Steps:
- Facilitate skin-to-skin contact immediately after birth and initiate exclusive,
unlimited breastfeeding within one hour after birth (Step 4).
- Show mothers who need help how to attach their baby at the breast (Step 5).
- Show mothers how to express their milk (Step 5).
- Breastfeeding exclusively with no water or supplements (Step 6).
- Keep mothers and babies together in a caring atmosphere (Step 7).
- Encourage babies to feed at least 8-12 times in 24 hours during the early days (Step 8).
- Give no pacifiers, artificial teats, or bottles (Step 9).
Treating engorgement
• Remove the breast milk and promote continued lactation.
• Correct any problems with attachment.
• Gently express some milk to soften the areola and help the baby's attachment.
• Breastfeed more frequently.
• Apply cold compresses to the breasts after a breastfeed for comfort.
• Build the mother’s confidence and help her to be comfortable.
Blocked milk ducts and mastitis (breast inflammation)

• May be caused by infrequent breastfeeding, inadequate removal of milk, or pressure on a
part of the breast.
Treatment
• Improve milk flow:
- Check the baby's attachment and correct/improve if needed.
- Check for tight fitting clothing or pressure from fingers
- Support a large breast to assist milk flow
• Suggest:
- Breastfeed frequently. If necessary, express milk to avoid fullness.
- Gently massage towards the nipple.
- Apply a moist, warm cloth to the area before a breastfeed to help milk flow.
- Rest the mother not the breast.
- Anti-inflammatory treatment or analgesic if in pain.
• Antibiotic therapy is indicated if:

- The mother has a fever for longer than 24 hours.
- The mother’s symptoms do not begin to subside after 24 hours of frequent and
effective feeding and/or milk expression.
- The mother’s condition worsens.
• If a woman is HIV-positive and develops mastitis or an abscess she should:
- Avoid breastfeeding from the affected breast while the condition persists.
- Express the milk from that breast, which can be heat-treated and given to the baby.
- Rest, keep warm, take fluids, pain relief and antibiotics.
Sore nipples
• Decide the cause, including observation of a feed. Examine the nipples and breasts.
• Reassure the mother.
• Treat the cause - poor attachment is the most common cause of sore nipples.
• Avoid limiting the frequency of feeds.
• Refer skin conditions, tongue-tie and other less common conditions to a suitably trained
person.
What breastfeeding difficulties would suggest to you that you need to examine a
mother's breasts and nipples?
Rosalia tells you she became painfully engorged when she breastfed her last baby. She
is afraid it will happen with the next baby too. What will you tell her about preventing
engorgement?
Bola complains that her nipples are very sore. When you watch her breastfeed, what
will you look for? What can you do to help her?
Describe the difference between a blocked duct, non-infective mastitis and infective
mastitis. What is the most important treatment for all of these conditions?
Stories for small group practice
Mrs A. tells you her breast is sore. You look at her breast and see that a section of it
is red, tender to touch and Mrs A. indicates a lump. She does NOT have a
temperature. Her baby is 3 weeks old. Mrs. A probably has ......
What could you say to empathise with Mrs. A?
What are possible reasons this situation has occurred?
What questions might you want to ask?
What relevant information will you give Mrs. A?
What suggestions can you offer Mrs A so that this problem can be overcome and
breastfeeding can continue?
What practices could be encouraged to avoid this problem re-occurring?
Mrs B. tells you that she feels as if she has had flu for the last two days. She aches all
over and one breast is sore. When you look at the breast a part of it is hot, red, hard
and very tender. Mrs B has a temperature and feels too ill to go to work.
Her baby is 5 months old and breastfeeding was going well. The baby feeds
frequently at night. Mrs B expresses her milk before she goes to work to leave for the
baby and feeds the baby as soon as she comes home from work. She is very busy at
work and finds it hard to get time to express during the day.
Mrs B. probably has ......
What could you say to empathise with Mrs. B?
What are possible reasons this situation has occurred?
What questions might you want to ask?
What relevant information will you give Mrs. B?
What suggestions can you offer Mrs B so that this problem can be overcome and
breastfeeding can continue?
What practices could be encouraged to avoid this problem re-occurring?
Mrs C's baby was born yesterday. She tried to feed him soon after birth, but he did
not suckle well. Mrs C says her nipples are inverted and she cannot breastfeed. You
examine her breasts and notice that her nipples look flat when not stimulated. You
ask Mrs C to use her fingers to stretch her nipple and areola out a short way. You
can see that her nipple stretches easily.
What could you say to accept Mrs C's idea about her nipples?
How could you build her confidence?
What practical suggestions could you give Mrs C to help her feed her baby?
Additional information Session 12

Breast examination
First Ask
• How did breasts change during pregnancy? If breasts become larger and the areola become darker
during pregnancy this usually indicates that there is plenty of milk producing tissue.
• Has she had breast surgery at any time, which may have cut some milk ducts or nerves, or for a
breast abscess?
Next look
• Are the breasts very large or very small? Reassure the woman that small and large breasts all
produce plenty of milk, but sometimes a mother may need help with attachment.
• Are there any scars which may indicate past problems with breastfeeding such as an abscess or
surgery?
• Is either breast swollen, with tight shiny skin? This suggests engorgement with oedema. Normal
fullness, when the milk comes in, makes the breast larger, but not swollen with shiny oedematous
skin.
• Is there redness of any part of the breast skin? If diffuse or generalised, this may be due to
engorgement. If localised, this may be a blocked duct (small area) or mastitis (larger clearly
defined area). Purple discoloration suggests a possible abscess.
• What is the size and shape of the nipples? (long or flat, inverted, very big). Could their shape make
attachment difficult?
• Are there any sores or fissures (a linear sore)? This usually means that the baby has been suckling
while poorly attached.
• Is there a rash or redness of the nipple?
Next feel
• Is the breast hard or soft? Generalised hardness, sometimes with several lumps, may be due to
normal fullness or engorgement. The appearance of the skin (shiny with engorgement or normal
with fullness) and flexibility of the skin (turgid) should tell you which it is.
• Talk to the mother about what you have found. Highlight the positive signs you see. Do not sound
critical about her breasts. Build her confidence in her ability to breastfeed.
Assisting the mother with inverted nipples
• If the mother appears to have inverted nipples:
- Ensure uninterrupted skin-to-skin contact immediately after birth and at other times, to
encourage the baby to find his/her own way to the breast, in his/her own time.
- Give extra help with positioning and attachment in the first day or two, before the breasts
become full. Explain to the mother with an inverted nipple that the baby latches on to the
areola not on to the nipple.
- Help the mother to find a position that helps her baby to take the breast. For example,
sometimes leaning over the baby on a table so that the breast falls towards his or her
mouth can help.
- Suggest that she gently change the shape of the areola into a cone shape or sandwich using
C-shaped hold, so that baby can latch onto it.
- Explain that babies may need time to learn and then will latch on spontaneously.
- Suggest that the mother stroke her baby’s mouth with the nipple and wait until the baby
opens with a very wide mouth before bringing the baby on to the breast. Teach the mother
how to recognise effective attachment.
- Encourage the mother to help her nipples protrude before a feed. She can gently stimulate
her nipple; use a breast pump, another mild suction device, or someone else sucking (if
acceptable) to draw out the nipple.
- Avoid artificial teats and pacifiers as these devices may make it more difficult for a baby
to attach and take a large mouthful of breast.
- Prevent breast engorgement as this makes attachment difficult for the baby. If necessary,
express and feed by cup while the baby learns to breastfeed.
Syringe method for treatment of inverted nipples

This method can help an inverted nipple to stand out and assist a baby to attach to the breast. The
mother must use the syringe herself, so that she can control the amount of suction and avoid hurting
her nipple.
• Take a syringe at least 10 ml in size and if possible 20 ml so that it is large enough to accommodate
the mother’s nipple.
• Cut off the adaptor end of the barrel (where the needle is usually fixed). You will need a sharp
blade or scissors.
• Reverse the plunger so that it enters the cut (now rough) end of the barrel.
• Before she puts the baby to her breast, the mother:
- Pulls the plunger about one-third of the way out of the barrel.
- Puts the smooth end of the syringe over her nipple.
- Gently pulls the plunger to maintain steady but gentle pressure for about 30 seconds.
- Pushes the plunger back slightly to reduce suction as she removes the syringe from her
breast.
• Tell the mother to push the plunger back to decrease the suction, if she feels pain. This prevents
damaging the skin of the nipple and areola.
Slide 10/7: Syringe method for an inverted nipple
Adapted from: N. Kesaree, et al, (1993) Treatment of Inverted Nipples Using Disposable Syringe, Journal of
Human Lactation; 9(1): 27-29
Class discussion: Engorgement (optional)

Maria gave birth three days ago to a healthy baby. Her baby is in the nursery and is only
brought to her for feeding at scheduled times. As the midwife makes rounds in the
postpartum ward, she finds that Maria's breasts are much engorged and Maria says they
are painful.
What can the midwife do to help this mother?
How could her engorgement have been prevented?
How can Maria avoid becoming engorged again?
RELIEVING ENGORGEMENT WHEN A MOTHER

IS NOT BREASTFEEDING
Support the breasts well to make her more comfortable (however, do not bind the breasts
tightly, as this may increase her discomfort).
Apply compresses. Warmth is comfortable for some mothers, while others prefer cold
compresses to reduce swelling and pain.
Express enough milk to relieve discomfort. Expression can be done a few times a day when
the breasts are overfull. It does not need to be done if the mother is comfortable. Remove less
milk than the baby would take, so as not to stimulate milk production.
Relieve pain. An analgesic, such as ibuprofen or paracetamol, may be used62.
Some women use plant products such as teas made from herbs or plants, or raw cabbage leaves,
placed directly on the breast to reduce pain and swelling.
The following are not recommended:
Pharmacological treatments to reduce milk supply63. The above methods are considered more
effective in the long term.
62 Aspirin is not the first choice for breastfeeding women as it has been linked with Reye’s condition in the infant.
63 Pharmacological treatments which have been tried include:
−Stilboestrol (diethylstilbestrol) - side effects include withdrawal bleeding, and thromboembolism.
−Oestrogen - breast engorgement and pain decreases but may recur when the drug is discontinued.
−Bromocriptine - inhibits prolactin secretion. Side effects including maternal deaths, seizures and strokes. Withdrawn from use for
postpartum women in many countries.
−Cabergoline - inhibits prolactin secretion. Considered safer than bromocriptine. Possible side effects include headache, dizziness,
hypotension, nose bleed.
Treatment of a breast abscess

• If mastitis is not treated early, it may develop into an abscess. An abscess is a collection of pus
within the breast. It produces a painful swelling, sometimes with bruising discoloration.
• An abscess needs to be aspirated by syringe or surgical drainage by a health worker.
• The mother64 may continue breastfeeding if the drainage tube or incision is far enough from the
areola not to interfere with attachment.
• If the mother is unable or unwilling to breastfeed on that breast because of the location of the
abscess, she needs to express her milk. Her baby can start to feed again from that breast as soon as
it starts to heal (usually 2-3 days).
• The mother can continue to feed from the unaffected breast as normal.
• Good management of mastitis should prevent formation of an abscess.
Nipple shields
• Sometimes a nipple shield is offered as a solution for a baby who does not suck well or if the
mother has sore nipples. Nipple shields may cause difficulties. They can:
- Reduce stimulation of the breast and nipple and thus can reduce milk production and the
oxytocin reflex.
- Increase the risk of low weight gain and dehydration.
- Interfere with the baby suckling at the breast without a shield.
- Harbour bacteria or thrush and infect the baby.
- Cause irritation and rub the mother’s nipple.
• The mother, baby and health worker may become dependent on the shield and find it difficult to do
without it.
• Stop and think before recommending a nipple shield. If used as a temporary measure for a clinical
need, ensure that the mother has follow-up assistance to enable her to discontinue using the shield.
Candida (Thrush) infection

• Thrush is an infection caused by the yeast Candida albicans. Candida infections often follow the use
of antibiotics to treat mastitis, or other infections, or if used following a caesarean section. It is
important to treat both the mother and the baby so that they will not continue to pass the infection back
and forth.
• Soreness from poor positioning can occur at the same time as Candida; before starting treatment for
Candida, check for other causes of nipple pain such as poor attachment.
- 12/8: Candida on a dark-skinned nipple
- 12/9: Candida on a light-skinned nipple
• Signs of a thrush infection are:
- The mother's nipples may look normal or red and irritated. There may be deep, penetrating
pain and the mother may state that her nipples "burn and sting" after
a feed.
- The nipples remain sore between feeds for a prolonged time despite correct attachment.
This may be the only sign of the infection.
- The baby may have white patches on the skin in his or her mouth.
- The baby may have a fungal diaper rash.
- The mother may have a vaginal yeast infection.
64 If the mother is HIV-positive, it is not recommended that she continue to breastfed from a breast with an abscess.
Treatment for thrush

• Use a medication for the nipples and for the baby’s mouth according to local protocols. Continue to
use for 7 days after soreness has gone. Use medication that does not need to be washed off the
nipples before a breastfeed.
- Name some commonly used treatments for Candida.
• Some women find it helpful to air dry and expose the nipples to sunlight after each breastfeed.
Change bra daily and wash it in hot soapy water. If breasts pads are worn, replace them when they
become moist.
• If a vaginal Candida infection is present, treat it. The woman's partner may need to be treated also.
• Wash hands well after changing the baby's diapers and after using the toilet.
• Stop the use of any dummies, pacifiers, teats, or nipple shields; if they are used, they must be
boiled for 20 minutes daily and replaced weekly.
Tongue-Tie
• An infant may have “tongue-tie” because of a short frenulum, which restricts tongue movement to
the extent that the tongue cannot extend over the lower gum. The tongue then rubs against the base
of the nipple causing soreness (slide 12/10).
Session 3.2.13 Maternal Health Concerns 189
SESSION 13
MATERNAL HEALTH CONCERNS
Session Objectives:
1. Discuss nutritional needs of breastfeeding women. 10 minutes
2. Outline how breastfeeding assists in child spacing. 10 minutes
3. Discuss breastfeeding management when the mother is ill. 15 minutes
4. Review basic information on medications and breastfeeding. 10 minutes
Materials:
Slide 13/1: Lactation Amenorrhea Method LAM
Slide 13/2: Recommendation for women who are HIV-positive
MATERNAL ILLNESS AND BREASTFEEDING – a copy for each participant (optional).

BREASTFEEDING AND MOTHER’S MEDICATION SUMMARY – a copy for each participant
(optional).
Full copy for display of WHO/UNICEF Breastfeeding and Maternal Medications (2002).
Further Reading for facilitators:

Hepatitis B and breastfeeding, UPDATE No.22, November 1996 CHD, WHO Geneva.
Breastfeeding and maternal tuberculosis, UPDATE No. 23, Feb 1998 CHD, WHO Geneva.
WHO. Nutrient requirements for people living with HIV/AIDS – report of a technical consultation.
(May 2003) Geneva.
WHO/UNICEF Breastfeeding and maternal medication: Recommendations for drugs in the eleventh
WHO model list of essential drugs (2002) CHD, WHO, Geneva.
WHO/UNICEF Acceptable medical reasons for use of breast-milk substitutes. World Health
Organization, Geneva 2009.
190 Session 3.2.13 Maternal Health Concerns
1. Nutritional needs of breastfeeding women 10 minutes

- Show picture of two mothers in bed talking to nurse or at table talking to each other.
Fatima’s mother told her that she needs to eat special foods to make good milk and
that some foods can affect her baby.
Ask: What can you say to a woman who asks about what she should eat or avoid eating when
she is breastfeeding?
• All mothers need to eat enough foods and drink enough liquids to feel well and be able to
care for their family. If a mother eats a variety of foods in sufficient amounts, she will get
the proteins, vitamins and minerals that she needs. Mothers do not need to eat special foods
or avoid certain foods when breastfeeding.
• A woman’s body stores fat during pregnancy to help make milk during breastfeeding. She
makes milk partly from these stores and partly from the food that she eats.
• A mother needs to be in a state of severe malnutrition for her breast milk production to
decrease significantly. If there is a shortage of food, she first uses her own body stores to
make milk. Her milk may be reduced in quantity and slightly lower in fat and some vitamins
compared to that of a well-nourished mother, but it is still good quality.
• Poor food choices or missing a meal does not reduce milk production. However, a mother
who is overworked, lacks time to eat, and does not have sufficient food or who lacks social
support may complain of tiredness and a low milk supply. Care for the mother and time to
feed the baby frequently, will help to ensure adequate milk production.
• Breastfeeding is important for food security for the whole family. If resources are limited,
it is better to give the mother food so that she can care for her baby than to give artificial
feeds to the baby. Discuss this with the family.
• Breastfeeding mothers are often encouraged to drink large quantities of fluid. Drinking
more fluid than is needed for thirst will not increase milk supply, and may even reduce it.
A mother should drink according to her thirst or if she notices that her urine output is low
or concentrated.
- Mention any food assistance programmes that are available in the area for pregnant or
breastfeeding women.
2. How breastfeeding helps to space pregnancies 10 minutes

Fatima has heard that breastfeeding helps to space her pregnancies, but she wants
to know if this is true.
Ask: What can you tell a mother about how breastfeeding helps to space children?
• Breastfeeding can delay the return of ovulation and menstruation; and thus can help to
space pregnancies. The Lactation Amenorrhea Method (LAM) helps women who wish to
use breastfeeding for child spacing.
- Show slide 13/1: LAM
• The LAM method is 98% effective in preventing conception if three conditions are met:
the mother is not menstruating, and
-
- the mother is exclusively breastfeeding, (day and night) with no very long intervals
between feeds, and
- baby is less than 6 months old.
• If any of these three conditions are not met, it is advisable for the mother to use another
method of family planning to achieve pregnancy delay.
• Most family planning methods are compatible with breastfeeding with exception of
oestrogen containing contraceptive pills.
3. Breastfeeding management when the mother is ill 15 minutes

Fatima has heard from a neighbour that if a breastfeeding mother gets a fever or
needs to take any medications that she must stop breastfeeding.
Ask: What can you tell a mother about breastfeeding if the mother is ill?
• Women can continue to breastfeed in nearly all cases when they are ill. There are many
benefits to continuing breastfeeding during illness:
- A woman’s body makes antibodies against her infections, which go into the breast
milk and which can help to protect the baby from the infection.
- Suddenly stopping breastfeeding can lead to sore breasts65 and the mother may
develop a fever.
- A baby may show signs of distress, such as crying a lot, if breastfeeding suddenly
stops.
- It may be difficult to return to breastfeeding after the mother has recovered as her
milk production may have decreased.
- Stopping breastfeeding leaves the baby exposed to all the hazards of artificial
feeding.
- Breastfeeding is less work than preparing formula, sitting up to feed and sterilising
bottles. The baby can lie beside the mother and feed as needed without her moving.
- Mother and baby can stay together, so she knows her baby is safe and happy.
- The baby continues to receive the benefits of breastfeeding: protects health, best
nutrition, optimal growth, and development, less risk of obesity and later health
problems.
• Mothers with chronic illness may need extra help to establish breastfeeding. For example,
a mother with diabetes may experience complications during birth, which can interfere
with establishing breastfeeding, but with appropriate help she can breastfeed normally.
Ask: What kind of help with breastfeeding may be needed if a mother is ill?
65 Mastitis was covered in Session 12.
To assist breastfeeding when a mother is ill:
- Explain the value of continuing to breastfeed during her illness.

- Minimise separation, keeping mother and baby together.
- Give plenty of fluids, especially if she has a fever.
- Assist the mother to find a comfortable position for feeding or show someone else
how to help her to hold the baby comfortably.
- If breastfeeding is difficult or the mother is too unwell, she may be able to (or
helped to) express her milk and the baby can be feed breast milk by cup until she is
better.
- Choose treatments and medications that are safe for breastfeeding.
- Assist the mother to re-establish breastfeeding after she recovers, if there has been
an interruption during the illness.
Ask: Are there any situations related to the mother’s health that may require the use of foods
other than breast milk?
• There are very few situations related to maternal health that require the use of artificial feeds.
It is important to distinguish if it is the illness that is a contraindication to breastfeeding or
the situation surrounding the illness that makes breastfeeding difficult.
• Hospitalisation of itself is not a contraindication to breastfeeding. If a mother is hospitalised,
the baby should be kept with the mother. If the mother is not able to care for her infant, a
family member can be asked to stay and help her with the infant. Maternal use of
substances: Maternal use of nicotine, alcohol, ecstasy, amphetamines, cocaine and related
stimulants has been demonstrated to have harmful effects on breastfed babies; alcohol,
opioids, benzodiazepines and cannabis can cause sedation in both the mother and the baby.
Mothers should be encouraged not to use these substances and given opportunities and
support to abstain.
• If a mother has a common contagious illness such as a chest infection, sore throat, or
gastrointestinal infection, there is a risk to the baby from being near the mother and
exposed to the infection though contact, coughing and such. When the mother continues to
breastfeed, the baby receives some protection from the infection. If breastfeeding stops at
this time, the baby is at higher risk of contracting the mother’s infection. For most maternal
infections, including tuberculosis, hepatitis B, and mastitis, breastfeeding is not
contraindicated.
• If a mother is not able to breastfeed, efforts should be made to find a wet-nurse (of known
HIV-negative status) or to obtain heat-treated breast milk from a breast-milk bank.
- Give participants a copy of MATERNAL ILLNESS AND BREASTFEEDING and let them
read through the list in their own time. Clarify any points as needed.
If the mother has HIV/AIDS

- Show slide 13/2
• As we said Session 1, in the situation where the woman is tested and found to be HIV-
positive, the recommendation is:
UNICEF/WHO Infant Feeding Recommendation

for HIV-positive Women
Exclusive breastfeeding is recommended for HIV-infected mothers for the first

six months of life unless replacement feeding is acceptable, feasible,
affordable, sustainable and safe for them and their infants before that time.
When replacement feeding is acceptable, feasible, affordable, sustainable and
safe avoidance of all breastfeeding by HIV-infected mothers is recommended
• Each woman who is HIV-positive needs a one-to-one discussion with a trained person to
help her to decide the best way to feed her child in her individual situation.
4. Medications and breastfeeding66 10 minutes

• If a mother requires medication, it is often possible for the doctor to prescribe a drug that
may be safely taken during breastfeeding. Most drugs pass into breast milk only in small
amounts and few affect the baby. In most cases, stopping breastfeeding may be more
dangerous to the baby than the drug.
• A medication the mother takes is more likely to affect a premature baby or a baby less than
two months old than an older baby. If there is a concern, it is usually possible to find a drug or
treatment that is more compatible with breastfeeding.
• If a breastfeeding mother is taking a drug that you are not sure about:
- Encourage the mother to continue breastfeeding while you find out more.
- Watch the baby for side effects such as abnormal sleepiness, unwillingness to feed,
and jaundice, especially if the mother needs to take the drug for a long time.
- Check the WHO list, (explain where to get this list or other locally available list
that is breastfeeding supportive).
- Ask a more specialized health worker, for example a doctor or pharmacist for more
information, and to find an alternative drug that is safer if needed.
- If the baby has side effects and the mother’s medication cannot be changed,
consider a replacement feeding method, temporarily if possible.
• Traditional treatments, herbal medicines and other treatments may have effects on the
baby. Try to find out more about them if they are commonly used in your area. Meantime
encourage the mother to continue breastfeeding and to observe the baby for side effects.
- Give participants the summary of “BREASTFEEDING AND MOTHER’S MEDICATION” or
tell them where they can obtain the full text of the booklet. Point out the categories of
drugs in the summary – contraindicated, and continue breastfeeding with monitoring.
66 The target audience for this course are not expected to recommend medications.
Session 13 Summary
Nutritional needs of breastfeeding women
• All mothers need to eat enough foods so that they will feel well and be able to care for
their families.
• Mothers do not need to eat special foods or avoid certain foods when breastfeeding.
• If the food supply is limited, it is better for the health and nutrition of both mother and
baby and less expensive to give the mother food so that she can care for her baby than to
give artificial feeds to the baby.
How breastfeeding helps to space births

• The LAM method is 98% effective if three conditions are met:
- the mother is not menstruating;
- the mother is exclusively breastfeeding, with no very long intervals between feeds;
- baby is less than 6 months old.
• If any of these three conditions are not met it is advisable for the mother to use another
method of family planning.
Breastfeeding management when the mother is ill

• You can assist breastfeeding during maternal illness by:
- Explaining the value of continuing to breastfeed during illness.
- Minimising separation, keeping mother and baby together.
- Giving plenty of fluids, especially if there is a fever.
- Assisting the mother to find a comfortable position for feeding.
- Assisting mother to express, and feeding the baby breast milk by cup if the mother
is too unwell to breastfeed.
- Choosing treatments and medications that are safe for breastfeeding.
- Assisting mother and baby to re-establish breastfeeding when the mother recovers,
if she has not breastfed during her illness.
Medications and breastfeeding

• Often, if a medication is needed, one can be used that is safe for her baby. Most drugs pass
into breast milk only in small amounts and few affect the baby. In most cases, stopping
breastfeeding may be more dangerous to the baby than the drug.
• Watch the baby for side effects and find out more about the drug if you are worried. Babies
under 2 months of age are more likely to show side effects.
• Know where to get more information or advice on medications.

A pregnant woman says to you that she cannot breastfeed because she would need
to buy special foods for herself that she could not afford. What can you say to her to
help her see that breastfeeding is possible for her?
A co-worker says to you that a mother will need to stop breastfeeding because she
needs to take a medication. What can you reply to this co-worker?
Maternal Illness and Breastfeeding

Exclusive breastfeeding in the first six months of life is particularly beneficial for mothers and infants and is the
norm. Nevertheless, a small number of health conditions of the infant or the mother may justify recommending
that she does not breastfeed temporarily or permanently. These conditions, which concern very few mothers and
their infants, are listed below together with some health conditions of the mother that, although serious, are not
medical reasons for using breast-milk substitutes.
Mothers who are affected by any of the conditions mentioned below should receive treatment according to
standard guidelines.
Mothers who may need to avoid breastfeeding

This category includes women with HIV infection: if replacement feeding is acceptable, feasible, affordable,
sustainable and safe (AFASS).
Mothers who may need to avoid breastfeeding temporarily

Includes mothers with severe illness that prevents a mother from caring for her infant, for example sepsis;
Herpes simplex virus type 1 (HSV-1): direct contact between lesions on the mother's breasts and the infant's
mouth should be avoided until all active lesions have resolved;
In this group are also included those with maternal medication:

- Sedating psychotherapeutic drugs, anti-epileptic drugs and opioids and their combinations may cause
side effects such as drowsiness and respiratory depression and are better avoided if a safer alternative is
available.
- Radioactive iodine-131 is better avoided given that safer alternatives are available - a mother can
resume breastfeeding about two months after receiving this substance.
- Excessive use of topical iodine or iodophors (e.g. povidone-iodine), especially on open wounds or
mucous membranes, can result in thyroid suppression or electrolyte abnormalities in the breastfed
infant and should be avoided.
- Cytotoxic chemotherapy requires that a mother stops breastfeeding during therapy.
Mothers who can continue breastfeeding, although health problems may be of concern This group
includes:
• Breast abscess: breastfeeding should continue on the unaffected breast; feeding from the affected
breast can resume once treatment has started.
• Hepatitis B: infants should be given hepatitis B vaccine, within the first 48 hours or as soon as
possible thereafter.
• Hepatitis C;
• Mastitis: if breastfeeding is very painful, milk must be removed by expression to prevent progression
of the condition.
• Tuberculosis: mother and baby should be managed according to national tuberculosis guidelines.
Substance use:
- Maternal use of nicotine, alcohol, ecstasy, amphetamines, cocaine and related stimulants has been
demonstrated to have harmful effects on breastfed babies.
- Alcohol, opioids, benzodiazepines and cannabis can cause sedation in both the mother and the baby.
Mothers should be encouraged not to use these substances and given opportunities and support to abstain.
References
HIV and infant feeding: update based on the technical consultation held on behalf of the Inter-agency
Task Team (IATT) on Prevention of HIV Infection in Pregnant Women, Mothers and their Infants,
Geneva, 25–27 October 2006. Geneva, World Health Organization, 2007
Breastfeeding and maternal medication: recommendations for drugs in the Eleventh WHO Model List
of Essential Drugs. Geneva, World Health Organization, 2003.
Mastitis: causes and management. Geneva, World Health Organization, 2000 (WHO/FCH/CAH/00.13;
Hepatitis B and breastfeeding. Geneva, World Health Organization, 1996 (Update No. 22).
Breastfeeding and Maternal tuberculosis. Geneva, World Health Organization, 1998 (Update No. 23).
Background papers to the national clinical guidelines for the management of drug use during
pregnancy, birth and the early development years of the newborn. Commissioned by the Ministerial
Council on Drug Strategy under the Cost Shared Funding Model. NSW Department of Health, North
Sydney, Australia, 2006.
Further information on maternal medication and breastfeeding is available at the following United
States National Library of Medicine (NLM) website:
Breastfeeding and Mother’s Medication - Summary
Breastfeeding contraindicated:
- Anticancer drugs (antimetabolites).
- Radioactive substances (stop breastfeeding temporarily).
Continue breastfeeding:
Side-effects possible; monitor baby for drowsiness:
- Selected psychiatric drugs and anticonvulsants (see individual drug).
Use alternative drug if possible:
- Chloramphenicol, tetracyclines, metronidazole, quinolone antibiotics (e.g.
ciprofloxacin).
Monitor baby for jaundice:
- Sulfonamides, dapsone, sulfamethoxazole+trimethoprim (cotrimoxazole),
sulfadoxine+pyrimethamine (fansidar).
Use alternative drug (may decrease milk supply):
- Estrogens, including estrogen-containing contraceptives, thiazide diuretics,
ergometrine.
Safe in usual dosage:

Most commonly used drugs:
- Analgesics and antipyretics: short courses of paracetamol, acetylsalicylic acid,
ibuprofen; occasional doses of morphine and pethidine.
- Antibiotics: ampicillin, amoxicillin, cloxacillin and other penicillins, erythromycin.
- Antituberculosis drugs, anti-leprosy drugs (see dapsone above).
- Antimalarials (except mefloquine, fansidar), anthelminthics, antifungals.
- Bronchodilators (e.g. salbutamol), corticosteroids, antihistamines.
- Antacids, drugs for diabetes, most antihypertensives, digoxin.
- Nutritional supplements of iodine, iron, vitamins.
(Adapted from “Breastfeeding counselling: A training course”, WHO/CDR/93.3-6)
More information on specific medications can be found in the publication:

WHO/UNICEF Breastfeeding and Maternal Medications (2003)
www.who.int/child-adolscent-health/
Session 3.2.14 On-Going Support for Mothers – Step 10 199
SESSION 14
ON-GOING SUPPORT FOR MOTHERS – STEP 10
Session Objectives:
1. Describe how to prepare a mother for discharge. 15 minutes
2. Discuss availability of follow-up and support after discharge. 10 minutes
3. Outline ways of protecting breastfeeding for employed women. 10 minutes
4. Discuss sustaining breastfeeding for the second year or longer. 10 minutes
5. Discuss group support for breastfeeding. 30 minutes
Materials and Preparation:

Slide 14/1: Mother-to-mother support
Contact details for support in the area, such as mother’s groups, community support or
feeding clinics in the health centre.
Information on any national legislation or directives on workplace support for breastfeeding.
Information on any national complementary feeding guidelines and policies – check that these
materials support exclusive breastfeeding for six months.
Flip chart of Communication Skills from Session 2.
Ask two participants to play the part of ‘mothers’ in the group support activity and give them
the questions to ask.

Community based strategies for breastfeeding promotion and support in developing countries. WHO,
Department of Child and Adolescent Health and Development (CAH), 2003.
Green, C P. Mother Support Groups: A Review of Experience in Developing Countries. BASICS II.
1998 http://www.basics.org/publications/pub/msg/contents.htm
Guiding principles for complementary feeding of the breastfed child . PAHO/WHO, 2003.
200 Session 3.2.14 On-Going Support for Mothers – Step 10
1. Preparing a mother for discharge 15 minutes

“Foster the establishment of breastfeeding support groups and refer mothers to them on
discharge from the hospital or clinic”.
• The health facility where the baby is born can do much to initiate and establish
breastfeeding or safer replacement feeding if necessary. However, the need for support
continues after she is discharged.
• In some communities, mothers are well supported by friends and family. Where this is not
available, for example if the mother is living away from her own family, the health facility
needs to arrange some alternative follow up. This must be discussed with mothers before
discharge.
- Tell the next point in the “story”:
Fatima and Miriam are preparing to go home from the hospital with their babies.
Ask: What does a mother need before she leaves the hospital to go home with her baby?
• Before a mother leaves a maternity facility, she needs to:

- Be able to feed her baby.
- Understand the importance of exclusive breastfeeding for 6 months and continued
breastfeeding after the introduction of complementary foods to two years and
beyond.
- Be able to recognize that feeding is going well.
- Find out how to get the on-going support that she needs.
Be able to feed her baby

• A health worker trained in breastfeeding support should observe every mother and baby at a
breastfeed and make sure that the mother and baby know how to breastfeed.
• A mother should:
- Know about baby-led, or demand feeding, and how babies behave.
- Be able to recognise her baby’s feeding signs.
- Be able to position her baby for good attachment at the breast.
- Know the signs of effective breastfeeding and a healthy baby.
- Know what to do if she thinks that she does not have enough milk.
- Be able to express her milk.
• If a mother is not breastfeeding, a health worker trained to assist with replacement feeding
needs to check the mother knows:
- What type of replacement feeding to use that is acceptable, feasible, affordable,
sustainable and safe for her situation.
- How to obtain the replacement milk in sufficient quantities.
- How to reduce the risks associated with replacement feeding.
• A health worker should observe that the mother (or other caregiver) is able to prepare a
replacement feed and feed the baby in a safe manner before the mother and baby are
discharged from the maternity unit.
Understand the importance of exclusive breastfeeding and continued breastfeeding

• When a mother returns home there may be pressures on her to supplement her baby with
foods or fluids other than breast milk. Before she leaves the maternity facility, remind her
of the importance of exclusive breastfeeding for the first six months.
• After six months, a baby needs foods in addition to breast milk. Breast milk continues to
provide good nutrition and protection from illness as well as closeness to the mother.
Breast milk is valuable for health and nutrition for two years and longer.
• If the mother is HIV-positive and is breastfeeding, it is best if the baby is exclusively
breastfeeding. Mixed feeding, giving both breastfeeding/breast milk and other foods and
fluids has been shown to increase the risk of transmission of HIV.
Be able to recognize that feeding is going well

• Sometimes we might say to a mother to contact us if there is a problem. A new mother
may not know what is normal and what is a problem. Signs that a mother with a young
baby can look for that indicate breastfeeding is going well include:
- Baby is alert and active, feeding at least 8 times in 24 hours.
- Baby settles and sleeps for some periods in 24 hours.
- Baby has six or more wet diapers/nappies in 24 hours with pale, diluted urine and
is passing stools three or more times a day67.
- Breasts are fuller before feeds than after feeds. Breasts and nipples are comfortable
and not sore.
- Mother feels confident caring for her baby in general.
Discuss how to get the support that she needs

• Mothers need support. When a mother goes home she needs a family member, friend,
health worker or other person who will help her to become confident as she learns about
caring for her baby. A mother needs help particularly if she:
- Has many demands on her time such as caring for other children and household tasks.
- Is a first time mother.
- Has difficulty feeding her baby.
- Needs to work outside the home and leave her baby.
- Is isolated with little contact with supportive people.
- Receives confusing and conflicting advice from many people.
- If she or the baby has a health problem.
• Sometimes a mother thinks that she should be able to do everything without needing any
help. She may think that if she looks for help it will be thought that she is a bad mother or
cannot cope.
• When any of us learn a new job or skill we need to take time to learn it and we may need to ask
for help from other people. It is similar with learning to be a mother; there are new skills to
learn. It may not be enough that support services exist in the area. A new mother may need
encouragement to look for help and to use support that is available.
• Follow-up of the mother who is replacement feeding is very important to ensure that she is
using the option properly and if she should want to change feeding option at any time she
is assisted.
67 In an older baby, stooling may be less frequent. Stools should be soft.
• When talking to a woman during her pregnancy it can be helpful to mention that there are
support services available in case she has any difficulty. This may help her to feel
confident from the beginning.
2. Follow-up and support after discharge 10 minutes

Resources available in the local community
- Show slide 14/1: Mother-to-mother support
Fatima and Miriam meet sometimes, sit, and talk about their babies. Fatima likes to
hear what Miriam has to say because this is Miriam’s second child and Fatima values
Miriam’s experience and knowledge.
Ask: Who in the community could provide ongoing support for a mother in feeding and caring
for her baby?
Family and friends

• Families and friends can be an important source of support for breastfeeding in general.
However, support for exclusive breastfeeding through six months is often lacking in families
where other women have always given early supplements and foods.
• Mothers who are replacement feeding need support from family and friends also. The
mother who is HIV-positive may need support to replacement feed exclusively, and avoid
mixing breastfeeding and replacement feeding.
Primary Care and community health workers

• Any time a health worker is in contact with a mother and young child, the health worker
can help and support the mother in feeding and caring for her baby. If the health worker cannot
do so themselves, they may be able to refer the mother to someone else who can provide
support.
• Community health workers are often nearer to families than are hospital-based health
workers and may be able to spend more time with them. To be effective, community health
workers need to be trained to support mothers to feed and care for their babies.
• Community health centres can have “lactation clinics” which means that there are trained
staff who will help a breastfeeding mother at the time that she contacts the clinic rather
than waiting for an appointment. It may be effective to see more than one mother together
so they can exchange experiences. A mother support group can come out of these clinics.
• Health workers can set an example in their own communities by exclusive breastfeeding
their own babies with the addition of appropriate complementary foods after six months of
age.
Mother to mother support

• This support is usually community-based and may be provided one-to-one or group-based.
An experienced mother can provide individual support to a new mother. Ask the
experienced mother for permission to give her name to new mothers in her area.
• A group may be started by a few mothers themselves or by a health or community worker.
There may be special support groups for women who are HIV-positive.
• The help is easily accessible and free or very inexpensive. Ideally mothers who have been
trained to give support are available at any time to help a mother with difficulties68.
• In a mother-to-mother support group:
- Help can be available in the mother's own community.
- Women's traditional patterns of getting information and support from relatives and
friends are reinforced.
- Feeding and caring for a baby are seen as normal activities rather than problems
that need to be solved by a health worker.
- Discussion groups are led and help is given by experienced mothers.
- Mothers feel reassured and become more self-confident.
- Pregnant women as well as more experienced mothers are welcome.
- Mothers can help each other outside of group meetings and build friendships.
• Some mother-to-mother support groups are part of larger networks that provide training,
written materials and other services. The experienced mothers leading or facilitating the
groups can be invited to contribute to health worker training, and to visit wards and clinics
to introduce themselves to pregnant women and new mothers.
When formal support is not available

• If there are no existing support groups available in your area, before the mother leaves the
maternity facility:
- Discuss what family support she has at home.
- If possible, talk with family members about how they can help.
- Give the mother the name of a person to contact at the hospital, or at a clinic. She should
go for a follow-up check for her and her baby in the first week after birth, which should
include observation of a breastfeed. She should also go at any other time if she has any
difficulties or questions.
- She should also go for her routine postpartum 6-week check-up, and take her baby with
her, so that she or he can be followed-up too.
- Remind mothers of the key points about optimal feeding.
- It is often helpful to give written materials as a reminder. These must be accurate, and
not from companies that produce or distribute breast-milk substitutes, bottles or teats.
- If possible, contact mothers after they are home to learn how feeding is going.
• Some hospitals establish mother support groups that are lead by a health worker and meet
in the hospital. There may also be a feeding clinic where the mother can attend if she has a
feeding difficulty.
- Give any specific information such as contact details for any sources of support in the
area.
Baby-friendly communities
• Some communities have established the concept of “baby-friendly communities.” Your
facility may wish to foster this concept in the surrounding area. While there is no
internationally recognized approach, the basic elements include community discussion of
needs as reflects all applicable Ten Steps to Successful Breastfeeding.
68 Support may also be provided by telephone, letter and in some areas by e-mail.
• Baby-friendly communities may include:

- Health system, or local health care provision, is designated “baby-friendly” and
actively supports both early and exclusive breastfeeding.
- Access to a referral site with skilled support for early, exclusive and continued
breastfeeding is available and community approved.
- Support is provided for age-appropriate, frequent, and responsive complementary
feeding with continued breastfeeding.
- Mother-to-mother support system, or similar, is in place.
- No practices, distributors, shops or services that violate the International Code are
present in the community.
- Local government or civil society creates and supports the implementation of
change that actively supports mothers and families to succeed with optimal infant
feeding practices. Examples of this change could be time-sharing of tasks, granting
authority to transport a breastfeeding mother for referral if needed, identification of
“breastfeeding advocates or protectors” among community leaders, and
breastfeeding supportive workplaces.
3. Protecting breastfeeding for employed women 10 minutes

• Many mothers introduce early supplements or stop breastfeeding because they have to
return to work. Health workers can help mothers to continue to give their babies as much
breast milk as possible when they return to work.
Ask: Why is continuing to breastfeed after return to employment recommended?

• As well as the general importance of breastfeeding discussed earlier in the course, a

woman who works outside the home may value breastfeeding because of:
- Less illness in the baby, so she misses less time from work to care for a sick child.
- Ease of night feeds, thus mothers gets more sleep.
- Opportunity to spend time with the baby and continue the closeness to the baby.
- A chance to a rest while she feeds the baby.
- A special, personal relationship with her baby.
Ask: If an employer asked you why she or he should support a woman to breastfeed after she
returns to employment, what could you say?
• Employers who support women to continue breastfeeding benefit also:

- Mothers are away from work less because their children are healthy.
- Mothers can concentrate on their work because they have less concern about their
babies’ health.
- Employers retain skilled workers.
- Women are more interested in working for employers who are supportive.
- Families and the community think well of the employers that are supportive.
- Breastfed babies grow up to be a healthy future workforce.
Ask: What are the key points to discuss with a mother preparing to return to employment?
• Some weeks before the mother is due to go back to work, discuss:

- Could the baby go to work with her?
- Could the baby be cared for near her workplace so that she could go to feed the
baby at break times or could the baby be brought to her?
- Could the mother work shorter hours or fewer days until the baby is older?
• If it is not possible to breastfeed the baby during the working day, suggest:
- Breastfeed exclusively and frequently during maternity leave.
- Continue to breastfeed whenever mother and baby are together – nights, early
morning, and days off.
- Do not start other feeds before needed – a few days before going back to work is
enough.
- Learn to express milk and leave it for the carer to give to the baby.
- Express milk about every 3 hours at work, if possible. This keeps up the milk
supply and keeps the breasts more comfortable. The breasts will make more milk
when the milk is removed69.
- Teach the carer to give feeds in a safe and loving way, by cup rather than by bottle,
so that the baby wants to suckle from the breast when mother is home.
- Have contact and support from other mothers who are working and breastfeeding.
• Much of the information about breastfeeding and working also applies to mothers who are
students.
- (Optional) Most health workers are women and many are likely to be mothers of young
children. How could your health facility be a breastfeeding supportive workplace?
- Mention any national laws or policies that protect working mothers.
4. Sustaining continued breastfeeding for 2 years or longer 10 minutes

• There is no specific age at which breastfeeding is no longer important. Breastfeeding
continues to provide closeness to the mother, protection from illness and good nutrition.
• Breastfeeding an older baby/young child can be valuable if the child becomes ill. Often the
child will be able to breastfeed when they are not interested in eating other foods. This
helps the child to get fluids as well as helping to avoid weight loss during the illness.
• Breastfeeding can be soothing to a child who is in pain or upset.
• Breastfeeding an older baby is different from breastfeeding a newborn. As a baby becomes
more alert, she or he may be distracted easily during breastfeeds by noises and activity. A
mother may find that feeding in a quiet place limits distractions.
• Young children may breastfeed once or twice a day or more frequently. Some may
breastfeed only if they are hurt or upset.
• Mothers may need special support to overcome competing pressures on her, whether from
the workplace or family, as the child gets older. A discussion can help her identify what
might work in her situation.
69 See Session 11 for how to express and store milk.
Complementary feeding70
• After six months of age, the baby needs other foods while continuing to receive sufficient
breast milk. This is called complementary feeding because it complements the
breastfeeding; it does not replace it.
• Until a baby is year old, breast milk (or breast-milk substitutes if not breastfed) should
provide the main part of the baby’s diet. Continue to offer the breast frequently as well as
offering suitable foods from the family meals. The period from 6-12 months of age is a
time for learning how to eat a wider range of foods and textures.
• To maintain the milk supply, encourage the mother to continue to offer the breast before the
complementary food.
• A child stops breastfeeding when they are ready as a natural part of their development. A
child should not be stopped suddenly from breastfeeding, as this can cause distress to the
child and the mother, sore breasts for the mother, as well removing a source of food from
the child. Allow the child to decrease the number of feeds gradually, and be sure he or she
gets plenty of other foods each day as well as continued attention from the mother.
Other national health programs for mother and child (include those that are locally in place)
• Continued support for breastfeeding can occur through other national health and nutrition
programs including:
- Safe Motherhood Programmes: mothers are seen through pregnancy to ensure safe
birth.
- The Integrated Management of Childhood Illness (IMCI): child seen for recurrent
illness.
- The Expanded Programme of Immunization (EPI): child is seen at frequent
intervals
- Micronutrient supplementation programs for iron and vitamin A supplementation.
- Neonatal screening programmes: usually done at 6-10 days after birth, which is an
important time to ensure that breastfeeding is going well.
- Early child development programmes: child is monitored for growth and
development during the routine checks ups in child welfare.
- Family planning programmes: mother seen for family planning at any point of
time, usually through health visitors.
5. Group support - class activity 30 minutes

Introduce the activity:
• The facilitators in a mother to mother support group need to use good communication
skills and have adequate infant feeding knowledge. These experienced mothers may attend
a training course to gain these skills.
• In this activity we can see how the communication skills can be used to help new mothers
in a group.
Ask 6-8 participants to sit in a circle. Give two of these participants questions to ask
as ‘new mothers’. The other participants in the ‘mother-to-mother group’ are the
experienced mothers providing support to the new mothers. Chose one of the
participants to be the trained peer ‘facilitator’ i.e. an experienced breastfeeding mother
who will help guide the discussion and ensure all ‘mothers’ have a chance to
contribute.
70 Detailed information on complementary feeding is in Infant and Young Child Feeding Counselling: An integrated course.
Ask the remaining participants to form an outer circle and to be observers.

Ask the participants to talk with the mother who is asking the question and to help
her, playing the part of other mothers in the group. No one should lecture. Try to keep
it like a friendly conversation. Remember the communication skills practiced in this
course.
Sample discussion questions for the group discussion are given or other questions
can be suggested by the group. Discussion points are included if the facilitator needs
to provide information that is not coming from the group. However, if the group is
responding well, do not turn it into a lecture. This is mother-to-mother group support,
not a clinical case study.
Encourage the ‘experienced mothers’ in the group to briefly share how they overcame
similar concerns when their babies were the same age. This sharing helps takes
some of the ‘focus’ off the ‘new mother’. It also helps bring out the essence of peer
support where mothers learn from each other and common breastfeeding concerns
are shown to have many solutions.
Sample “problem” 1:
James is eight months old and healthy. He eats two meals of porridge every day and he
breastfeeds whenever I am at home from my job. Yesterday he refused to breastfeed during
the evening and the night. This morning when he woke up he also did not want the breast at
all. He gets four bottle feeds a day of formula, so maybe I should stop breastfeeding.
Possible discussion points

Remember to listen to the mother and to respond in a way that encourages her to talk and to
explore her own situation.
What would the mother like the situation to be?
What has the mother tried already? Has the mother any thoughts on what she could try?
Sometimes babies of this age refuse the breast due to teething or a sore mouth, do you
think this might be happening?
What is the feed like? Some babies can be distracted when breastfeeding. A busy mother
may rush breastfeeding.
How often is ‘whenever I am home’? Could more time be spent with the baby, e.g. is the
baby with her and breastfeeding on her day off if she is shopping or visiting?
Where do the mother and baby sleep? (together?) How does the baby feed during the
night?
How much does the baby take in the feeds when she is away, could this be reduced,
especially in the afternoon so the baby is ready for a breastfeed when the mother comes
home?
Giving some vegetable, fruit, or meat would give a wider range of foods and the baby may
not be as full as when he has just porridge. What does she think about offering more
variety of foods rather than only porridge?
Breast milk continues to be an important source of food into the second year.
Sample “problem” 2:
Clara is three months old and she is breastfeeding quite frequently. But she doesn't get
satisfied. Sometimes after I finish feeding her, she cries again very soon. I think my milk is
going away. Will I need to start giving her foods from a spoon or other milk?
Possible discussion points

Remember to listen to the mother and to respond in a way that encourages her to talk and to
explore her own situation.
What would the mother like the situation to be?
What has the mother tried already? Has the mother any thoughts on what she could try?
Sometimes a baby needs some help to feed well. Has the mother asked a knowledgeable
person to look at the way that the baby is feeding?
Sometimes a baby wants to be fed, to have contact or wants to be more comfortable before
the clock says that it is time to feed. What does the mother think about carrying the baby
more and giving the breast when the baby is unsettled to sooth the baby?
If the baby is growing well, what are some suggestions for soothing a crying baby?
Conclude the activity:

Ask the ‘mothers’ in the group how they felt their concerns were discussed. Ask the ‘experienced
mothers’ how they felt they used their communication skills. Then ask the ‘observers’ what they
noticed. Remember to also reinforce skills that were well used.
Session 14 Summary
Preparing mothers for discharge
• Before the mother leaves the maternity facility, she needs to:
- Be able to feed her baby.
- Know the importance of exclusive breastfeeding for 6 months and continued
breastfeeding after the introduction of complementary foods.
- If replacement feeding, know how to get suitable milk and prepare the feed in a
safe manner.
- Be able to recognize that feeding is going well.
- Find out how to get the on-going support that she needs.
Follow-up and support after discharge
• Before the mother leaves the maternity facility:
- Discuss what family support she has at home.
- If possible, talk with family members about how they can provide help and
support.
- Give the mother the name of a person to contact at the hospital/clinic or in the
community to arrange a follow-up check in the first week at home, to include
observation of a breastfeed. Arrange for the routine 6-week check-up as well.
- Tell mother about any mother support groups in her area or the names of
experienced mothers willing to support a new mother
- Remind the mother of the key points about how to breastfeed and practices that help.
- Be sure that the mother receives no written materials that market breast-milk
substitutes or bottles.
- Contact the mother after she is home to learn how feeding is going,
Protecting breastfeeding for employed women
• Breastfeeding continues to be important when the mother returns to employment.
• Supporting breastfeeding has benefits to the employer.
• Some weeks before the mother is due to go back to work, discuss:
- Could the baby go to work with her?
- Could the baby be cared for near her workplace?
- Could the mother work shorter hours or fewer days until the baby is older?
• If it is not possible to breastfeed the baby during the working day, suggest:
- Breastfeed exclusively and frequently during maternity leave.
- Learn to express the milk and leave it for the carer to give to the baby.
- Have contact and support from other mothers who are working and breastfeeding.
Sustaining continued breastfeeding for 2 years or longer

• Breastfeeding continues to provide closeness to the mother, protection from illness and
good nutrition to the older baby and young child.
• Until a baby is a year old, breast milk (or breast-milk substitutes if not breastfed) should
provide the main part of the baby’s diet. After six months of age, the baby needs continued
frequent breastfeeding and other foods in addition to breast milk or replacement milk.
Giving these foods is called complementary feeding because it complements the
breastfeeding; it does not replace it.
• Recommend that the mother continue to offer the breast frequently, preferably before
complementary foods, to maintain her milk supply. If she wishes to wean, suggest that she
allow the baby to reduce the number of feeds gradually and be sure he or she gets plenty of
food each day.
List three sources of support for mothers in your community.
Give two reasons why mother-to-mother support may be useful to mothers.
Give two reasons why breastfeeding is important to the older baby and the
mother.

Developing a mother-to-mother support group
• Mothers in many communities are best helped where there are mother-to-mother support groups.
These groups do not need to be big or have highly trained facilitators. They do need warm-hearted
and kind facilitators, who know how to breastfeed and who can help other women. If there is not
such a support group in your community, perhaps you can help to establish one, and foster its
growth.
- Identify experienced breastfeeding mothers and learn if they would be acceptable to other
mothers as "facilitators". Young mothers can help each other well.
- Provide accurate information and help to the facilitators, but let them lead the group.
- Encourage the group to meet rather frequently, in a mother's home or other community location.
At meetings, mothers can share how they feel, difficulties they have had, and how they solved
them. You can suggest special topics that could be discussed.
- Tell every mother about the nearest support group and introduce her to a facilitator if possible.
- Be available to the facilitators to give accurate information and support when asked.
- Include facilitators in some training activities at the hospital or lactation clinic.
- Provide training in communication and listening skills to facilitators.
Session 3.2.15 Making your Hospital Baby-Friendly 213
SESSION 15
MAKING YOUR HOSPITAL BABY-FRIENDLY
Session Objectives:
1. Explain what Baby-friend practices mean 20 minutes
2. Describe the process of BFHI assessment 10 minutes
3. Discuss how BFHI can be included in existing programmes. 5 minutes
Activities are included in this session that require additional time. The needs of the group of
participants will help you decide which activities to include.
The Self-Appraisal Tool can be completed for the health facility. This will take 1-2 hours or
more depending on how many people (mothers and staff) are asked for their views.
A plan can be made using the planning questions listed. A plan will take an hour or more to
write in addition to the session time, and more time will be needed for discussion with those
involved with and affected by the plan.
Materials:
Slide 15/1: Course Aims
List of the Ten Steps to Successful Breastfeeding from Session 1.
Hospital Self-Appraisal Tool for the WHO/UNICEF Baby-friendly Hospital Initiative and The
Global Criteria – one copy for each group of 4-6 participants. If the optional activity to
complete the tool is done, more copies will be needed.
For optional policy activity:
Copies of the hospital policy or example policy and The Hospital Infant Feeding Policy Aid – one
for each group of 4-6 participants.
For optional planning activity:

Planning slides (5)
Example of a plan – one copy for each small group.

Other sections in this set:
BFHI materials: Revised, Updated and Expanded for Integrated Care
Section 1: Background and Implementation
Section 4: Hospital Self-Appraisal and Monitoring
214 Session 3.2.15 Making your Hospital Baby-Friendly
1. What Baby-friendly practices mean 20 minutes

• In the first session, we saw that the aim of this course was:
- Show slide 15/1 and read it out
The aim of this course is that

every staff member will confidently support mothers
with early and exclusive breastfeeding, and that this facility moves towards achieving
Baby-friendly designation
• A Baby-friendly Hospital:
- Implements the Ten Steps to Successful Breastfeeding.
- Accepts no free supplies or samples and no promotional material from companies that
manufacture or distribute breast-milk substitutes.
- Fosters optimal feeding and care for those infants that are not breastfed.
- Point to Ten Steps list on display or remind participants that they received a handout, if
they received it in Session 1.
- Ask a participant to read out Step 1.
Ask: Why is it important for a hospital to have a written policy that is visible?
• A policy defines what the staff and service are required to do as their routine practice, and
should be mandatory. It helps parents to know what care they can expect to receive.
• To satisfy the requirements of the BFHI, a policy has to cover all the Ten Steps, as well as
prohibiting free supplies of breast-milk substitutes, bottles and teats and promotional
materials.
• In high HIV prevalence areas, the policy must clearly define what the staff and services are
required to do as their routine practice as related to mothers who are not breastfeeding.
- Ask if there are any questions on this Step.
Ask: Why is it important for a hospital to train their staff?

• If staff are used to working in a facility that does not use baby-friendly practices, they will
need training to learn about these practices.
• Knowledgeable staff together can make the necessary changes, eliminate unsupportive
practices, and develop baby-friendly practices that assist mothers and babies to breastfeed.
Ask: Why is it important for a hospital to talk with pregnant women?

• Pregnant women need accurate information that does not promote a commercial product
such as infant formula. This information should be relevant to the specific woman. If
pregnant women do not discuss the information with a knowledgeable health worker, they
may make decisions based on incorrect information.

• This Step is now interpreted as:
Place babies in skin-to-skin contact with their mothers immediately following birth for at
least an hour and encourage mothers to recognise when their babies are ready to
breastfeed, offering help if needed.
Ask: Why is it important to help mothers and babies to have immediate contact?
• Skin to skin contact helps:

- To keep the baby warm, and to stabilize breathing and heat rate.
- Breastfeeding to get started
- The mother and baby to get to know each other.
• If the baby or mother need immediate medical care at birth, this skin to skin contact can
start as soon as they are stable.
Ask: Why is it important to show mothers and babies how to feed?

• Some mothers have seen little breastfeeding among their family and friends. Showing them
some main points can help breastfeeding to go well.
Ask: What are the main points to look for regarding the position of a baby?
• The baby’s body needs to be:

- In line with ear, shoulder and hip in a straight line, so that the neck is neither twisted
nor bent forward or far back;
- Close to the mother’s body so the baby is brought to the breast rather than the breast
taken to the baby;
- Supported at the head, shoulders and if newborn, the whole body supported.
- Facing the breast with the baby’s nose to the nipple as she or he comes to the breast.
Ask: What are the main points to look regarding the attachment of the baby to the breast?
• Signs of good attachment are:

- Chin touching breast (or nearly so)
- Mouth wide open
- Lower lip turned outwards
- Areola: more visible above than below the mouth
Ask: What are the main signs of effective suckling?

• Signs of effective suckling are:

- Slow, deep sucks and swallowing sounds
- Cheeks full and not drawn in
- Baby feeds calmly
- Baby finishes feed by him/herself and seems satisfied
- Mother feels no pain
Ask: If the mother is expressing milk for her baby, what points can help her to express?
• It can help hand expression if the mother can:

- Encourage the milk to flow
- Find the milk ducts
- Compress the breast over the ducts
Ask: If a baby is not breastfeeding, what does the mother need to learn about feeding?
• The mother needs to know:

- What kind of replacement feeding is acceptable, feasible, affordable, sustainable
and safe (AFASS) in her situation.
- How to obtain, prepare and feed the replacement feeds safely.
Ask: Why is it important to give newborn infants only breast milk?

• Breast milk coats the baby’s system like a paint to protect it. Other fluids or foods can
wash away this protection. Other fluids and foods can introduce infections to the baby.
• There is information available to discuss if it is thought there is a medical reason to not
encourage exclusive breastfeeding.
- Ask a participant to read out Step 7 and Step 8.
Ask: Why is it important for mothers and babies to be together 24 hours a day?
• Rooming-in helps a mother to learn the feeding cues of her baby and how to care for her
baby. It helps to feed in response to those cues (demand feeding) rather than to feed by a
clock. Babies who have to cry to be fed use up energy crying and may fall asleep without
feeding well.
Ask: Why is it important to avoid giving artificial teats and pacifiers?

• The use of artificial teats or pacifiers may:

- Interfere with the baby learning to breastfeed.
- Affect milk production.
- Indicate the mother (or health worker) finds it hard to care for the baby and needs
assistance.
Ask: Where in this community could a mother get support for breastfeeding after she leaves
the birth facility?
• Support for breastfeeding and other aspects of caring for a baby, may be available from:
- Family and friends
- Health workers
- Organised support groups and counsellors
- Informal or volunteer support groups and counsellors
- Other community services
• The need for support and where to find support should be discussed with each mother
before she is discharged after birth.
• Hospitals must abide by the International Code and the subsequent resolutions in order to
be recognised as baby-friendly.
• The overall aim of the International Code of Marketing of Breast-milk Substitutes is the
safe and adequate nutrition of all infants.
Ask: How can you help to achieve this aim?

• To achieve this aim we must:

- Protect, promote and support breastfeeding.
- Ensure that breast-milk substitutes (BMS) are used properly when they are necessary.
- Provide adequate information about infant feeding.
- Prohibit the advertising or any other form of promotion of BMS.
- Report breaches of the Code (and/or local laws) to the appropriate authorities.
- Ask if there are any questions on the Code.
• Mother friendly birth practices assist a woman to feel competent, in control, supported
and ready to interact with her alert and responsive baby who.
Ask: What labour and birth practices can help to achieve this aim?
Supportive practices include:

- support during labour,
- limiting invasive interventions,
- paying attention to the effects of pain relief,
- offering light food and fluids,
- avoiding unnecessary caesarean sections, and
- facilitating early mother and baby contact.
• When health facilities work to implement the practices of the Baby-friendly Initiative, the
aim is to not only gain a plaque or award. More importantly, it is to increase the well being
of mothers and babies and thus benefit the wider community.
• The Initiative is a Baby friendly rather than Breastfeeding friendly initiative. Most of the
practices in a baby-friendly hospital also benefit babies and mothers who are not
breastfeeding.
2. The process of Baby-friendly Assessment 10 minutes

Self-Appraisal
• The BFHI process begins when the hospital decides to make the changes, and forms a
group or committee with a co-coordinator to take responsibility. Usually this consists of
senior people in the hospital who can make decisions, and staff who are interested in
breastfeeding and who know something about it.
• The committee arranges for 2-3 people to use the Self-Appraisal Tool to review their
policies and practices that may help or hinder breastfeeding. The experiences of the
mothers and staff are a key source of information to assess if practices are in place.
- Show participants the Self-Appraisal Form and give them a few minutes to look the layout
– there are questions and to answer yes or no about each practice. They do not need to
look at it in detail.
• The yes/no boxes on the form should be filled in honestly with regard to a normal day.
Items for which it is hoped that they will be in place soon, or practices that happen on a
perfect day, do not reflect the current situation. Imagine an external assessor came today,
what would they find?
• Once the hospital can see which of its practices are supportive and which are not, it can
make a plan of action that will lead to a service that is more supportive. A plan with a
timetable is necessary to keep the project moving forward. It can also assist in setting a
budget and to obtain funding71.
• Training, such as this course, is usually needed early in the process. When all staff have
received the required training, and the new practices are in place, the hospital can conduct
a repeat self-appraisal.
• When a hospital can answer “yes” to all the questions in the Self-Appraisal Tool, they can
request an external assessment.
Optional activity (additional time needed)

The Self-Appraisal Tool can be completed for the health facility before the course or as a
separate activity and discussed here. This will take 1-2 hours or more depending on how many
people (mothers and staff) are asked for their views.
External assessment
• After the Self-Appraisal is completed, the committee and the co-coordinator have to work
to help other staff to make the necessary changes. When changes are thought to be
satisfactory, the national baby-friendly authority can carry out an external assessment using
The Global Criteria. The Global Criteria are the same all over the world. The criteria
cannot be made easier to meet an individual country’s or hospital’s standards, although
some countries have made the criteria stricter.
• Often, one or more external assessors come for a preliminary visit, to explain the
assessment process, to check about the policy and training process that the hospital has
been through, to make sure that they really are ready for assessment, and to help them to
plan what else they may need to do. This helps to ensure that the process is educational,
and not disciplinary, in case they are not yet ready. It is very discouraging when a hospital
that has worked hard to improve practices does not succeed in an assessment.
• For the external assessment, a multi-disciplinary assessment team visits the maternity
services and interviews staff and mothers, observes practices and reviews documentation.
The external assessment can take two or more days (and nights) depending on the size of
the hospital.
• When possible, documents such as the staff training curriculum, the hospital policy,
breastfeeding statistics, and antenatal information, are reviewed before the assessment
team arrives at the hospital.
• Interviews with pregnant women and new mothers are key to the assessment. It is also
important to interview staff members who have direct contact with mothers in the
maternity services, to assess their knowledge and practices. It is not sufficient that senior
management report on activities.
• The external assessment team does not designate a hospital as baby-friendly. The team
completes a report that goes to the national authority responsible for BFHI, a national
breastfeeding committee, or other designated body.
71 The optional activity on Planning for Change addresses this point.
• The national authorities, consulting with WHO and UNICEF as necessary, determine if the
hospital will be awarded baby-friendly designation. If the hospital does not meet the
criteria, it may receive a Certificate of Commitment to becoming baby-friendly and
guidance on how to make the improvements needed.
On-going monitoring
• When a hospital is awarded baby-friendly status, it is required to maintain the standards of
The Global Criteria and to abide by the International Code to remain designated as a baby-
friendly hospital. To help maintain standards between assessments, practices need to be
monitored.
• To monitor, you need to collect information about practices. It is better to collect
information about an outcome or result rather than about activities. For example, it is better
to measure the number of babies and mothers who have skin-to-skin contact soon after
birth, rather than to measure if an information sheet listing the benefits of skin-to-skin
contact is available.
Ask: What practices do you think would be useful to monitor so a hospital could see how it
was doing?
• Monitoring is easier to do when a hospital policy is written in a way that is measurable. For
example, the following statement is very difficult to monitor - “Offer mother skin to skin
contact with her baby as soon as it is feasible following delivery, preferably within half an
hour.” How could “as soon as it is feasible,” and “preferably” be measured?
• The following policy statement is easier to monitor: “Within 5 minutes of birth, all mothers
regardless of feeding intention will be given their babies to hold with skin-to-skin contact
for at least 60 minutes”.
External re-assessment
• It is also important that hospitals that have been designated “baby-friendly” be reassessed
on a regular basis. This reassessment helps to ensure that they maintain their adherence to
the “Ten Steps” and the Code over time and thus continue to give mothers and babies the
support they need.
• UNICEF recommends that hospitals be reassessed approximately every 3 years, but
suggests that the national authority responsible for BFHI in each country make the final
decisions concerning the timing and process to be followed.
• Reassessment should be conducted, as with the assessment, by an external team. Although
the country can use the full assessment tool for this process, it is often more cost-effective
to use a simpler, less time-consuming tool, and a small assessment team. UNICEF provides
guidelines for planning for reassessment, as well as several tools that the national authority
can consider using.
• Once a hospital has been reassessed, its status as baby-friendly can be renewed or, if it has
slipped, it may be asked to work on any of the Steps that need improvement, before official
re-designation as a baby-friendly hospital.
3. Including BFHI in existing programmes 5 minutes

• Some hospitals participate in a national or international accreditation process, quality
assurance or improvement programme that identifies equity of access, quality of service
and accountability as the approach to quality of care.
• The BFHI can fit into these quality assurance programmes. BFHI has measurable criteria
and international standards. There are tools to assess how a hospital meets those standards
and criteria. If a hospital already has a quality or accreditation system in place, the
planning and monitoring tools of that system can be used.
• In a hospital, BFHI may be the responsibility of the mother and child services, a
breastfeeding or infant feeding committee, or it may be part of a quality committee.
Including BFHI in the responsibility of a hospital-wide quality committee can assist in
raising awareness of the importance of supportive practices for breastfeeding, as well as
assisting in obtaining resources to implement BFHI.
• The expertise of staff in the maternity services is usually in the care of the mother and
baby. The expertise of staff in a quality office is measuring and improving the quality of
the care. For example, the quality office may not know that BFHI exists and that standards
and tools are available. The maternity staff may not know what the quality office can do to
assist with using the Self-Appraisal Tool, with developing or fitting into an existing regular
audit process, and with planning for improvement. Both these areas of expertise can be
used to provide a better service, however each group will need to be aware of the other
group’s expertise and work together.
72
• BFHI can also be integrated with Safe Motherhood and/or IMCI programmes. However
for a hospital to be designated as a baby-friendly hospital it must be assessed using the
specific Global Criteria of the Initiative.

- There is a Closing Session Outline after the optional activity pages.
72 Integrated Management of Childhood Illness.
Session 15 Summary
• The BFHI Self-Appraisal helps a health facility to see what practices are in place and what
areas need attention. A structured plan for improvement can assist change.
• External assessment is requested when supportive practices are fully in place.
• On-going monitoring and re-assessment are needed to keep standards high.
• BFHI can be integrated into other programmes such as a hospital quality improvement
programme, if one exists.

List two reasons why a hospital might seek BFHI external assessment.
Explain, as if to a co-worker, why achieving baby-friendly designation is not the

end of the process and the importance of on-going monitoring.
Optional Activity: Assess a Policy at least 30 minutes

• There may be an existing breastfeeding policy that needs to be reviewed. Often there is no
policy and one has to be developed.
• A policy consists of a set of rules that people who are in a position to make decisions have
agreed to follow. This is usually senior people from all relevant departments including
midwifery, nursing, obstetrics, paediatrics, and hospital management. All need to agree to
the policy before it can be implemented. This requires that they meet and discuss it. This
may take a number of months.
• The policy does not need to be very long and detailed. There may be additional protocols,
guidelines or information sheets to assist staff to implement the required practices.
• The policy needs to use words that are understood easily. The statements should be
measurable. For example, if a policy said that “staff will do everything possible to assist
breastfeeding”, how would you monitor if this was happening? We say more about this
below when we discuss monitoring.
Small group activity

If the course is in a hospital, review the policy of that hospital. If the course is elsewhere,
review one of the sample breastfeeding policies in the Appendix to this session. Evaluate
whether the policy addresses all of the Ten Steps to Successful Breastfeeding, includes non-
acceptance of free supplies and promotional materials, and supports mothers who are not
breastfeeding.
Use the Hospital Infant Feeding Policy Checklist. Mark any changes that could be suggested
to make the policy more supportive.
To use the time well, divide the group so that small groups each look at 2-3 of the headings in
the Policy Checklist, and then tell the other groups what they found. Remember to check if
the policy statements are clearly written and the activities are measurable so that they are easy
to monitor.
Allow 2 minutes to explain the activity, 10 minutes for the small groups to look at how the
Steps are or are not included in the policy and 15 minutes for feedback to the group and
discussion.
- The policy checklist is on the next page.
You can use the policy of the hospital where the course is taking place or there are
policies to use in the following pages.
In the sample Happy Hospital Policy, items to discuss include:
- Phrasing such as “do everything possible”, “as soon as is feasible” that are difficult to
monitor;
- There is no need for every antenatal women to have a through breast examination.
- Women should not be asked to choose how they would feed their baby before the
importance of breastfeeding is discussed.
- The baby does not need to be ‘put to the breast’. The baby can self-attach to his/her
mother’s breast. The emphasis at this time needs to be skin-to-skin contact and time, rather
than taking a feed.
Hospital breastfeeding/infant feeding policy checklist

(Note: A hospital policy does not have to have the exact wording or points as in this checklist, but should cover
most or all of these key issues. Care should be taken that the policy is not too long. Shorter policies (3 to 5
pages) have been shown to be more effective as longer ones often go unread).
The policy should clearly cover the following points: YES NO

Step 1: The policy is routinely communicated to all (new) staff.
A summary of the policy that addresses the Ten Steps and support for non-
breastfeeding mothers is displayed in all appropriate areas in languages and
with wording that staff and mothers can easily understand.
Step 2: Training for all clinical staff (according to position) includes:
Breastfeeding and lactation management (20 hours minimum or covering all
essential topics, including at least 3 hours of clinical practice).
Feeding the infant who is not breastfed.
The role of the facility and its staff in upholding the International Code of
Marketing and subsequent WHA resolutions.
New staff members are trained within 6 months of appointment.
Step 3: All pregnant women are informed of:

Basic breastfeeding management and care practices.
The risks of giving supplements to their babies during the first six months.
Step 4: All mothers and babies receive:

Skin-to-skin contact immediately after birth for at least 60 minutes.
Encouragement to look for signs that their babies are ready to breastfeed
and offer of help if needed.
Step 5: All breastfeeding mothers are offered further help with breastfeeding within 6
hours of birth.
All breastfeeding mothers are taught positioning and attachment.
All mothers are taught hand expression (or given leaflet and referral for help).
All mothers who have decided not to breastfeeding are:
Informed about risks and management of various feeding options and
helped to decide what is suitable in their circumstances.
Taught to prepare their feedings of choice and asked to demonstrate what
they have learned.
Mothers of babies in special care units are:
Offered help to initiate lactation offered help to start their breast milk
coming and to keep up the supply within 6 hours of their babies’ births.
Shown how to express their breast milk by hand and told they need to
breastfeed or express at least 6-8 times in 24 hours to keep up their supply.
Given information on risks and benefits of various feeding options and how
to care for their breasts if they are not planning to breastfeed.
Step 6: Supplements/replacement feeds are given to babies only:
If medically indicated.
If mothers have made a “fully informed choices” after counselling on
various options and the risks and benefits of each.
Reasons for supplements are documented.

Step 7: All mothers and babies room-in together, including at night.
Separations are only for justifiable reasons with written documentation.
Step 8: Mothers are taught how to recognize the signs that their babies are hungry and
that they are satisfied.
No restrictions are placed on the frequency or duration of breastfeeding.
Step 9: Breastfeeding babies are not fed using bottles and teats.
Mothers are taught about the risks of using feeding bottles.
Breastfeeding babies are not given pacifiers or dummies.
Step 10: Information is provided on where to access help and support with
breastfeeding/ infant feeding after return home, including at least one source
(such as from the hospital, community health services, support groups or peer
counsellors).
The hospital works to foster or coordinate with mother support groups and/or
other community services that provide infant feeding support.
Mothers are provided with information about how to get help with feeding their
infants soon after discharge (preferably 2-4 days after discharge and again the
following week).
The Code: The policy prohibits promotion of breast-milk substitutes.
The policy prohibits promotion of bottles, teats, and pacifiers or dummies.
The policy prohibits the distribution of samples or gift packs with breast milk
substitutes, bottles or teats or of marketing materials for these products to
pregnant women or mothers or members of their families.
Mother- Policies require mother-friendly practices including:
friendly Encouraging women to have constant labour and birthing companions of
care: their choice.
Encouraging women to walk and move about during labour, if desired, and
to assume the positions of their choice while giving birth, unless a
explained to the mother.
Not using invasive procedures such as rupture of membranes, episiotomies,
acceleration or induction of labour, caesarean sections or instrumental
deliveries, unless specifically required for a complication and the reason is
explained to the mother.
Encouraging women to consider the use of non-drug methods of pain relief
unless analgesic or anaesthetic drugs are necessary because of
complications, respecting the personal preferences of the women.
HIV*: All HIV-positive mothers receive counselling, including information about the
risks and benefits of various infant feeding options and specific guidance in
selecting what is best in their circumstances.
Staff providing support to HIV-positive women receive training on HIV and
infant feeding.
* The HIV-related content in the policy should be assessed only if national authorities have made the
decision that the BFHI assessment should include HIV criteria.
Policies for activity

Note that these policies may have areas that can be improved. They are not examples of
policies acceptable to BFHI.
EXAMPLE A for Analysis

HAPPY HOSPITAL BREASTFEEDING POLICY
Aims
1. To increase the incidence and duration of breastfeeding.
2. To assist mothers and infants in achieving successful breastfeeding by standardising
teaching, eliminating contradictory advice, and implementing practices conductive to
breastfeeding success.
POLICY
ANTENATAL PERIOD
Staff should be committed to the promotion of breastfeeding and should do everything possible to
enhance the woman's confidence in her ability to breastfeed.
At first antenatal visit:
(a) Perform thorough breast examination.
(b) Ascertain choice of feeding method; if undecided encourage breastfeeding.
(c) Give information leaflet that describes the benefits and management of breastfeeding.
DELIVERY ROOM
Put baby to breast as soon as it is feasible following delivery, preferably within half an hour as the
infant suck is strongest at or during the first hour after birth. A nurse should be present at the first feed
to offer instruction in correct technique and positioning.
POSTNATAL WARD
Demand Feeding - There should be no limit to the maximum number of feeds, but a full-term neonate
is expected to need at least 5/6 feeds in a 24-hour period - with intervals of not longer than five hours.
Practice rooming in.
Avoid rigid ward routine - do not waken baby for bath/weight/temperature between feeds. Advise
mother to call staff member when baby wakens, for these tasks.
Efficient communication between mother and midwives and between staff at changeover is essential if
consistency of approach and advice is to be achieved.
Document feeds as follows - long good feed, short good feed, poor feed.
Give no artificial teats or pacifier (also called "dummies" or "soothers") to breastfeeding infants while
breastfeeding is being established.
All mothers need to be taught while in hospital how to express and store breast milk
DISCHARGE
Give information on community based support groups, community clinic, and the availability of follow-
up clinic at the hospital.
EXAMPLE B for Analysis
Note that these policies may have areas that can be improved. They are not examples of
policies acceptable to BFHI.
QUALITY CARE HOSPITAL BREASTFEEDING POLICY
Staff of the Quality Care Hospital are committed to Protecting, Promoting and Supporting
Breastfeeding because breastfeeding is important for both the mother and her baby. This policy helps
us to provide effective and consistent information and support to pregnant women, mothers and their
families.
Adherence to the Ten Steps to Successful Breastfeeding (WHO/UNICEF) and the adherence to the
International Code of Marketing of Breast-milk Substitutes (1981) and its subsequent resolutions are
the foundation for our practices.
1. All staff will receive orientation on our breastfeeding policy relevant to their role when joining the
hospital.
2. A minimum of 18 hours training in breastfeeding management is mandatory for all staff and
students caring for pregnant women, infants and young children. New staff are facilitated to avail
of training, within 6 months of commencing work if not already trained. Refresher courses are
offered on a regular basis.
3. Midwives must discuss the importance and basic management of breastfeeding in the antenatal
period and record this discussion in the pregnant women’s chart.
4. Within 30 minutes of birth, all mothers regardless of feeding intention will be given their babies
to hold with skin-to-skin contact for at least 30 minutes. A family member may provide skin-to-
skin when the mother is unable to do so and skin-to-skin contact later encouraged in the
postnatal ward or special care when baby and/or mother are stable.
5. All mothers will be offered help to initiate breastfeeding within 30 minutes of birth. Further
assistance will be offered within 6 hours by a midwife to position and attach baby on breast.
6. Rooming-in is hospital policy and unless medically/clinically indicated a mother and her baby will
not be separated. Where separation of baby from mother is necessary, lactation will be
encouraged and maintained.
7. Baby-led feeding will be practiced for all babies although in the early days the baby may need to
be woken if sleepy or if the mother’s breasts become overfull. When baby has finished feeding
on one side the second breast will be offered.
8. Breastfeeding mothers will be shown by the midwife how to express their breast milk by hand,
and by pump if necessary.
9. Supplements will only be given for clinical/medical need. All supplementary feeds/fluids will be
recorded in the baby’s hospital notes with the indication for giving the feed. Prescribed
supplementary fluids will be given by cup or NG tube.
10. No teats/dummies/soothers will be given to babies while breastfeeding is being established.
11. No advertising of breast-milk substitutes, feeding bottles, teats or dummies is permissible.
Mothers choosing to formula feed their infants will be individually instructed on safe formula use
during the postnatal period by the midwife before discharge.
12. Before discharge, support services available in the community will be discussed with each
mother.
Any deviations to this policy as regards patient care will be recorded in the mother’s/baby’s chart with
the reason for the deviation. The staff member will sign this with the date and time.
The Quality Office will audit compliance with the hospital breastfeeding policy at least once a year.
Policy effect date:
Policy review date:
Optional activity – Planning for Change

How planning can assist change73 at least 30 minutes
• If change is planned in a systematic way, it is more likely to result in progress. A plan
helps to focus the project activities towards reaching the goal. It can form a timetable to
keep the project moving forward. It can also assist in setting a budget and to obtain
funding.
• There are many different systems used for planning, though most are similar and just have
different names.
- Show slides 15/1 to15/5 for each stage of planning and read it out
Where are we now? Slide 15/1

• The Self-Appraisal Tool will help to answer this question. List any barriers or difficulties
to health workers or families in carrying out appropriate practices. Remember to make a
note of activities that are going well and that can be reinforced in your plan.
Where do we want to be? Slide 15/2

• This step involves setting your goals or targets. Set a target that is specific, measurable,
achievable, relevant and with a time limit. (SMART goals).
• If the target is too easy, some people may sit back and do nothing because they feel it will
happen anyway. If it is too difficult or the target seems not relevant to them, people may
decide they can never achieve it and so they will not try. Aim for something that is realistic
to achieve within the period.
How will we get to where we want to be? Slide 15/3

• When you have decided on your goals or targets, you then need to decide the best actions
to reach those goals. Many different activities can be undertaken. What you choose
depends on the needs of the service, the resources available and the ability to implement
and sustain the changes. There is no one best activity for every setting.
• It is important to assign to each goal or action a person who is responsible to check on
progress towards reaching that goal. Large goals can be broken down into smaller goals
and divided among a number of people. One person does not need to do it all.
• Set a time period for the tasks needed to achieve your targets. It can help to divide the tasks
into activities that can be achieved in a few weeks. A target that is due in a year tends not
to be worked on until late in the year.
• Plan ways to involve your co-workers, the families you serve and community leaders in
setting and achieving the goals.
73 Originally developed by Genevieve Becker and used with permission in Session15, Sustaining Practices, in the Complementary Feeding
Counselling Course. WHO/UNICEF 2004.
• When you are working on this step, also consider what resources are needed to carry out
the actions.
How will we know we are going in the right direction? Slide 15/4
• Are you going in the right direction? Have you achieved your target or goal? If your targets
and activities are specific and measurable, it is easier to know you have reached them.
• This step is also called monitoring and evaluation. Monitoring can be carried out during a
project or activity to check that the activity is going in the right direction. Evaluation can
be carried out during or after the project or activity is completed to measure the
effectiveness of the activity. However, your evaluation measures need to be decided as part
of setting your goals, not after the project is finished.
How will we sustain the practice? Slide 15/5

• The word “sustain” means to keep something going into the future. Sustained practices are
achieved by making the new practices part of the regular service rather than special
activities that are only in place for a short time.
• In your planning, try to find a way to connect each new activity to an existing activity or
process. It is often easier to expand an existing activity than to start a completely new
activity.
- Discuss the Sample Plan. Highlight each of the planning steps.
An additional activity is to make a plan specific to an action chosen by the participants.

Developing a detailed plan may take an hour or more depending on the practice to be
implemented.
Developing an Action Plan for a BFHI project74

Rooming-in Example75
Aim is to improve the number of mothers and babies with 24-hour rooming-in
Where are we now? What is the current situation?

Audit of rooming-in carried out on (date) ___________ showed:
___ % of mothers and babies remained together 24 hours a day.
___ % of mothers and babies remained together during the day but not rooming-in at night.
___ % of mothers and babies did not remain together 24 hours a day for medical indications.
___ % started rooming-in immediately after a normal birth.
___ % of c-section mothers started rooming-in within a half-hour of when they were able to respond to
their baby.
What would we like the situation to be? What is our goal or target?
On (date) ____________, an audit of rooming-in will show:
___ % of mothers and babies remained together 24 hours a day.
___ % of mothers and babies remained together during the day but not rooming-in at night.
___ % started rooming-in immediately after a normal birth.
___ % of c-section mothers started rooming-in within a half-hour of when they were able to respond to
their baby.
Any mothers and babies who did not remain together 24 hours a day will be recorded in the
_____________________ with the reason for rooming-out.
This record will be examined every 3 months to see if there are any contributing factors to rooming-out
that could be addressed.
How will we get to our goal? (Method)
Action Person (s) Start and

Responsible Completion
Date
All staff, professional and ancillary, will be informed that
rooming-in is the standard policy for all mothers by means of a
posted notice.
All staff will be educated as to the reasons behind this policy
appropriate to their areas of responsibility, by means of
attendance at a 20-minute session on the ward.
All relevant staff will be taught means of assisting mothers to
settle their babies themselves, and how to explain the
importance of rooming-in to mothers/parents. Staff will be
educated by means of a 20-minute session on the ward and
this topic addressed during the 20-hour course.
Antenatal classes and other information sources will
explain to parents the importance of rooming-in and that it is
the hospital policy.
74 Used with permission from the Baby-friendly Hospital Initiative in Ireland.

75 This Action Plan focuses on rooming-in. Other Action Plans would need to be made for other practices/Steps that needed attention.
Any mother and baby not rooming-in for a medical indication

or by mother request will be recorded in the
__________________ including the reason.
Completion of this record will be checked weekly for the first
month of the project and any non-completion addressed.
This record will be analysed at the end of (one month from start)
and each 3 months afterwards to see if there are any
contributing factors to rooming-out that could be addressed.
(addressing them would be a separate plan)
The (designated person) will carry out an audit of rooming-in one
night per month, randomly chosen, during the next 4 months.
The results of this audit will be recorded in
_________________________ and posted at the nurses’ desk
on the ward.
How will we know we are going in the right direction? (Evaluation)

At (date, perhaps 4 months from start), the monthly random audits show an increase in rooming-in to the
levels of the targets above.
For one week (date about 4 months from start), further data collected to ascertain the statistics regarding
degree of rooming-in and how soon it starts as outlined above. This data collection is the responsibility
of _______________
The record of rooming-out will be filled in with the occurrence, length of time and reason for the
rooming-out.
A list of reasons for rooming-out and the number of occurrences of each reason will be complied by
____________________________
A sample of mothers (all the mothers in one week - date) asked on discharge to complete a short form
regarding their experiences of rooming-in. Person responsible for designing this form
__________________, checking completion of forms ________________ and analysing and reporting
on findings ________________.
How will you sustain the practice? (Sustainability)

Compliance with the rooming-in policy audited one night per month by random check by (person)
________ and results recorded in _____________________ and posted on the ward.
Reasons for rooming-out recorded in ____________________ and examined on a three monthly
basis for contributing factors that need to be addressed. Responsibility ____
Importance of rooming-in explained to women during their antenatal contacts (not just at classes)
Responsibility ___________________________
New staff orientated to the rooming-in policy. Responsibility ________________
Budget (What resources are required to implement the action?)

Equipment: bed sides may be needed if bedding-in is used and beds are narrow, or bigger beds
Staff: initial -replacement staff for staff attending training; staff member at ½ day per week for x weeks
for project co-ordinator or other person to educate staff (depends on number of staff to educate), develop
recording system, and evaluate project.
On-going - 15 minutes per month for person to count numbers rooming-out; 1 hour per month to
monitor whether the improvements are being sustained and to orient new staff.
May need additional antenatal staff to ensure there is time to discuss rooming-in with women.
Photocopying/printing of information leaflet for staff.
Overall project responsibility: _________________________________
Start date: Target completion date:
Closing Session 233
CLOSING SESSION
Session Time:
The length of the closing will depend if an outside person is coming to make a speech and
present certificates of attendance.
If there is no outside person, the closing will take about 15 minutes.
Preparation for session:

- If certificates of attendance are to be given, ensure that they are prepared.
- Make a list of people who need to be thanked.
- Remind participants before this session to complete course evaluation forms.
- Find out if there are plans to follow up after this course, to arrange further training,
hospital assessments of other activities.
Session Outline:
• Thank you for participating and sharing your experiences, your thoughts, and your ideas
during this course.
The Key Points from this course are:
- Breastfeeding is important for mother and baby.
- Most mothers and babies can breastfeed.
- Mothers and babies who are not breastfeeding need extra care to be healthy.
- Hospital practices can help (or hinder) baby and mother friendly practices.
- Implementing the Baby-friendly Hospital Initiative helps good practices to happen.
- Ask if there are any questions on the course information.

• I hope that participation in this course has increased your knowledge, skill, and confidence
in supporting mothers. When you return to work, you can help to provide consistency of
information and practice throughout your health facility.
- Discuss here plans to follow-up on the course and continuing activities.
- Thank other people such as organisers.
- Present certificates if needed.
234 Closing Session
Clinical Practice 1 – Observing and Assisting Breastfeeding 235
CLINICAL PRACTICE 1–
OBSERVING AND ASSISTING BREASTFEEDING
Session Objectives:
1. Observe a breastfeed using the Breastfeed Observation Checklist.
2. Assist a mother to learn to position and attach her baby for breastfeeding.
3. Use communication skills when assisting a mother.
Total time 120 minutes
Travel time to and from the clinical practice area is NOT included in this time.
Materials:
Breastfeed Observation Aid from Session 7 – two copies for each participant.
List of Communication Skills from Session 2 – a copy for each participant.
Preparation for Clinical Practice:

Make sure that you know where the clinical practice will be held, and where each facilitator
should take her group. If you did not do so in a preparatory week, visit the wards or clinics
where you will go, introduce yourself to the staff members in charge, and make sure that they
are prepared for the session.
The session time does not include time for travel to a clinical practice site. Add extra time to
the timetable if participants must leave the building to go to another site.
236 Clinical Practice 1 – Observing and Assisting Breastfeeding
1. Explain the clinical practice 20 minutes

• This clinical practice will give you an opportunity to:
-Practice assessing a breastfeed using the Breastfeed Observation Aid.
-Practice using your communication skills.
- Help a mother to position and attach her baby for breastfeeding.
• You work in groups of four plus a facilitator with each group. To start with, the whole
group of four people works together. One person talks to a mother, while the other
members of the group observe. When everyone knows what to do, you can work in pairs,
while the facilitator circulates.
• The midwife will tell us which women are suitable to talk with and who have their
breastfeeding babies with them on the ward.
• One participant will talk to a mother:
- Introduce yourself to the mother, and ask permission to talk to her. If she does not want
to be observed, thank her and find another mother. Introduce your partner/small group,
and explain that you are interested in infant feeding.
- Ask permission to watch her baby feed. Avoid saying that you want to watch how she is
‘breastfeeding’ as this may make her feel nervous. If the baby is heavily wrapped in
blankets ask the mother to unwrap the blankets so that you can see.
- Try to find a chair or stool to sit on. If necessary, and if permissible, sit on the bed so
that you are at the mother’s level.
- If the baby is feeding, ask the mother to continue as she is doing. If the baby is not
feeding, ask the mother to offer a feed in the normal way at any time that her baby
seems ready. If the baby is willing to feed at this time, ask the mother's permission to
watch the feed. If the baby is not interested in feeding, thank the mother and go to
another mother.
- Before or after the breastfeed, ask the mother some open questions about how she is,
how her baby is, and how feeding is going, to start the conversation. Encourage the
mother to talk about herself and her baby. Practise as many of the listening and learning
skills as possible.
- Remember to praise what mothers are doing right and offer a small amount of relevant
information if appropriate.
• The partner or rest of the small group (of four people) will observe:
- Stand quietly in the background. Try to be as still and quiet as possible. Do not
comment, or talk among yourselves.
- Make general observations of the mother and baby. Notice for example: does she look
happy? Does she have formula or a feeding bottle with her?
- Make general observations of the conversation between the mother and the participant.
Notice for example: Who does most of the talking? Does the participant ask open
questions? Does the mother talk freely, and seem to enjoy it?
- Make specific observations of the participant's communication skills. Notice if she or he
uses helpful non-verbal communication, if she or he uses judging words, or if she or he
asks many closed questions to which the mother says ‘yes’ and ‘no’.
Clinical Practice 1 – Observing and Assisting Breastfeeding 237
• When you observe a breastfeed:

Stay quietly watching the mother and baby as the feed continues.
-
- While you observe, fill in a Breastfeed Observation Aid. Explain to the mother that you
are using an Aid to help you remember the new skills that you are learning.
- Mark a tick beside each sign that you observe.
- Under ‘Notes:’ at the bottom of the form, write anything else that you observe which
seems important for breastfeeding.
• When you have finished observing a mother:
- Thank the mother for her time and cooperation, and say something to encourage and
support her.
- Go with the group into another room or private area to discuss your observations.
- Discuss what you noticed about the breastfeed and what you noticed about the
communication skills that the participant used.
If the mother needs help

• When a pair finds a mother who needs help positioning her baby at the breast, tell the
facilitator of your small group. Then practice helping the mother, while your facilitator
observes you, and helps if necessary.
• When a pair has finished helping a mother, if needed, move away from the mother for a
discussion. The participant should comment on her or his own performance first. Then the
facilitator can praise what they did well, give them relevant information and suggest changes
that could be made the next time they help a mother.
• Before you leave the ward or clinic, tell the staff member which mothers you have
suggested to change their positioning and attachment so that the staff member can follow-
up with these mothers.
• Each participant should talk to at least one mother and observe a breastfeed. Not all
mothers will need help to position and attach their babies.
• While you are in a ward or clinic, notice:
- if babies room-in with their mothers;
- -whether or not babies are given formula, or glucose water;
- -whether or not feeding bottles are used;
- -the presence or absence of advertisements for baby milk;
- -whether sick mothers and babies are admitted to hospital together;
- -how low-birth-weight babies are fed.
• Do not comment on your observations, or show any disapproval, while in the health
facility. Wait until the facilitator invites participants to comment privately, or in the
classroom.
- Ask if the participants understand what they are to do during the clinical practice and
answer any questions. Give directions how to reach the clinical practice area.
238 Clinical Practice 1 – Observing and Assisting Breastfeeding
2. Conduct the clinical practice 80 minutes

- For the facilitator of each small group:
• When you arrive at the clinical practice area:
- Introduce yourself and your group to the staff member in charge.
- Ask which mothers and babies it would be appropriate to talk to, and where they are.
- Try to find a mother and baby who are breastfeeding, or a mother who thinks that her
baby may want to feed soon. If this is not possible, talk to any mother and baby.
• When a participant finds a mother who needs help with positioning and attaching her baby,
observe the participant assisting that mother, giving any necessary help as needed.
• When the participant has finished talking with the mother, take the group away from the
mother, and discuss what the participants observed. Ask them:
- What did they observe generally about the mother and baby?
- What signs from the Breastfeed Observation Aid did they observe?
- Which communication skills did they observe?
• If the mother and baby showed any signs of good or poor positioning and attachment that
participants did not see, point them out.
• Before your group leaves the ward or clinic, tell the staff member which mothers you have
suggested to change their positioning and attachment so that the staff member can follow-
up with these mothers.
3. Discuss the clinical practice 20 minutes

- The whole class comes back together to discuss the clinical practice.
Ask one participant from each group to report briefly on what they learnt.
• Ask them to comment:
- On their experiences using the Breastfeed Observation Aid and the list of
Communication Skills.
- On any special situations of mothers and babies and what they learnt from these
situations.
Encourage participants report only on points of special interest; they do not need to report
on details of every individual mother.
• Participants may continue to practice their skills of observing and assisting mothers at other
times if this is acceptable to the mothers and to the hospital ward or clinic. Encourage
participants to practice in pairs so that one can observe the skills used and discuss them
afterwards with the other participant.
• Review any points about the clinical practice that will help the next clinical practice to go
better.
- Ask if there are any questions.
Clinical Practice 3 – Observing Hand Expression and Cup Feeding 239
CLINICAL PRACTICE 2-
TALKING WITH A PREGNANT WOMAN
Session Objectives:
1. Talk with a pregnant woman about her feeding her baby;
2. Discuss with a pregnant woman practices that assist in establishing breastfeeding;
3. Use communication skills of listening and learning, and building confidence.
Total session time: 60 minutes
Travel time to and from the clinical practice area is NOT included in this time.
Materials:
ANTENATAL CHECKLIST – a copy for each participant (optional).
Flip chart page with Communication Skills from Session 2.
Preparation for Clinical Practice:

Make sure that you know where the clinical practice will be held, and where each facilitator
should take her group. If you did not do so in a preparatory stage, visit the antenatal ward or
clinic where you will go, introduce yourself to the staff members in charge, and make sure
that they are prepared for the session.
The session time does not include time for travel to a clinical practice site. Add extra time to
the timetable if participants must leave the building to go to another site.
240 Clinical Practice 3 – Observing Hand Expression and Cup Feeding
1. Explain the clinical practice 10 minutes

• This clinical practice gives you an opportunity to:
Talk with a pregnant woman about her feeding intentions.
-
Discuss with a pregnant woman practices that assist in establishing breastfeeding, such
-
as early skin to skin contact, rooming-in, baby led feeding, and exclusive breastfeeding
without supplements and artificial teats.
- Use your communication skills of listening and learning, and building confidence.
• You work in groups of 4 with a facilitator with each group. To start with, the whole group
works together. You take turns to talk to a pregnant woman, while the other members of
the group observe. When everyone knows what to do, you can work in pairs, while the
facilitator circulates.
• One participant in each small group will talk to a mother:
- Introduce yourself to the pregnant woman and ask permission to talk to her about
feeding her baby.
- Introduce the group or your partner, and explain that you are interested in infant feeding.
- Try to find a chair or stool to sit on.
- Ask the pregnant woman some open questions, such as “What are your thoughts on
feeding your baby?” or “What do you know about breastfeeding?” to start the
conversation.
- Encourage the mother to talk by using your communication skills. Refer to list of
Communication Skills. Practise using as many of the listening and learning skills as
possible.
- If the woman’s comments tell you that she already knows much about breastfeeding,
you can reflect her knowledge and praise her. You do not need to give her information
that she already knows.
- Provide information in a way that is easy to understand. Include the importance of
breastfeeding for the woman as well as her baby and some information on why practices
are recommended.
- Offer opportunities for the woman to ask questions or discuss the information more.
You can ask about previous breastfeeding experiences if the woman already has
children.
- Remember to praise what the woman is doing right and offer a small amount of relevant
• If the pregnant woman tells you that she is not going to breastfeed because she has a
medical condition – do NOT ask about her condition. You do not need to know her
personal details. You can ask her if anyone has talked to her about feeding her baby if she
is not breastfeeding.
- Check that participants know where they can refer a mother for infant feeding counselling
if needed.
• The rest of the small group observe:

comment, or talk among yourselves.
- Make general observations concerning the conversation between the pregnant woman
and the participant. Notice for example: who does most of the talking? Does the
participant ask open questions? Does the pregnant woman talk freely, and seem to enjoy
it?
- Make specific observations concerning the participant's communication skills. Notice if
she or he uses helpful non-verbal communication, uses judging words, or asks a lot of
questions to which the mother says `yes' and `no'.
• When you have finished talking with the pregnant woman:
- Thank the pregnant woman for her time and cooperation and say something to
encourage and support her.
- Go with the group into another room or private area to discuss your observations.
- Discuss what you noticed about the discussion and what you noticed about the
communication skills that the participant used.
• Each participant should talk with at least one pregnant woman.
• While you are in the ward or clinic notice:
- The presence or absence of advertisements for baby formula, free samples, or pens or
other equipment advertising baby formula
- Any posters of leaflets for mothers on the importance of breastfeeding or how to
breastfeed.
• Do not comment on your observations or show any disapproval while in the health facility.
Wait until the facilitator invites you to comment privately, or in the classroom.
2. Conduct the clinical practice 40 minutes

- For the facilitator of each small group:
• Ensure that your group has the Antenatal Checklist (if using this) and a list of
Communication Skills to practice using and to watch for when observing colleagues.
- Ask which pregnant women it would be appropriate to talk with and where they are.
• When the participant is finished talking with a pregnant woman, take the group away from
the pregnant woman, and discuss what they observed. Ask them:
- Was the information provided accurate and in a suitable amount?
3. Discuss the clinical practice 10 minutes

Ask one participant from each group to report briefly on what they learnt.
• Ask them to comment on:
- What the main issues were that women wanted to discuss when they offered
information.
- Their experiences using the list of Communication Skills to talk with the pregnant
women.
Encourage participants to report only on points of special interest. They do not need to
report on details of every individual pregnant woman.
better.
CLINICAL PRACTICE 3 –
OBSERVING HAND EXPRESSION AND CUP FEEDING
Session Objectives:
1. Assist a mother to learn the skills of hand expression.
2. Observe a cup feeding demonstration.
Session time:
- 60 minutes for hand expression practice.
- 30 minutes for cup feeding demonstration.
The session time does not include time for travel to a clinical practice site(s).
Add extra time to the timetable if participants must leave the building to go to another
site.
Materials:
MILK EXPRESSION handout from Session 11– a copy for each participant.
HOW TO CUP FEED A BABY handout from Session 11.
Cup feeding demonstration:

Small sterile cup and a small cloth to catch any dribbles while cup feeding
Remind participants to bring their handout on Cup Feeding a Baby from the earlier session.
Preparation for the clinical practice:

The hand expression clinical practice and the cup feeding demonstration may be done at
separate times.
A mother may be willing to bring her baby to the classroom for the cup feeding
demonstration. In some places, mothers may be willing to come to the classroom to learn
about hand expression.
This demonstration might be done in an outpatients’ clinic for well-baby visits or
immunisations. If the baby is preterm or ill, the group is a possible infection risk to the baby.
Try to find a young healthy baby to demonstrate cup feeding.
If the clinical practice is to be held in a clinic or ward, make sure that you know where this is
and where each facilitator should take her group. If you did not do so in a preparatory week,
visit the wards or clinic where you will go, introduce yourself to the staff members in charge,
and make sure that they are prepared for the session.
If needed, ensure there is somewhere private to teach/observe hand expression.
Discuss with the staff on the ward or clinic what containers they use for expressed milk that
will be fed to a baby. Ensure there are some clean containers available if the mother wishes to
keep the milk that she expresses.
Conduct the cup feeding demonstration in small groups so everyone can see and the mother
and the baby are not overwhelmed.
1. Explain the clinical practice – hand expression 5 minutes

Explain the instructions to the participants
• This clinical practice gives you an opportunity to:
- Assist a mother to learn the skills of hand expression.
- Practice using your communication skills.
- Briefly review the four key points of expressing. Remind participants that it does not matter
what quantity of milk is expressed in this practice.
• Each group of four divides into two pairs of participants. Each pair works separately. One
person of the pair talks to a mother, while the other observes. The facilitator circulates
between the pairs observing and assisting as needed. Mothers may be unwilling to hand
express with a group observing.
• To begin:
- Introduce yourself to the mother and ask permission to talk to her.
- Introduce your partner and explain that you are interested in learning about hand
expression of breast milk.
• Ask the mother some open questions about how she is, how her baby is, and how feeding
is going, to start the conversation. Encourage the mother to talk about herself and her baby.
Be aware that the mother may be hand expressing for reasons that she does not want to
discuss – do not push her to explain. If her baby is ill, show empathy, however you do not
need to discuss her baby’s condition in detail. Practice as many of the listening and
learning skills as possible.
• Ask the mother if she expresses her milk by hand.
- If she does hand express, ask her if she can show you how she hand expresses. Let her
show you without interruption while you observe the way that she does it – do not stop
her and tell her that she is doing something wrong, even if you think that she is.
- If she is comfortable hand expressing, there is milk flowing and she is happy with her
technique, praise her for what she is doing, reinforce that breast milk is best for babies
and thank her for helping you to learn.
- If the mother has difficulty with hand expressing, make some positive comments and
then ask her if you can suggest some ways that might be easier for her. Explain in
simple words the reason for any suggestions you make, for example, if you suggest that
she move her fingers around the breast, explain that there is milk in all areas of the
breast and moving her fingers helps the milk to flow from these areas.
- If the mother does not know about hand expression, ask her if you can tell her why it
might be useful to learn hand expression. If she agrees, explain some of the reasons why
hand expression might be useful to her. Then ask if you can help her to learn how to
hand express.
• Try to find a chair or stool to sit on, so that you are at the mother’s level. Ensure the
mother is comfortable and has some privacy if needed.
• The mother can either just express a small amount to show you how she does it or she can
express a full feed for her baby if her baby receives expressed breast milk regularly. If the
mother is feeding the milk to the baby, she needs to wash her hands and prepare a suitable
container for the milk.
• The first time that a pair finds a mother, who needs help with hand expression, ask the mother
for her permission for the facilitator to join you. The participant helps the mother to learn how
to hand express, while the facilitator observes and assists if needed.
• The partner will observe:

comment.
- Make general observations of the hand expression – does the mother seem comfortable
or does it seem to hurt; does the milk flow? You can use the Hand Expression Aid to
help you remember the key points to look for.
- Make general observations of the conversation between the mother and the participant.
Notice for example: Who does most of the talking? Does the participant ask open or
closed questions? Does the mother talk freely, and seem to enjoy the discussion or does
she find it hard to talk?
- Make specific observations of the participant's communication skills. Notice if she or he
uses helpful non-verbal communication, uses judging words, or asks a lot of questions to
which the mother says `yes' and `no'.
• When you have finished observing each mother:
- Thank the mother for her time and cooperation and say something to praise and support
her.
- Go with your partner into another room or private area away from the mothers to discuss
your observations.
- Discuss with your facilitator what you noticed about the hand expression and what you
noticed about the communication skills that the participant used.
• Each participant will observe at least one mother hand expressing. Not all mothers will
need help to learn how to hand express.
• While you are in a ward or clinic, notice:
- if babies room-in with their mothers;
76
- the presence or absence of breast pumps ;
- how breast milk is handled/stored for later feeding to a baby in special care;
- how low-birth-weight or ill babies are fed if they are unable to breastfeed.
• Do not comment on your observations, or show any disapproval, while in the health
facility. Wait until the facilitator invites you to comment privately, or in the classroom.
76 Breast pumps are not required to express milk. If you see no pumps on the ward, this may indicate that the staff are very skilled at helping
the mothers to learn to hand express, which is a positive practice.
2. Conduct the clinical practice – hand expression 45 minutes

Instructions for the facilitator of each small group:
- Ask which mothers it would be appropriate to talk to and where they are.
- Ask that if you find a mother who needs help with hand expression, is it all right to help
the mother or do they need to check individually for each mother before they assist her.
• Mothers may need something to catch the expressed milk in – a cloth, cotton wool, or if
keeping the milk a clean container. If the milk is to be given to the baby, the mother will
need to wash her hands first.
• Go between the two pairs in your group. Observe their communication skills and how they
assist a mother to learn. If needed, you can demonstrate to the pair, if the mother is willing.
• When the pair of participants is finished talking with the mother, take the group away from
the mother, and discuss what they observed. Ask them:
- What did they observe generally about the mother and baby?
- What signs from the Hand Expression Aid did they observe?
• Let participants comment on their own performances first. Then you can reinforce what
they did well, give them relevant information and suggest changes that could be made for
the next time they help a mother.
• If the mother has any good techniques of hand expressing that participants did not see,
point them out.
3. Discuss the clinical practice – hand expression 10 minutes

Ask participants to report briefly on what they learnt.
• Ask them to comment on:
- Any special situations of mothers and babies and what they learnt from these situations
with regard to expressing milk or feeding expressed milk to the baby.
- Their experiences using the Communication Skills.
Because of time limits, participants should report only on points of special interest, rather
than on details of every individual mother and baby.
• Participants may continue to practice their skills of observing and assisting mothers at
other times if this is acceptable to the mothers and to the hospital ward or clinic. Encourage
participants to practice in pairs so that one can observe the skills used and discuss them
afterwards with her partner.
better.
4. Clinical practice – cup feeding demonstration77 30 minutes

• Most babies will be able to feed at the breast and not need to cup feed. Health workers
need to know the basic technique of how cup feeding is done so that they are aware that it
works.
• Not every mother needs to know how to cup feed her baby, and you are not practicing
teaching this skill to all the mothers. You will see a demonstration of cup feeding so that
you understand how it works78.
- Review the main points of cup feeding from Session 11.
Instructions for facilitator

• Conduct the cup feeding demonstration in small groups so everyone can see and to avoid
overwhelming the baby and the mother.
• Ask a mother if you may demonstrate cup feeding with her baby. This may be a baby who
is already receiving expressed breast milk or replacement milk already by cup or a mother
who would like to learn how this is done.
• Use open questions to ask about her baby and how the baby is feeding. Explain to the
mother why cup feeding is used sometimes.
• Demonstrate to the group how to cup feed. When you are finished, ask the mother what she
thought about cup feeding. Answer questions that the mother may have about cup feeding.
• Then move away from the mother and baby before you discuss what the participants
observed and learnt about cup feeding.
better.
77 If the baby is preterm or ill, the group is a possible infection risk. Try to find a healthy baby to demonstrate cup feeding.
78 Additional clinical practice time can be arranged to provide an opportunity for participants to practice teaching mothers the skill of cup
feeding. This skill is explained in more detail in HIV and Infant Feeding Counselling Tools, as cup feeding is a skill many mothers who are
replacement feeding need to know.
Appendix 1 249
Appendix 1 :
WHO/NMH/NHD/09.01
WHO/FCH/CAH/09.01

250 Appendix 1
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Appendix 1 251
Preface
Australia, 2006.
Acknowledgments
252 Appendix 1
Introduction

INFANT CONDITIONS
formula

valine is needed.
food in addition to breast milk for a limited period
Appendix 1 253
MATERNAL CONDITIONS

Hepatitis C.
(10).
the baby.
to abstain.
79 The most appropriate infant feeding option for an HIV-infected mother depends on her and her infant’s individual circumstances,
including her health status, but should take consideration of the health services available and the counselling and support she is likely to
receive. Exclusive breastfeeding is recommended for the first six months of life unless replacement feeding is AFASS. When replacement
feeding is AFASS, avoidance of all breastfeeding by HIV-infected women is recommended. Mixed feeding in the first 6 months of life (that
is, breastfeeding while also giving other fluids, formula or foods) should always be avoided by HIV-infected mothers.
80 Mothers who choose not to cease their use of these substances or who are unable to do so should seek individual advice on the risks and
benefits of breastfeeding depending on their individual circumstances. For mothers who use these substances in short episodes, consideration
may be given to avoiding breastfeeding temporarily during this time.
254 Appendix 1
References
Pan American Health Organization, 2002 (http://www.paho.org/English/AD/FCH/BOB-Main.htm, accessed 26
June 2008).
(WHA39/1986/REC/1), Annex 6:122–135.
Appendix 2 255
Appendix 2: Knowledge Checks

A colleague asks you why this course is taking place and how it would help
mothers and babies that you care for. What will you reply?
List two reasons why exclusive breastfeeding is important for the child.
List two reasons why breastfeeding is important for the mother.
What information do you need to discuss with a woman during her pregnancy that
will help her to feed her baby?
List two antenatal practices that are helpful to breastfeeding and two practices that
might be harmful.
If a woman is tested and found to be HIV-positive, where can she get infant
feeding counselling?
Session 4 Knowledge Check - mark the answer True (T) or False (F)
1.Giving mothers company-produced leaflets about breast milk T F

substitutes can affect infant feeding practices.
2.Breast-milk substitutes include formula, teas, and juices (as well as T F
other products)
3.The International Code and BFHI prohibit the use of formula for T F
infants in maternity wards
4.Health workers can be given any publication or materials by T F
companies as long as they do not share these publications with
mothers
5.Donations of formula should be given to mothers of infants in T F
emergency situations
256 Appendix 2

List four labour or birth practices that can help the mother and baby get a good
start with breastfeeding.
List three ways to assist a mother following a caesarean section with

breastfeeding.
Name three possible barriers to early skin-to-skin contact and how each might be
overcome.

Describe to a new mother how to tell if her baby is well attached and suckling
effectively.

What are the four key points to look for with regard to the baby’s position?
You are watching Donella breastfeed her four-day old baby. What will you look
for to indicate that the baby is suckling well?
Appendix 2 257
Give three reasons why rooming-in is recommended as routine practice.
Explain as you would to a mother, what is meant by ‘demand feeding’ or baby-led

feeding.
List three difficulties or risks that can result from supplement use.

Keiko tells you that she thinks she does not have enough milk. What is the first
thing you will say to her? What will you ask her in order to learn if she truly does
have a low milk supply?
You decide that Ratna's baby Meena is not taking sufficient breast milk for his
needs. What things can you do to help Ratna increase the amount of breast milk
that her baby receives?
258 Appendix 2

Jacqueline has a 33-week preterm baby in the special care nursery. It is very important
that her baby receive her breast milk. How will you help Jacqueline get her milk
started? How will you help her with putting the baby to her breast after a few days?
Yoko gives birth to twin girls. She fears she cannot make enough milk to feed two
babies and that she will need to give formula. What is the first thing you can say to
Yoko to help give her confidence? What will you suggest for helping Yoko
breastfeed her babies?
Session 11 Knowledge check

List four reasons why it is recommended that mothers learn to hand express.
List four reasons why cup feeding is preferred to feeding by other means if the baby
cannot breastfeed.
Appendix 2 259

What breastfeeding difficulties would suggest to you that you need to examine a
mother's breasts and nipples?
Rosalia tells you she became painfully engorged when she breastfed her last baby.
She is afraid it will happen with the next baby too. What will you tell her about
preventing engorgement?
Bola complains that her nipples are very sore. When you watch her breastfeed, what
will you look for? What can you do to help her?
Describe the difference between a blocked duct, non-infective mastitis and infective
mastitis. What is the most important treatment for all of these conditions?

A pregnant woman says to you that she cannot breastfeed because she would need to
buy special foods for herself that she could not afford. What can you say to her to help
her see that breastfeeding is possible for her?
A co-worker says to you that a mother will need to stop breastfeeding because she
needs to take a medication. What can you reply to this co-worker?
260 Appendix 2
List three sources of support for mothers in your community.
Give two reasons why mother-to-mother support may be useful to mothers.
Give two reasons why breastfeeding is important to the older baby and the
mother.

List two reasons why a hospital might seek BFHI external assessment.
Explain, as if to a co-worker, why achieving baby-friendly designation is not the

end of the process and the importance of on-going monitoring.


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ISBN 978 92 4 159498 1

for Integrated Care
SECTION 4
HOSPITAL SELF-APPRAISAL
AND MONITORING
2009
4, Hospital self-appraisal and monitoring.

implementation.

ISBN 978 92 4 159495 0 (set)
agreement.
capital letters.

Acknowledgements
The development of the original Self-Appraisal Tool was a collaborative effort among staff at the
United Nations Children's Fund (UNICEF), the World Health Organization (WHO), and Wellstart
International.
Ann Brownlee, currently Clinical Professor at University of California, San Diego
(abrownlee@ucsd.edu), prepared this revision of the BFHI Self-Appraisal and Monitoring tools for
UNICEF and WHO, as a consultant of BEST Services.
Acknowledgement is given to all the BFHI assessors, health professionals, and field workers, who,
through their diligence and caring, have implemented and improved the Baby-friendly Hospital
Initiative through the years, and thus contributed to the content of these revised guidelines and tools.
Many BFHI national co-coordinators and their colleagues around the world responded to the initial
User Needs survey. Colleagues from many countries also generously shared various BFHI self-
appraisal and assessment tools developed at country level.
Thorough and thoughtful reviews of drafts of the revised Global Criteria, Self-Appraisal Tool, External
Hospital Assessment Tool, Monitoring and Reassessment Tools, and/or computer data entry and
analysis tool were provided by BFHI experts from the various UNICEF and WHO regions, including
Rufaro C. Madzima, Zimbabwe; Ngozi Niepuome, Nigeria; Dikolotu Morewane, Botswana; Meena
Sobsamai, Thailand; Azza Abul-fadl, Egypt; Sangeeta Saxena, India; Marina Rea, Brazil; Veronica
Valdes, Chile; Elizabeth Zisovska, Macedonia; Elizabeth Horman, Germany; and Laura Haiek, Canada;
as well as Mwate Chintu, LINKAGES Project. Rae Davies, Linda J. Smith, Roberta Scaer and other
colleagues with expertise on birthing and breastfeeding provided extensive assistance with
development of the new “mother-friendly care” component.
Genevieve Becker of BEST Services, as the project coordinator, Moazzem Hossain and David Clark
of UNICEF; Randa Jarudi Saadeh and Carmen Casanovas of the Department of Nutrition for Health
and Development as well as colleagues from the Department of Child and Adolescent Health and
Development at WHO, and Miriam Labbok of the Center for Infant and Young Child Feeding and
Care, School of Public Health, University of North Carolina provided extensive technical and logistical
support and feedback throughout the process.
The assessment materials were field tested in Ireland and Zimbabwe. In Ireland, support was provided
by the Irish Network of Health Promoting Hospitals as the coordinating body for BFHI in Ireland,
members of the National BFHI Advisory Committee and the assessment team, and staff of University
College Hospital, Galway, which served as the field test site. In Zimbabwe, support was provided by
the UNICEF and WHO Country Offices, the Ministry of Health and Child Welfare, the assessment
team, and staff of Rusape General Hospital, which served as the field-test site.
These multi-country and multi-organizational contributions were invaluable in helping to fashion a set
of tools and guidelines designed to address the current needs of countries and their mothers and
babies, facing a wide range of challenges in many differing situations.
UNICEF/WHO BFHI Section 4: Hospital Self-Appraisal and Monitoring 2009

from dedicated country professionals involved in implementing BFHI. Two of the most
recent were held in Spain, for the European region, and Botswana, for the Eastern and
Southern African region. Both meetings offered recommendations for updating the Global
Criteria, related assessment tools, as well as the “18-hour course”, in light of experience with
BFHI since the Initiative began, the guidance provided by the new Global Strategy for Infant
and Young Child Feeding, and the challenges posed by the HIV pandemic. The importance of
feedback from dedicated users, UNICEF and WHO 1 met with the co-authors above 2 and

1.5 Baby-Friendly Expansion and Integration Options
decision-makers was adapted from WHO course "Promoting breast-feeding in health
facilities: A short course for administrators and policy-makers". This can be used to orient
1
Moazzem Hossain, UNICEF NY, played a key role in organizing the multi-country workshops, launching the use of the revised materials.
He, Randa Saadeh and Carmen Casanovas of WHO worked together with the co-authors to resolve the final technical issues.
2
Miriam Labbok is currently Professor and Director, Center for Infant and Young Child Feeding and Care, Department. of Maternal and
Child, University of North Carolina School of Public Health.

with handouts and PowerPoint Slides. Two alternative session plans and materials for use in
Section 3: Breastfeeding Promotion and Support in a Baby-Friendly Hospital, a 20-hour
3.3 PowerPoint Slides for the Course
external assessment, and, once their facilities are designated Baby-Friendly, to monitor
4.2 Guidelines and Tool for Monitoring

and WHO, Nutrition Sections.

SECTION 4:
HOSPITAL SELF-APPRAISAL AND MONITORING
4.1 The Hospital Self-Appraisal Tool 1

Using the hospital self-appraisal tool to assess policies and practices 1
Analysing the self-appraisal results 2
Action 2
Preparing for external assessment 3
The self-appraisal questionnaire 5
Annex 1: Hospital breastfeeding/infant feeding policy checklist 27
Annex 2: The International Code of Marketing of Breast-milk Substitutes 29
Annex 3: HIV and infant feeding recommendations 30
Annex 4: Acceptable medical reasons for use of breast-milk substitutes 31
4.2 Guidelines and Tools for Monitoring Baby-Friendly Hospitals 37

Guide to developing a national process for BFHI monitoring 39
Background 39
Rationale for monitoring and reassessment 39
Strategies for monitoring 41
Integrating BFHI monitoring into quality assurance or accreditation programs 43
Sample tools for monitoring 44
Annex 1: Infant feeding record and report 49
Annex 2: Staff training record and report 53
Annex 3: BFHI monitoring tool 59
Annex 4: The BFHI reassessment tool and its possible use for monitoring 83

Section 4.1: Hospital Self-Appraisal 1
4.1. THE HOSPITAL SELF-APPRAISAL TOOL

Using the hospital self-appraisal tool to assess policies and practices
Any hospital or health facility with maternity services that is interested in becoming Baby-
friendly should - as a first step - appraise its current practices with regard to the Ten Steps to
Successful Breastfeeding. This Self-Appraisal Tool has been developed for use by hospitals,
maternity facilities, and other health facilities to evaluate how their current practices measure
up to the Ten Steps, and how they practice other recommendations of the 1989
WHO/UNICEF Joint Statement titled Protecting, Promoting and Supporting Breastfeeding:
The Special Role of Maternity Services. It also assists facilities in determining how well they
comply with the International Code of Marketing of Breast-milk Substitutes and subsequent
relevant World Health Assembly resolutions, whether they provide mother-friendly care , and
how well they support HIV-positive women and their infants.
In many cases, it is useful if the hospital decision-makers and policy-maker attend an
orientation to the goals and objectives of the Baby-friendly Hospital Initiative (BFHI), before
the self appraisal. An orientation session can be developed, using Session 3: “The Baby-
friendly Hospital Initiative”, in Section 2: Strengthening and sustaining the Baby-friendly
Hospital Initiative: A course for decision-makers and/or Session 15 “Making your hospital
baby-friendly” in Section 3: Breastfeeding promotion and support in a Baby-friendly
Hospital: A course for maternity staff, along with a review of the Self-appraisal tool and
Global Criteria for BFHI discussed in the following pages.
The Self-appraisal tool that follows will permit the director and heads of relevant units in a
hospital or other health facility giving maternity care to make an initial appraisal or review of
its practices in support of breastfeeding. Completion of this initial self-appraisal checklist is
the first stage of the process, but does not in itself qualify the hospital for designation as
Baby-friendly.
The Global Criteria, which guide the external assessment of whether the hospital qualifies as
Baby-friendly, should also be reviewed by staff when reflecting upon the effectiveness of
their breastfeeding programme. For ease of reference, the Global Criteria for each of the
Steps, for the Code, mother-friendly care and HIV and infant feeding are reproduced with the
respective sections in the Self-appraisal tool. The Self-appraisal tool also includes four
Annexes:
- Annex 1, a checklist to assist in appraising the hospital’s breastfeeding or infant feeding
policy.
- Annex 2, a list of the main points in the International Code of Marketing and the role of
administrator and staff in upholding it.
- Annex 3, a set of recommendations for HIV and infant feeding.
- Annex 4, acceptable medical reasons for the use of breast-milk substitutes.
Nationally determined criteria and local experience may cause national and institutional
authorities responsible for BFHI to consider the addition of other relevant queries to this
global self appraisal tool. Whatever practices are seen by a facility to discourage
breastfeeding may be considered during the process of self-appraisal.
If it does not do so already, it is important that the hospital consider adding the collection of
statistics on feeding and implementation of the Ten Steps into its maternity record-keeping
system, preferably integrated into whatever information gathering system is already in place.
If the hospital needs guidance on how to gather this data and possible forms to use,
responsible staff can refer to the sample data-gathering tools available in this document in
Section 4.2: Guidelines and tools for monitoring BFHI.

2 Section 4.1: Hospital Self-Appraisal
Analysing the Self-Appraisal Results

Under ideal circumstances, most of the questions in this tool will be answered as “yes”.
Numerous negative answers will suggest divergence from the recommendations of the
WHO/UNICEF Joint Statement and its Ten Steps to successful breastfeeding. In addition to
answering the questions in the Self appraisal, the hospital could consider doing some informal
testing of staff and mothers, using the Global Criteria listed for the various steps as a guide,
to determine if they meet the required standards.
When a facility can answer most of the questions with “yes”, it may then wish to take further
steps towards being designated as a Baby-friendly Hospital. In some countries, a
pre-assessment visit is the next step, with a local consultant visiting the health facility and
working with managers and staff to make sure the facility is ready for assessment.
Then a visit by an external assessment team is arranged, in consultation with the national BFHI
coordination group. The external assessors will use the Hospital external assessment tool to
determine if the hospital meets the criteria for “Baby-friendly” designation.
A hospital with many “no” answers on the Self-appraisal tool or where exclusive
breastfeeding or breast-milk feeding from birth to discharge is not yet the norm for at least
75%3 of newborns delivered in the maternity facility may want to develop an action plan. The
aim is to eliminate practices that hinder initiation of exclusive breastfeeding and to expand
those that enhance it.
Action
Results of the self-appraisal should be shared with the national BFHI coordination group. If
improvements in knowledge and practices are needed before arranging for an external
assessment, training may be arranged for the facility staff, facilitated by senior professionals
who have attended a national or international training-of-trainers course in lactation
management and/or have received national or international certification as lactation
consultants.
In many settings, it has been found valuable to develop various cadres of specialists who can
provide help with breastfeeding, both in health care facilities and at the community level.
Through community-based health workers (village health workers, traditional birth attendants,
etc.) and mother support groups, mothers can be reached with education and support in their
home settings, a vital service wherever exclusive and sustained breastfeeding have become
uncommon.
It is useful if a “breastfeeding support” or BFHI committee or team is organized at the health
facility at the time of the self-appraisal, if this has not been done earlier. This committee or
team can be charged with coordination of all activities regarding the implementation and
monitoring of BFHI, including monitoring compliance with the Code of Marketing. The
committee can serve as leader and coordinator for all further activities, including arranging
for training, if needed, further self-appraisal, external assessment, self-monitoring, and
reassessment. Members should include professionals of various disciplines (for example,
physicians such as neonatologists, paediatricians, obstetricians, nurses, midwives,
nutritionists, social workers, etc.) with some members in key management or leadership
positions.
3
As mentioned elsewhere, if mothers are not breastfeeding for justified medical reasons, including by mothers who are HIV-positive, they
can be counted as part of the 75%.

The facility can consult with the relevant local authority and the UNICEF and WHO country
offices, which may be able to provide more information on policies and training, which can
contribute to increasing the Baby-friendliness of health facilities.
Preparing for the external assessment
Before seeking assessment and designation as Baby-friendly hospitals are encouraged to
develop:
- a written breastfeeding/infant feeding policy covering all Ten Steps to successful
breastfeeding and compliance with the Code, as well as HIV and infant feeding, if
included in the criteria,
- a written policy addressing mother-friendly care, if included in the criteria,
- a written curriculum for training given to hospital staff caring for mothers and babies on
breastfeeding management, feeding of the non-breastfeeding infant, and mother-friendly
care, and
- an outline of the content covered in antenatal health education on these topics.
If HIV and infant feeding criteria are being covered in the assessment, documents related to
staff training and antenatal education on this topic should also be developed.
Also needed for the assessment are:
- proof of purchase of infant formula and various related supplies, and
- a list of the staff members who care for mothers and/or babies and the numbers of hours of
training they have received on required topics.
The external assessment teams may request that these documents be assembled and sent to the
team leader before the assessment.


The Self Appraisal Questionnaire

Hospital data sheet
General information on hospital and senior staff:
Hospital name and address: ______________________________________________________
Name and title of hospital director or administrator: ___________________________________

Telephone or extension: _____________________ E-mail address: ________________
The hospital is: [tick all that apply] a maternity hospital a government hospital
a general hospital a privately run hospital
a teaching hospital other (specify:)
a tertiary hospital ___________________
Total number of hospital beds: ____ Total number of hospital employees: ____
Information on antenatal services:
Hospital has antenatal services (either on or off site): Yes No
(if "No", skip all but the last question in this section)
Name and title of the director of antenatal services/clinic: ______________________________
Telephone or extension: ______________________ E-mail address: ________________
What percentage of mothers delivering at the hospital attends the hospital’s antenatal clinic? ___%
Does the hospital hold antenatal clinics at other sites outside the hospital? Yes No
[if “Yes”] Please describe when and where they are held: ________________________________
_____________________________________________________________________________
Are there beds designated for high-risk pregnancy cases? Yes No [if “Yes”]
How many?____
What percentage of women arrives for delivery without antenatal care? _____% Don’t know
Information on labour and delivery services:

Name and title of the director of labour and delivery services: ____________________________
Information on maternity and related services:

Name and title of the director of maternity services: ___________________________________
Number of postpartum maternity beds: ______
Average daily number of mothers with full term babies in the postpartum unit(s): ______
Does the facility have unit(s) for infants needing special care (LBW, premature, ill, etc.)?
Yes No
[if “Yes”] Name of first unit: ___________________________ Average daily census: ______
Name of additional unit: __________________________________ Average daily census: ____
Are there areas in the maternity wards designated as well baby observation areas? Yes No
[If “Yes”] Average daily census of each area: ________________________________________
Name of head/director(s) of these areas: ____________________________________________

Staff responsible for breastfeeding/infant feeding
The following staff has direct responsibility for assisting women with breastfeeding (BF),
feeding breast-milk substitutes (BMS), or providing counselling on HIV and infant feeding):
BF BMS HIV BF BMS HIV
Nurses Paediatricians
Midwives Obstetricians
SCBU/NICU nurses Infant feeding counsellors
Dieticians Lay/peer counsellors
Nutritionists Other staff (specify):
Lactation consultants _____________________ General
physicians ______________________
[use information for completing I.C. 10, 13 and 17]
Are there breastfeeding and/or HIV and infant feeding committee(s) in the hospital? Yes No
[if “Yes”] Please describe: _____________________________________________________________
_____________________________________________________________________________
Is there a BFHI coordinator at the hospital? Yes No (if "Yes", name:) ___________________
Statistics on births:
Total births in the last year: ______ of which:
____% were by C-section without general anaesthesia
____% were by C-section with general anaesthesia
____% infants were admitted to the SCBU/NICU or similar units
Statistics on infant feeding:
Total number of babies discharged from the hospital last year: ____ of which:
____% were exclusively breastfed (or fed human milk) from birth to discharge.
____% received at least one feed other than breast milk (formula, water or other fluids) in the hospital
because of documented medical reason. (if a mother knew she was HIV positive and made an
informed decision to replacement feed, this can be considered a medical reason).
____% received at least one feed other than breast milk without any documented medical reason.
[Note: the total percentages listed above should equal 100%]
The hospital data above indicates that at least 75% of the babies delivered in the past year were
exclusively breastfed or fed human milk from birth to discharge, or, if they received any feeds other
than human milk this was because of documented medical reasons:
[Note: add the percentages in categories one and two to calculate this percentage]
Yes No 6.1
Statistics on HIV/AIDS:
Percentage of pregnant women who received testing and counselling for HIV: _____%
Percentage of mothers who were known to be HIV-positive at the time of babies’ births: _____%
Data sources:
Please describe sources for the above data: __________________________________________
_____________________________________________________________________________
_____________________________________________________________________________


YES NO
1.1 Does the health facility have a written breastfeeding/infant feeding policy that
addresses all 10 Steps to Successful Breastfeeding in maternity services and
support for HIV-positive mothers?
1.2 Does the policy protect breastfeeding by prohibiting all promotion of breast-
milk substitutes, feeding bottles, and teats?
1.3 Does the policy prohibit distribution of gift packs with commercial samples
and supplies or promotional materials for these products to pregnant women and
mothers?
1.4 Is the breastfeeding/infant feeding policy available so all staff who take care
of mothers and babies can refer to it?
1.5 Is a summary of the breastfeeding/infant feeding policy, including issues
related to the 10 Steps, The International Code of Marketing of Breast-milk
Substitutes and subsequent WHA resolutions, and support for HIV-positive mothers
posted or displayed in all areas of the health facility which serve mothers, infants,
and/or children?
1.6 Is the summary of the policy posted in language(s) and written with wording
most commonly understood by mothers and staff?
1.7 Is there a mechanism for evaluating the effectiveness of the policy?
1.8 Are all policies or protocols related to breastfeeding and infant feeding in line
with current evidence-based standards?
Note: See “Annex 1: Hospital Breastfeeding/Infant Feeding Policy Checklist” for a useful tool to use in
assessing the hospital policy. Tools for auditing or evaluating the policy should be developed at health system or
hospital level.

include the labour and delivery areas, antenatal care in-patient wards and clinic/consultation
rooms, post partum wards and clinic/consultation rooms, all infant care areas, including well
baby observation areas (if there are any), and any special care baby units. The summaries are
displayed in the language(s) and written with wording most commonly understood by mothers
and staff.

STEP 2. Train all health care staff in skills necessary to implement the
policy.
YES NO
2.1 Are all staff members caring for pregnant women, mothers, and infants
oriented to the breastfeeding/infant feeding policy of the hospital when they start
work?
2.2 Are staff members who care for pregnant women, mothers and babies both
aware of the importance of breastfeeding and acquainted with the facility’s policy
and services to protect, promote, and support breastfeeding?
2.3 Do staff members caring for pregnant women, mothers and infants (or all
staff members, if they are often rotated into positions with these responsibilities)
receive training on breastfeeding promotion and support within six months of
commencing work, unless they have received sufficient training elsewhere?
2.4 Does the training cover all Ten Steps to Successful Breastfeeding and The
International Code of Marketing of Breast-milk Substitutes?
2.5 Is training for clinical staff at least 20 hours in total, including a minimum of
3 hours of supervised clinical experience?
2.6 Is training for non-clinical staff sufficient, given their roles, to provide them
with the skills and knowledge needed to support mothers in successfully feeding
their infants?
2.6 Is training also provided either for all or designated staff caring for women
and infants on feeding infants who are not breastfed and supporting mothers who
have made this choice?
2.7 Are clinical staff members who care for pregnant women, mothers, and
infants able to answer simple questions on breastfeeding promotion and support
and care for non-breastfeeding mothers?
2.8 Are non-clinical staff such as care attendants, social workers, and clerical,
housekeeping and catering staff able to answer simple questions about
breastfeeding and how to provide support for mothers on feeding their babies?
2.9 Has the healthcare facility arranged for specialized training in lactation
management of specific staff members?
The Global Criteria for Step 2 are on the next page.


training at the hospital, prior to arrival. or through well-supervised self study or on-line courses
that cover all 10 Steps, and the Code and subsequent WHA resolutions. It is likely that at least
20 hours of targeted training will be needed to develop the knowledge and skills necessary to
adequately support mothers. At least three hours of supervised clinical experience are required.
how to teach the preparation of various feeding options; and
how to minimize the likelihood that breastfeeding mothers will be influenced to use formula.
The type and percentage of staff receiving this training is adequate, given the facility’s needs.
correctly.
* These include staff members providing clinical care for pregnant women, mothers and their babies.
** These include staff members providing non-clinical care for pregnant women, mother and their babies
or having contact with them in some aspect of their work.

STEP 3. Inform all pregnant women about the benefits and management
of breastfeeding.
YES NO
3.1 Does the hospital include an antenatal clinic or satellite antenatal clinics or
in-patient antenatal wards? *
3.2 If yes, are the pregnant women who receive antenatal services informed
about the importance and management of breastfeeding?
3.3 Do antenatal records indicate whether breastfeeding has been discussed with
pregnant women?
3.4 Does antenatal education, including both that provided orally and in written form,
cover key topics related to the importance and management of breastfeeding?
3.5. Are pregnant women protected from oral or written promotion of and group
instruction for artificial feeding?
3.6. Are the pregnant women who receive antenatal services able to describe the
risks of giving supplements while breastfeeding in the first six months?
3.7 Are the pregnant women who receive antenatal services able to describe the
importance of early skin-to-skin contact between mothers and babies and
rooming-in?
3.8 Is a mother’s antenatal record available at the time of delivery?
*Note: If the hospital has no antenatal services or satellite antenatal clinics, questions related to Step 3 and the
Global Criteria do not apply and can be skipped.

If the hospital has an affiliated antenatal clinic or in-patient antenatal ward:
and sustained skin-to-skin contact, early initiation of breastfeeding, rooming-in on a 24-hour
Out of the randomly selected pregnant women in their third trimester who have come for at least
two antenatal visits:


Place babies in skin-to-skin contact with their mothers immediately
following birth for at least an hour. Encourage mothers to recognize when
their babies are ready to breastfeed and offer help if needed.
YES NO
4.1 Are babies who have been delivered vaginally or by caesarean section
without general anaesthesia placed in skin-to-skin contact with their mothers
immediately after birth and their mothers encouraged to continue this contact for
an hour or more?
4.2 Are babies who have been delivered by caesarean section with general
anaesthesia placed in skin-to-skin contact with their mothers as soon as the
mothers are responsive and alert, and the same procedures followed?
4.3 Are all mothers helped, during this time, to recognize the signs that their
babies are ready to breastfeed and offered help, if needed?
4.4 Are the mothers with babies in special care encouraged to hold their babies,
with skin-to-skin contact, unless there is a justifiable reason not to do so?

Out of the randomly selected mothers with vaginal births or caesarean sections without general
anaesthesia in the maternity wards:
(Note: It is preferable that babies remain skin-to-skin even longer than an hour, if feasible, as they
may take longer than 60 minutes to be ready to breastfeed)
At least 80% also confirm that they were encouraged to look for signs for when their babies
were ready to breastfeed during this first period of contact and offered help, if needed.
desired, the staff can assist the mother with placing her baby so he or she can move to her breast and
latch when ready)
If any of the randomly selected mothers have had caesarean deliveries with general anaesthesia,
at least 50% should report that their babies were placed in skin-to-skin contact with them as
soon as the mothers were responsive and alert, with the same procedures followed.
At least 80% of the randomly selected mothers with babies in special care report that they have
had a chance to hold their babies skin-to-skin or, if not, the staff could provide justifiable
reasons why they could not.
Observations of vaginal deliveries, if necessary to confirm adherence to Step 4, show that in at
least 75% of the cases babies are placed with their mothers and held skin-to-skin within five
minutes after birth for at least 60 minutes without separation, and that the mothers are shown
how to recognize the signs that their babies are ready to breastfeed and offered help, or there are
justified reasons for not following these procedures (optional).

STEP 5. Show mothers how to breastfeed and how to maintain lactation,

even if they should be separated from their infants.
YES NO
5.1 Does staff offer all breastfeeding mothers further assistance with breastfeeding
their babies within six hours of delivery?
5.2 Can staff describe the types of information and demonstrate the skills they
provide both to mothers who are breastfeeding and those who are not, to assist
them in successfully feeding their babies?
5.3 Are staff members or counsellors who have specialized training in breast-
feeding and lactation management available full-time to advise mothers during
their stay in healthcare facilities and in preparation for discharge?
5.4 Does the staff offer advice on other feeding options and breast care to
mothers with babies in special care who have decided not to breastfeed?
5.5 Are breastfeeding mothers able to demonstrate how to correctly position and
attach their babies for breastfeeding?
5.6 Are breastfeeding mothers shown how to hand express their milk or given
information on expression and advised of where they can get help, should they
need it?
5.7 Do mothers who have never breastfed or who have previously encountered
problems with breastfeeding receive special attention and support from the staff of
the healthcare facility, both in the antenatal and postpartum periods?
5.8 Are mothers who have decided not to breastfeed shown individually how to
prepare and give their babies feeds and asked to prepare feeds themselves, after
being shown how?
5.9 Are mothers with babies in special care who are planning to breastfeed
helped within 6 hours of birth to establish and maintain lactation by frequent
expression of milk and told how often they should do this?
The Global Criteria for Step 5 are on the next page.


confirm that in 75% of the cases, the demonstrations are accurate and complete, and the mothers
are asked to give “return demonstrations”.
breastfeeding and are able to describe or demonstrate correct techniques for both, or, if not,
Out of the randomly selected mothers (including Caesarean):
need to breastfeed or express their milk 6 times or more every 24 hours to keep up the supply.

STEP 6. Give newborn infants no food or drink other than breast milk,
unless medically indicated.
YES NO
6.1 Does hospital data indicate that at least 75% of the full-term babies discharged
in the last year have been exclusively breastfeed (or exclusively fed expressed
breast milk) from birth to discharge or, if not, that there were acceptable medical
reasons?
6.2 Are babies breastfed, receiving no food or drink other than breast milk, unless
there were acceptable medical reasons or fully informed choices?
6.3 Does the facility take care not to display or distribute any materials that
recommend feeding breast-milk substitutes, scheduled feeds, or other inappropriate
practices?
6.4 Do mothers who have decided not to breastfeed report that the staff discussed
with them the various feeding options, and helped them to decide what was suitable
in their situations?
6.5 Does the facility have adequate space and the necessary equipment and supplies
for giving demonstrations of how to prepare formula and other feeding options
away from breastfeeding mothers?
6.6 Are all clinical protocols or standards related to breastfeeding and infant
feeding in line with BFHI standards and evidence-based guidelines?

exclusively breastfed or exclusively fed expressed breast milk from birth to discharge or, if not,
that there were documented medical reasons.
based guidelines.
The hospital has an adequate facility/space and the necessary equipment for giving demonstrations
of how to prepare formula and other feeding options away from breastfeeding mothers.
At least 80 % of the randomly selected mothers who have decided not to breastfeed report that

STEP 7. Practice rooming-in - allow mothers and infants to remain

together – 24 hours a day.
YES NO
7.1 Do the mother and baby stay together and/or start rooming-in immediately
after birth?
7.2 Do mothers who have had Caesarean sections or other procedures with
general anaesthesia stay together with their babies and/or start rooming in as soon
as they are able to respond to their babies’ needs?
7.3 Do mothers and infants remain together (rooming-in or bedding-in) 24 hours
a day, unless separation is fully justified?

room with them without separation, or, if not, there were justifiable reasons.

YES NO
8.1 Are breastfeeding mothers taught how to recognize the cues that indicate
when their babies are hungry?
8.2 Are breastfeeding mothers encouraged to feed their babies as often and for as
long as the babies want?
8.3 Are breastfeeding mothers advised that if their breasts become overfull they
should also try to breastfeed?

Out of the randomly breastfeeding selected mothers:

STEP 9. Give no artificial teats or pacifiers (also called dummies or

YES NO
9.1 Are breastfeeding babies being cared for without any bottle feeds?
9.2 Have mothers been given information by the staff about the risks associated
with feeding milk or other liquids with bottles and teats?
9.3 Are breastfeeding babies being cared for without using pacifiers?

Observations in the postpartum wards/rooms and any well baby observation areas indicate that
at least 80% of the breastfeeding babies observed are not using bottles or teats or, if they are,
their mothers have been informed of the risks.


YES NO
10.1 Do staff discuss plans with mothers who are close to discharge for how they
will feed their babies after return home?
10.2 Does the hospital have a system of follow-up support for mothers after they
are discharged, such as early postnatal or lactation clinic check-ups, home visits,
telephone calls?
10.3 Does the facility foster the establishment of and/or coordinate with mother
support groups and other community services that provide support to mothers on
feeding their babies?
10.4 Are mothers referred for help with feeding to the facility’s system of follow-
up support and to mother support groups, peer counsellors, and other community
health services such as primary health care or MCH centres, if these are available?
10.5 Is printed material made available to mothers before discharge, if appropriate
and feasible, on where to get follow-up support?
10.6 Are mothers encouraged to see a health care worker or skilled breastfeeding
support person in the community soon after discharge (preferably 2-4 days after
birth and again the second week) who can assess how they are doing in feeding their
babies and give any support needed?
10.7 Does the facility allow breastfeeding/infant feeding counselling by trained
mother-support group counsellors in its maternity services?

Mothers are given information on where they can get support if they need help with feeding
their babies after returning home, and the head/director can also mention at least one
source of information.
The facility fosters the establishment of and/or coordinates with mother support groups and
other community services that provide breastfeeding/infant feeding support to mothers, and
can describe at least one way this is done.
The staff encourages mothers and their babies to be seen soon after discharge (preferably 2-4
days after birth and again the second week) at the facility or in the community by a skilled
breastfeeding support person who can assess feeding and give any support needed and can
describe an appropriate referral system and adequate timing for the visits.
discharge, if appropriate, on how and where mothers can find help on feeding their infants after
returning home and includes information on at least one type of help available.
Out of the randomly selected mothers at least 80% report that they have been given information
on how to get help from the facility or how to contact support groups, peer counsellors or other
community health services if they have questions about feeding their babies after return home
and can describe at least one type of help that is available.

Compliance with the International Code of Marketing of Breast-milk

Substitutes
YES NO
Code.1 Does the healthcare facility refuse free or low-cost supplies of breast-milk
substitutes, purchasing them for the wholesale price or more?
Code.2 Is all promotion for breast-milk substitutes, bottles, teats, or pacifiers
absent from the facility, with no materials displayed or distributed to pregnant
women or mothers?
Code.3 Are employees of manufacturers or distributors of breast-milk substitutes,
bottles, teats, or pacifiers prohibited from any contact with pregnant women or
mothers?
Code.4 Does the hospital refuse free gifts, non-scientific literature, materials or
equipment, money or support for in-service education or events from
manufacturers or distributors of products within the scope of the Code?
Code.5 Does the hospital keep infant formula cans and pre-prepared bottles of
formula out of view unless in use?
Code 6 Does the hospital refrain from giving pregnant women, mothers and their
families any marketing materials, samples or gift packs that include breast-milk
substitutes, bottles/teats, pacifiers or other equipment or coupons?
Code.7 Do staff members understand why it is important not to give any free
samples or promotional materials from formula companies to mothers?
The Global Criteria for Code Compliance are on the following page.


No employees of manufacturers or distributors of breast-milk substitutes, bottles, teats
or pacifiers have any direct or indirect contact with pregnant women or mothers.
money, or support for in-service education or events from manufacturers or distributors
of breast-milk substitutes, bottles, teats or pacifiers.
No pregnant women, mothers or their families are given marketing materials or samples
or gift packs by the facility that include breast-milk substitutes, bottles/teats, pacifiers,
other infant feeding equipment or coupons.
the display of posters or other materials provided by manufacturers or distributors of
breast-milk substitutes, bottles, teats and dummies or any other materials that promote
the use of these products;
any direct or indirect contact between employees of these manufacturers or distributors
and pregnant women or mothers in the facility;
distribution of samples or gift packs with breast-milk substitutes, bottles or teats or of
marketing materials for these products to pregnant women or mothers or members of
their families;
acceptance of free gifts (including food), literature, materials or equipment, money or
support for in-service education or events from these manufacturers or distributors by
the hospital;
demonstrations of preparation of infant formula for anyone that does not need them; and
acceptance of free or low cost breast-milk substitutes or supplies.
formulas and other supplies, are purchased by the health care facility for the wholesale price
or more.
dieticians work indicate that no materials that promote breast-milk substitutes, bottles, teats
or dummies, or other designated products as per national laws, are displayed or distributed
to mothers, pregnant women, or staff.

Note: These criteria should be required only after health facilities have trained their staff on policies and
practices related to mother-friendly care (see Section 5.1 “Assessors Guide”, p. 5, for discussion)
YES NO
MF.1 Do hospital policies require mother-friendly labour and birthing practices
and procedures, including:
Encouraging women to have companions of their choice to provide
constant or continuous physical and/or emotional support during labour
and birth, if desired?
Allowing women to drink and eat light foods during labour, if desired?
Encouraging women to consider the use of non-drug methods of pain
relief unless analgesic or anaesthetic drugs are necessary because of
complications, respecting the personal preferences of the women?
Encouraging women to walk and move about during labour, if desired,
and assume positions of their choice while giving birth, unless a
explained to the mother?
Care that avoids invasive procedures such as rupture of the membranes,
episiotomies, acceleration or induction of labour, instrumental deliveries,
caesarean sections unless specifically required for a complication and the
reason is explained to the mother?
MF.2 Has the staff received orientation or training on mother-friendly labour and
birthing policies and procedures such as those described above?
women may have companions of their choice during labour and birth to provide
continuous physical and/or emotional support, if they desire?
MF.4 Once they are in labour, are their companions made welcome and
encouraged to provide the support the mothers want?
MF.5 Are women given advice during antenatal care (if provided by the facility)
about ways to use non-drug comfort measures to deal with pain during labour and
what is better for mothers and babies?
MF.6 Are women told that it is better for mothers and babies if medications can be
avoided or minimized, unless specifically required for a complication?
they can move around during labour and assume positions of their choice while
giving birth, unless a restriction is specifically required due to a complication?
MF.8 Are women encouraged, in practice, to walk and move around during labour,
if desired, and assume whatever positions they want while giving birth, unless a
restriction is specifically required due to a complication?
The Global Criteria for mother-friendly care are on the following page.


Note: These criteria should be required only after health facilities have trained their staff on
policies and practices related to mother-friendly care.
and/or emotional support during labour and birth, if desired.
Allowing women to drink and eat light foods during labour, if desired.
mother.
can help a mother be more comfortable and in control during labour and birth.
that make it more likely that breastfeeding will get off to a good start.
At least 70% report that the staff has told them women can have companions of their choice
with them throughout labour and birth and at least one reason it could be helpful.
breastfeeding.


Note: The national BFHI coordination group and/or other appropriate national decision-makers will determine
whether or not maternity services should be assessed on whether they provide support related to HIV and infant
feeding. See BFHI Section 1.2 for suggested guidelines for making this decision.
YES NO
HIV.1 Does the breastfeeding/infant feeding policy require support for HIV
positive women to assist them in making informed choices about feeding their
infants?
HIV.2 Are pregnant women told about the ways a woman who is HIV positive
can pass the HIV infection to her baby, including during breastfeeding?
HIV.3 Are pregnant women informed about the importance of testing and
counselling for HIV?
HIV.4 Does staff receive training on:
the risks of HIV transmission during pregnancy, labour and
delivery and breastfeeding and its prevention,
the importance of testing and counselling for HIV, and
how to provide support to women who are HIV- positive to make
fully informed feeding choices and implement them safely?
HIV.5 Does the staff take care to maintain confidentiality and privacy of
pregnant women and mothers who are HIV-positive?
HIV.6 Are printed materials available that are free from marketing content on
how to implement various feeding options and distributed to mothers,
depending on their feeding choices, before discharge?
HIV.7 Are mothers who are HIV-positive or concerned that they are at risk
informed about and/or referred to community support services for HIV testing
and infant feeding counselling?
Global Criteria – HIV and infant feeding (optional)

confidentiality.
Mothers who are HIV positive or concerned that they are at risk are referred to community
support services for HIV testing and infant feeding counselling, if they exist.
continued on next page


The risks of HIV transmission during pregnancy, labour and delivery and breastfeeding
and its prevention.
The importance of testing and counselling for HIV.
Local availability of feeding options.
The dangers of mixed feeding for HIV transmission.
Facilities/provision for counselling HIV positive women on advantages and disadvantages
of different feeding options; assisting them in exclusive breastfeeding or formula feeding
(note: may involve referrals to infant feeding counsellors).
How to assist HIV positive mothers who have decided to breastfeed; including how to
transition to replacement feeds at the appropriate time.
How to minimize the likelihood that a mother whose status is unknown or HIV negative
issue (these include the routes by which HIV-infected women can pass the infection to their
of mixed feeding.
At least 80% can describe at least one measure that can be taken to maintain
At least 80% are able to mention at least two policies or procedures that help prevent
transmission of HIV from an HIV positive mother to her infant during feeding within the
first six months.
At least 80% are able to describe two issues that should be discussed when counselling an
HIV positive mother who is deciding how to feed her baby.
Out of the randomly selected pregnant women who are in their third trimester and have had at
least two antenatal visits or are in the antenatal in-patient unit:
At least 70% report that a staff member has talked with them or given a talk about
At least 70% report that the staff has told them that a woman who is HIV-positive can
At least 70% can describe at least one thing the staff told them about why testing and
counselling for HIV is important for pregnant women..
At least 70% can describe at least one thing the staff told them about what women who do
not know their HIV status should consider when deciding how to feed their babies.

Summary
YES NO
Does your hospital fully implement all 10 STEPS for protecting, promoting,
and supporting breastfeeding?
(if “No”) List questions for each of the 10 Steps where answers were “No”:
Does your hospital fully comply with the Code of Marketing of Breast-milk
Substitutes?
(if “No”) List questions concerning the Code where answers were “No”:
Does your hospital provide mother-friendly care?

(if “No”) List questions concerning mother-friendly care where answers were “No”
Does your hospital provide adequate support related to HIV-and infant

feeding (if required)?
(if “No”) List questions concerning HIV and infant feeding where answers
were “No”:
If the answers to any of these questions in the “Self Appraisal” are “no”, what improvements are
needed?
If improvements are needed, would you like some help? If yes, please describe:
This form is provided to facilitate the process of hospital self-appraisal. The hospital or health facility is
encouraged to study the Global Criteria as well. If it believes it is ready and wishes to request a pre-
assessment visit or an external assessment to determine whether it meets the global criteria for Baby-
friendly designation, the completed form may be submitted in support of the application to the relevant
national health authority for BFHI.
If this form indicates a need for substantial improvements in practice, hospitals are encouraged to
spend several months in readjusting routines, retraining staff, and establishing new patterns of care.
The self-appraisal process may then be repeated. Experience shows that major changes can be made in
three to four months with adequate training. In-facility or in-country training is easier to arrange than
external training, reaches more people, and is therefore encouraged.
Note: List the contact information and address to which the form and request for pre-assessment visit or external
assessment should be sent.

Annexes to Section 4.1


Annex 1: Hospital breastfeeding/infant feeding policy checklist

(Note: A hospital policy does not have to have the exact wording or points as in this checklist, but should cover most or all of
these key issues. Care should be taken that the policy is not too long. Shorter policies (3 to 5 pages) have been shown to be
more effective as longer ones often go unread).
The policy should clearly cover the following points: YES NO

Step 1: The policy is routinely communicated to all (new) staff.
A summary of the policy that addresses the Ten Steps and support for non-breastfeeding
mothers is displayed in all appropriate areas in languages and with wording staff and
mothers can easily understand.
Step 2: Training for all clinical staff (according to position) includes:
Breastfeeding and lactation management (20 hours minimum or covering all essential
topics, including at least 3 hours of clinical practice).
Feeding the infant who is not breastfed.
The role of the facility and its staff in upholding the International Code of Marketing
and subsequent WHA resolutions.
New staff members are trained within 6 months of appointment.
Step 3: All pregnant women are informed of:
Basic breastfeeding management and care practices.
The risks of giving supplements to their babies during the first six months.
Step 4: All mothers and babies receive:
Skin-to-skin contact immediately after birth for at least 60 minutes.
Encouragement to look for signs that their babies are ready to breastfeed and offer
of help if needed.
Step 5: All breastfeeding mothers are offered further help with breastfeeding within 6 hours
of birth.
All breastfeeding mothers are taught positioning and attachment.
All mothers are taught hand expression (or given leaflet and referral for help).
All mothers who have decided not to breastfeeding are:
Informed about risks and management of various feeding options and helped to
decide what is suitable in their circumstances.
Taught to prepare their feedings of choice and asked to demonstrate what they have
learned.
Mothers of babies in special care units are:
Offered help to initiate lactation offered help to start their breast milk coming and to
keep up the supply within 6 hours of their babies’ births.
Shown how to express their breast milk by hand and told they need to breastfeed or
express at least 6-8 times in 24 hours to keep up their supply.
Given information on risks and benefits of various feeding options and how to care for
their breasts if they are not planning to breastfeed.
Step 6: Supplements/replacement feeds are given to babies only:
If medically indicated.
If mothers have made “fully informed choices” after counselling on various options and
the risks and benefits of each.

Reasons for supplements are documented.

Step 7: All mothers and babies room-in together, including at night.
Separations are only for justifiable reasons with written documentation.
Step 8: Breastfeeding mothers are taught how to recognize the signs that their babies are
hungry and that they are satisfied.
No restrictions are placed on the frequency or duration of breastfeeding.
Step 9: Breastfeeding babies are not fed using bottles and teats.
Mothers are taught about the risks of using feeding bottles.
Breastfeeding babies are not given pacifiers or dummies.
Step10: Information is provided on where to access help and support with breastfeeding/ infant
feeding after return home, including at least one source (such as from the hospital,
community health services, support groups or peer counsellors).
The hospital works to foster or coordinate with mother support groups and/or other
community services that provide infant feeding support.
Mothers are provided with information about how to get help with feeding their infants
soon after discharge (preferably 2-4 days after discharge and again the following week).
The The policy prohibits promotion of breast milk substitutes.

Code:
The policy prohibits promotion of bottles, teats, and pacifiers or dummies.
The policy prohibits the distribution of samples or gift packs with breast-milk
substitutes, bottles or teats or of marketing materials for these products to pregnant
women or mothers or members of their families.
Mother Policies require mother-friendly practices including:
friendly Encouraging women to have constant labour and birthing companions of their choice.
care:
Encouraging women to walk and move about during labour, if desired, and to assume
the positions of their choice while giving birth, unless a restriction is specifically
required for a complication and the reason is explained to the mother.
Not using invasive procedures such as rupture of membranes, episiotomies,

acceleration or induction of labour, caesarean sections or instrumental deliveries,
unless specifically required for a complication and the reason is explained to the
mother.
Encouraging women to consider the use of non-drug methods of pain relief unless
analgesic or anaesthetic drugs are necessary because of complications, respecting the
personal preferences of the women.
HIV* All HIV-positive mothers receive counselling, including information about the risks
and benefits of various infant feeding options and specific guidance in selecting what
is best in their circumstances.
Staff providing support to HIV-positive women receive training on HIV and infant
feeding.
* The HIV-related content in the policy should be assessed only if national authorities have made the
decision that the BFHI assessment should include HIV criteria.

Annex 2: The International Code of Marketing of Breast-milk Substitutes4
Summary of the main points

No advertising of breast-milk substitutes and other products to the public
No donations of breast-milk substitutes and supplies to maternity hospitals
No free samples to mothers
No promotion in the health services
No company personnel to advise mothers
No gifts or personal samples to health workers
No use of space, equipment or educational materials sponsored or produced by companies when
teaching mothers about infant feeding
No pictures of infants or other pictures idealizing artificial feeding on the labels of the products
Information to health workers should be scientific and factual
Information on artificial feeding, including labels, should explain the benefits of exclusive
breastfeeding and the costs and dangers associated with artificial feeding
Unsuitable products, such as sweetened condensed milk, should not be promoted for babies.
The role of administrators and staff in upholding the Code

Free or low-cost supplies of breast-milk substitutes should not be accepted in health care facilities.
Breast-milk substitutes should be purchased by the health care facility in the same way as other
foods and medicines, for at least wholesale price. Promotional material for infant foods or drinks
other than breast milk should not be permitted in the facility.
Pregnant women should not receive materials that promote artificial feeding.
Feeding with breast-milk substitutes should be demonstrated by health workers only, and only to
pregnant women, mothers, or family members who need to use them.
Breast-milk substitutes in the health facility should be kept out of the sight of pregnant women and
mothers.
The health facility should not allow sample gift packs with breast-milk substitutes or related
supplies that interfere with breastfeeding to be distributed to pregnant women or mothers.
Financial or material inducements to promote products within the scope of the Code should not be
accepted by health workers or their families.
Manufacturers and distributors of products within the scope of the Code should disclose to the
institution any contributions made to health workers such as fellowships, study tours, research
grants, conferences, or the like. Similar disclosures should be made by the recipient.
4
Adapted from Promoting breastfeeding in health facilities: A short course for administrators and policy-makers. World Health
Organization and Wellstart International, Geneva, Switzerland, revised as Section 2 of this BFHI series.

Annex 3: HIV and infant feeding recommendations5
Situation Guidelines for health workers

– Encourage that she obtain HIV testing and counselling
– Promote optimal feeding practices (exclusive breastfeeding for first 6
Mother’s HIV status is months, introduction of appropriate complementary foods at about 6
unknown months, and continued breastfeeding to 24 months and beyond)
– Counsel the mother and her partner on how to avoid exposure to HIV
– Promote exclusive breastfeeding as safest infant feeding method
(exclusive breastfeeding for the first 6 months, introduction of
Mother’s HIV status is appropriate complementary foods at about 6 months, and continued
negative breastfeeding to 24 months and beyond)
– Counsel the mother and her partner on how to avoid exposure to HIV
– Provide access to anti-retroviral drugs to prevent mother-to-child-
transmission, according to country guidelines
– Provide counselling for the mother on the risks and benefits of infant-
feeding options, including the acceptability, feasibility, affordability,
sustainability and safety of the options
– Assist the mother to choose the most appropriate infant-feeding
Mother’s HIV status is option, according to her own situation, or refer her for guidance
positive
– Provide counselling for the mother on infant feeding after early
cessation, or refer her for guidance
– Refer the mother to family planning and childcare services, as
appropriate
– Refer the mother for long-term health care, including ARVs where
available and appropriate
– Explain the need to exclusively breastfeed for the first six months with
cessation when replacement feeding is acceptable, feasible, affordable,
sustainable and safe
Mother is HIV-positive
and chooses to – Support the mother in planning and carrying out a safe transition from
breastfeed exclusive breastfeeding to exclusive replacement feeding
– Prevent and treat breast conditions of mothers. Treat thrush in infants
– Insure that mother knows where to seek skilled care if any problems
Mother is HIV-positive – Provide support to the mother to carry out her option as safely as
and chooses another possible
breast milk option
Mother is HIV-positive – Provide the mother with the skills to carry out her choice
and chooses – Teach the mother replacement feeding skills, including cup-feeding
replacement feeding and hygienic preparation and storage, away from breastfeeding mothers
5
Table adapted from Annex 10, page 137 of the WHO/Linkages document, Infant and Young Child Feeding: A Tool for Assessing National
Practices, Policies and Programmes, World Health Organization, Geneva, 2003. (website: http://www.who.int/child-adolescent-
health/publications/NUTRITION/IYCF_AT.htm)

Annex 4:
WHO/NMH/NHD/09.01
WHO/FCH/CAH/09.01


agreement.

Preface
Australia, 2006.
Acknowledgments

Introduction

INFANT CONDITIONS
formula
valine is needed.
food in addition to breast milk for a limited period

MATERNAL CONDITIONS


Hepatitis C.
(10).
the baby.
to abstain.
6
The most appropriate infant feeding option for an HIV-infected mother depends on her and her infant’s individual circumstances, including her health status,
but should take consideration of the health services available and the counselling and support she is likely to receive. Exclusive breastfeeding is recommended
for the first six months of life unless replacement feeding is AFASS. When replacement feeding is AFASS, avoidance of all breastfeeding by HIV-infected
women is recommended. Mixed feeding in the first 6 months of life (that is, breastfeeding while also giving other fluids, formula or foods) should always be
avoided by HIV-infected mothers.
7
Mothers who choose not to cease their use of these substances or who are unable to do so should seek individual advice on the risks and benefits of
breastfeeding depending on their individual circumstances. For mothers who use these substances in short episodes, consideration may be given to avoiding
breastfeeding temporarily during this time.

References
Pan American Health Organization, 2002 (http://www.paho.org/English/AD/FCH/BOB-Main.htm, accessed 26 June
2008).
(WHA39/1986/REC/1), Annex 6:122–135.

Session 4.2 Guidelines and Tools for Monitoring Baby-Friendly Hospitals 37
4.2 GUIDELINES AND TOOLS FOR

MONITORING BABY-FRIENDLY HOSPITALS8
Guidelines and Tools for Monitoring Baby-Friendly Hospitals 37

Guide to developing a national process for BFHI monitoring 39
Background 39
Rationale for monitoring and reassessment 39
Strategies for monitoring 41
Integrating BFHI monitoring into quality assurance or accreditation programs 43
Sample tools for monitoring 44
Annex 1: Infant feeding record and report 49
Annex 2: Staff training record and report 53
Annex 3: BFHI monitoring tool 59
Annex 4: The BFHI reassessment tool and its possible use for monitoring 83
8
This set of guidelines and tools for monitoring includes material both from the original Part VII of the UNICEF BFHI documents and from
the WHO/Wellstart document, BFHI Monitoring and Reassessment: Tools to Sustain Progress. Geneva, Switzerland, 1999
(WHO/NHD/99.2).

38 Session 4.2 Guidelines and Tools for Monitoring Baby-Friendly Hospitals

Guide to Developing a National Process for BFHI Monitoring

Background9
Between the launching of the Baby-friendly Hospital Initiative (BFHI) and 2007more than
20,000 facilities worldwide had been officially assessed and designated as “baby-friendly”.
This major achievement is contributing to increases in breastfeeding and decreases in
morbidity and mortality in every region. This is the world’s first major initiative for
breastfeeding to cut across all regional, linguistic, economic and political boundaries. By a
conservative estimate, over a million health workers have received in-service training through
BFHI, using WHO/UNICEF materials available in all UN languages and many national
languages.
Every woman who gives birth has the potential resource of breast milk for her child. Rich or
poor, highly educated or illiterate, every mother has in her control and in her own household the
very best food for her infant. Through the BFHI, means have been found to empower women
everywhere to make use of this resource, fulfilling their right to breastfeed for their own and
their children's health. Few other interventions return such high dividends in health, self-
reliance and child development, and almost none at such low cost.
At the same time, Baby-friendly practices ensure that women who do not breastfeed also
receive support for the feeding options they have chosen with full, unbiased information, free
of commercial pressures, and the early continuous contact that promotes good bonding.
Maintaining the momentum of this global initiative is among the actions stressed in the
WHO/UNICEF Global Strategy for Infant and Young Child Feeding that was endorsed by the
World Health Assembly and UNICEF in 2002. The Global Strategy reaffirms the relevance
and urgency of the operational targets of the Innocenti Declaration, including implementation
of the Ten Steps to Successful Breastfeeding and full application of the International Code of
Marketing of Breast-milk Substitutes and its subsequent resolutions, stressing that BFHI
should continue to be implemented, and that designated health facilities be monitored and
reassessed on an on-going basis. Keeping those that have already been designated as Baby-
friendly up to the same high standards of quality is critical if BFHI is to have a sustained impact.
Rationale for Monitoring and Reassessment

Maintaining the global standards
These guidelines respond to requests from the national authorities responsible for BFHI that
have noted tendencies of health facilities to backslide somewhat, and even to revert to old
patterns of maternity care, and have requested UNICEF offices for guidance on how to
maintain the Baby-Friendly standards.
Reasons for deterioration vary. New administrators unfamiliar with BFHI may be assigned,
staff turnover may be high with new arrivals not yet trained, or families may demand the
former familiar patterns of care and gifts of formula. Commercial influences may have
intensified, with new marketing approaches. Practices can also shift and erode due to ordinary
human inconsistencies. Whatever the cause, slippage in practices can occur despite the best
intentions of administrators, the dedicated work of many staff members, and the continued
existence on paper of exemplary BFHI policies.
9
The first two sections of this Guide are identical to the same sections in the “Guidelines and Tools for BFHI Reassessment” to ensure that
the same information about the rationale for both monitoring and reassessment and their varying purposes is provided in both documents.

To maintain the credibility of the BFHI, monitoring and reassessment is periodically needed.
How to do this in a positive spirit without creating an enormous burden on central authorities is
a challenge. A mixture of random checks and directed checks may be helpful.
Specific purposes of monitoring and reassessment

There are three common purposes:
- To support and motivate facility staff to maintain baby-friendly practices.
- To verify whether mothers’ experiences at the facility are helping them to breastfeed.
- To identify if the facility is doing poorly on any of the Ten Steps and thus whether needs
to do further work to make needed improvements.
A fourth purpose relates to national measures to end free and low-cost supplies of breast-milk
substitutes, feeding bottles and teats:
- To verify if governments and other responsible organizations are implementing and
enforcing the International Code of Marketing of Breast-milk Substitutes and subsequent
WHA resolutions.
Monitoring and reassessment, however, each has a different focus.
Monitoring is a dynamic system for data collection and review that can provide information
on implementation of the Ten Steps to assist with on-going management of the Initiative. It
can be organized by the hospitals themselves or at a higher level in the system. It can be
relatively inexpensive, if the monitors are either from the hospitals or already employed
within the health care system. Data should be collected either on an on-going basis or
periodically, for example on a semi-annual or yearly basis, to measure both breastfeeding
support provided by the hospitals and mothers’ feeding practices. Hospital management and
staff should use the results to identify areas needing improvement and then develop plans of
action to make needed changes. The monitoring results and plan of action should be shared
with the national authority responsible for BFHI, including whatever BFHI coordination
group is in place. Plans for making any improvements indicated can be discussed as well as
any technical guidance or support needed from the national level.
When possible, monitoring of adherence of selected Global Criteria should be integrated into a
broader system of hospital auditing or quality assurance (see discussion later in this document).
Reassessment can be described as a “re-evaluation” of already designated baby-friendly
hospitals to determine if they continue to adhere to the Ten Steps and other baby-friendly
criteria. It is usually planned and scheduled by the national authority responsible for BFHI for
the purpose of evaluating on-going compliance with the Global Criteria and includes a
reassessment visit by an outside team. The outside team can be from the same area or region,
to reduce costs. Reassessment is often more comprehensive than monitoring and usually
involves the need for additional resources, even if reassessment teams are fielded locally.
Because of the human and financial resources required, in many countries it may be feasible
to reassess hospitals only once every three years, but the final decision concerning how often
reassessment is required should be left to the national authority.
Countries may decide to implement either a system for monitoring or reassessment or both. If
feasible, it is recommended that both be implemented, as they have different purposes.

Strategies for monitoring are discussed in the material that follows. Some tools that may be
used for monitoring are then presented in the annexes to this Section 4.2. Strategies and a tool
for reassessment are presented in Section 5.3 of the BFHI document set, after the assessment
tools. Section 5.3 should be only available to UNICEF Offices, national authorities
responsible for BFHI, and the assessors involved in reassessments. The tool used for
reassessment should not be available to the hospitals themselves or their staff, as this would
give hospitals unfair advantage if they knew exactly how they would be tested.
However, some countries may decide that the most efficient and cost-effective way to
maintain BFHI standards would be to develop an on-going internal monitoring system, rather
than using any external (and therefore more expensive) reassessment process. If so, these
countries may wish to use the reassessment tool presented in Section 5.3 for monitoring and
can make it available to the hospitals for monitoring purposes (care should be taken to
minimize the possibility that this tool, used for external reassessment in other countries, will
not get distributed to hospitals elsewhere, thus jeopardizing the integrity of the external
assessment process).
Strategies for Monitoring

How can the facility itself maintain standards?
Ideally, practices that promote and support breastfeeding should be routinely verified. It is
suggested that administrators find some means of ongoing self-appraisal by the facility,
perhaps through a BFHI or infant feeding committee with representation of all levels of care.
A request for monitoring reports from the national authority could serve as an incentive for
maintaining standards. Reports could be requested on an annual basis by the national
authority from the committee responsible for BFHI at each facility, specifying degree of
implementation of all 10 Steps, the absence of free and low-cost supplies, provision of
mother-friendly care, and compliance with criteria related to HIV and infant feeding, if these
are being monitored.
Internal monitoring approaches
Self-Appraisal Tool: Consistent use of the Hospital Self-Appraisal Tool (found in Section
4.1 of the BFHI documents) can be integrated into any periodic review of care practices and
provide early notice of any deterioration in practice.
Chart review: Periodic review of patient charts might reveal any tendency to slip back to old
patterns of care such as limited skin-to-skin contact, separation of mother and newborn, or use
of pacifiers and bottles. The review should also cover women who are not breastfeeding to
ensure that a double standard of care has not developed. For example, mothers who are not
breastfeeding nevertheless need continuous skin-to-skin contact with their newborns, rooming
in, and protection from commercial influences.
Review of “mother or baby cards” or “passports”: In some countries it may be feasible to
have key information regarding immediate skin-to-skin contact, the first breastfeed, and
whether the baby receives any other liquids or foods before discharge included in the mother
or baby card or “passport”. If included, this would help emphasize the fundamental
importance of these practices and comprise a standard record from which data on these
indicators could be collected.
Review of hospital infant feeding policies: It is useful, periodically, to perform an audit of
the hospital’s infant feeding policies, both to make sure that they are in line with the revised
BFHI global criteria related to Step 1 and the Code of Marketing requirements that apply to
hospitals, as well as to determine whether these policies are being followed. Labour and

delivery policies should be reviewed as well, to assess if they address the criteria for mother-
friendly care.
Review of training materials and records: In many settings staff turnover is quite common
and the knowledge and skills of those remaining tends to deteriorate over time as well. Thus it
is essential for health facilities to have an on-going system for training new staff and
providing needed refresher courses for those still on the job. A good monitoring system
should review both the current training curricula and recent staff training records to assure
that the knowledge and skills needed are maintained.
Review of receipted invoices: By reviewing records of use, purchase and full payment,
administrators can assure themselves that no free or low-cost supplies of infant feeding
products, including breast-milk substitutes, bottles and teats, are entering their hospitals.10
Micro-planning. Groups of staff can perform their own Triple A process: assessment and
analysis of the BFH implementation, leading to decisions on appropriate actions. Staff
involved should include members of the hospital’s breastfeeding or infant feeding committee
and representatives of any affiliated MCH clinics. Staff with the closest contact with mothers
and infants may be best placed to suggest possible improvements.
Learning from mothers' experiences

Feedback from a random sample of mothers might also be used to establish what the current
practices are:
Oral discharge questions for mothers. Selected questions may be asked of mothers when they
are being discharged by someone who did not provide care for the mothers and is not associated
in the mothers’ minds with the maternity services. The interviewer could be either from outside
the facility or from a department or unit other than the maternity services.
Written discharge questions for mothers. Where many mothers are well schooled, they can
be given brief forms at discharge to fill out before leaving, depositing them in a box designed
for that purpose. Alternatively they can be asked to fill them out as soon as they arrive home,
sending them back in self-addressed envelopes, but this may not be feasible in some
countries, and if the forms are not completed and turned in before the mother departs, the
response rate is likely to be much lower.
MCH Clinic questions for individual mothers. At any MCH clinic in the area served by the
hospital a few randomly selected women each month can be asked about their experience in
the maternity service. Their first postpartum visit to the clinic would be perhaps the best time.
Written answers can also be collected in clinics, where appropriate, given educational levels.
MCH Clinic focus groups. One member of the hospital maternity staff or a person not
connected with the maternity facility might go to an MCH clinic and talk with groups of
mothers of newborns to learn about any difficulties or doubts regarding breastfeeding. Her
report back to her facility could be used to improve the help given before discharge and the
system of referral to community support.
Open questions inviting mothers to talk freely about their experiences could include:
- What information on feeding your infant were you given during your pregnancy?
- What information were you given about hospital practices and support for feeding your
infant that would be available to you after delivery?
10
This may be challenging in large hospital systems where purchasing is done by a central purchasing unit outside the hospital, or in facilities
where ready-made feeds are used that are available only in hospitals, thus making it hard to compare with the price for feeds given at home
(either liquid or powdered formula not in disposable bottles). Creative ways of estimating what is “fair” may need to be devised, possibly in
collaboration with the national BFHI coordination group.

- What information were you given related to labour and delivery practices and how they
affect breastfeeding?
- What did you learn that was helpful to you during this period?
- How well do you feel you were prepared for breastfeeding before your delivery?
- What was most helpful related to support you received on feeding your infant during your
hospital stay?
- What was least helpful?
- How well were your expectations met concerning the support you would receive in the
hospital?
- What have you learned since discharge, that you wish you had been told in hospital?
- What would you like other women to learn while in hospital, so that feeding their infants
would be easier for them?
- Whom do you talk to or where do you go when you have questions about feeding your
baby?
Data collection during home visits: In some countries mothers are entitled to postpartum
midwifery services or the follow-up system includes “health visitor” visits to mothers in their
homes for postpartum and postnatal support. These midwives/health visitors could be asked to
collect data, using a brief checklist, with care taken not to add much extra paperwork or time
to their visits.
Paediatric re-admissions: When infants born at a facility are re-admitted for diarrhoea,
respiratory infections, or malnutrition, questions added to the admission history can indicate if
the illness is related to lack of information or help with breastfeeding.
Collection, recording and evaluating information are time-consuming and costly in terms of
staff time. A baby-friendly hospital needs to calculate that into its monitoring system so it does
not become just an extra thankless task for its staff. Carefully planned interviewing of mothers
and gathering of statistics could become an ongoing project carried out by nursing, midwifery,
medical or doctoral students. In a university affiliated hospital it could become an inter-
disciplinary part of the curriculum on statistics, research methods and, of course, breastfeeding.
Integrating BFHI monitoring into quality assurance or accreditation programs

In the interests of an integrated and cost-effective approach to monitoring compliance with the
BFHI standards, it is important to consider the possibilities for integrating BFHI monitoring
into hospital programs for auditing or quality assurance and to explore mechanisms for
integrating BFHI assessment and/or reassessment into national systems for hospital
accreditation.
In situations where hospitals have auditing or quality assurance (QA) systems in place, it is
useful to explore whether measurement of some or all of the key BFHI Steps and related
criteria can be integrated into the systems. Usually it will be necessary to select a small
number of breastfeeding and BFHI-related indicators to be measured, as QA programs often
cover a wide range of health indicators. While this will mean that it will not be possible to
fully track compliance with the Ten Steps, the advantages are that integration within the
auditing or QA system will help insure sustainability of the measurement process.
In countries where national systems for hospital accreditation are in place, it is useful to
explore the possibility of adding BFHI related criteria to the list of requirements for facility
accreditation. Periodic evaluations to assess whether the hospitals continue to meet standards
stimulates the institutions to maintain and improve the quality of the services measured. If the

most essential BFHI criteria can be integrated into the standards mentioned, this will insure
periodic assessment of key standards.
Sample Tools for Monitoring

Over the years since the launching of BFHI in 1991, several monitoring strategies and tools
have been developed that may be useful for hospitals to consider. These strategies and tools
are presented in the Annexes that follow, and are described briefly below. They vary from
very simple record-keeping strategies, to a fuller monitoring tool including brief reviews and
observations and self-administered questionnaires for mothers. Care needs to be taken to
devise simple monitoring systems, with clear assignments for data collection, analysis and
use, and sufficient time allotted for those assigned. The strategies and tools featured in the
Annexes include:
Annex 1: Infant feeding records and reports. A simple Infant Feeding Record can be used to
keep track of mothers’ experiences in the maternity wards, as a way of monitoring
implementation of many of the Ten Steps and mothers’ feeding practices. One example of a
compact form, with guidelines for data entry and a summary “Infant Feeding Report” for
presenting the data, is included in Annex 1. This form, which records the inputs for individual
infants and their mothers, can be easily adapted, depending on what works best in a particular
setting. It covers type of delivery; early skin-to-skin contact and breastfeeding assistance,
breastfeeding; supplements or replacement feeds given, why and how; baby’s location
(rooming-in, nursery, etc.), and any problems related to infant feeding. It also includes a
section for recording actions taken to address problems. Keeping a record of this type is the
best way to collect information on the key breastfeeding indicators of the maternity facility,
without doing special studies.
The information from the records can be periodically (monthly or quarterly) summarized in a
Summary Infant Feeding Report. The information in this report is useful in tracking how well
a baby-friendly health facility continues to adhere to important BFHI-related practices such as
early skin-to-skin contact, exclusively breastfeeding except for medical reasons, no bottle-
feeding, and rooming-in.
If a system for collecting data on infant feeding practices is already in place, existing data can
simply be entered in the summary report. If the health facility does not yet collect data on
infant feeding practices and determines that, due to limited staff time or resources, it would not
be possible to do so on a regular basis, the facility might decide to assign someone to record the
data over a limited period – for two weeks or month or a quarter, for example – to provide a
sample of practices over time. It is good, if at all possible, to encourage the facility to
incorporate collection of key feeding data into its routine. This data will be helpful for
determining what improvements are needed, and will be needed as part of the reassessment
reviews.
Annex 2: Staff training record and report. This training record can be used by health
facilities to keep an on-going record of clinical staff members who care for mothers and
babies and what basic and refresher training they have received on breastfeeding promotion
and support, as well as on support for the non-breastfeeding mother. It also provides space for
recording what training they have received on mother-friendly care and on HIV and infant
feeding , depending on the decision of the national authority responsible for BFHI.
One row should be used for each staff member. The rows are wide enough for data to be
entered over time. For example, data on several training experiences for a staff member can
be entered under the training section. The record can be kept in pencil for easy updating. If the

staff member is transferred from the unit or resigns, the name can be crossed out.
Alternatively, the record can be updated on computer.
The information from the record can be periodically summarized in a Summary Staff Training
Report. It provides a quick way to calculate what proportion of the staff is currently up-to-
date with required training and whether necessary refresher training has taken place.
If a system for collecting data on staff training is already in place, existing data can simply be
entered in the summary report. If necessary, the current data collecting system can be
improved, entering additional categories or fields and, if feasible, computerizing it.
Annex 3: BFHI monitoring tool .
Annex 3 provides both a format for a simple set of record and material reviews and a
questionnaire that can be used with mothers at discharge. The reviews focus on:
1) Gathering essential data to determine whether the hospital infant feeding policy is
currently in place and being followed and whether it provides needed guidance related
to the Ten Steps, and adherence to the Code of Marketing and other criteria.
2) A review of training materials and records to assure that an on-going, effective system
is in place for training new staff and providing periodic refresher courses for those still
on the job.
3) Examination of receipted invoices and other records related to the purchase of breast-
milk substitutes and related supplies to assure that procedures are in compliance with
the Code.
These reviews provide a simple mechanism for insuring that the health facility is adhering to
Step 1 (policy), Step 2 (training), and the Code.
The use of a questionnaire with mothers just prior to discharge can be a cost-effective strategy
for on-going monitoring of whether a hospital is adhering to the remaining Steps (3 through
10) and components related to support for non-breastfeeding mothers, mother-friendly care
and HIV and infant feeding.
Mothers can be requested to fill out written questionnaires, if mothers are well enough
schooled to complete them. The example presented in the Annex includes a description of how
the survey can be conducted, a letter to the mothers requesting their participation, and the
instrument itself, as well as a system for tallying and presenting the results. It asks mothers,
for the most part, to “tick” the answers that apply, and thus is easy to complete and analyse.
If literacy is a challenge, the questionnaire can be used as an interview form, with mothers
asked the questions orally at the time of discharge. If interviews are conducted, care should be
taken, if at all possible, to select interviewers not associated with the mothers’ care or the
maternity services, so respondents don’t feel pressured to provide a favourable assessment of
the care they have received. The monitoring tool also includes a follow-up questionnaire to
use with mothers several months after discharge and summary sheets to use after gathering
this data.
Annex 4: Description of the BFHI Reassessment Tool and its possible use for monitoring.
In some countries a decision may be taken to focus on an internal monitoring system as the
sole means for keeping track of the current status of facilities designated baby-friendly.
External reassessment is usually a more costly process than internal monitoring, as it involves
the displacement and time of external assessors, although they can be from the same area or
region, to reduce costs. Internal monitoring, on the other hand, can be conducted by staff within
the health facility itself. While external assessment is the best strategy for assuring lack of bias,
internal monitoring can provide useful results, if the staff is motivated to give honest feedback.

It is helpful if internal monitors can be identified from departments within the facility un-
related to those being assessed, to help insure impartiality. This may be difficult, however,
both because of internal politics and because the monitors need to know about breastfeeding
to do accurate appraisals.
This annex describes the BFHI reassessment tool that is presented in Section 5.3 of the BFHI
documents. It is usually only available to UNICEF officers, the national authorities
responsible for BFHI, and assessors who will be involved in reassessment. However, if
internal monitoring will be the sole strategy, the UNICEF officer or national authority may
decide to make the reassessment tool available for use in the monitoring process.

Annexes to Section 4.2


Annex 1. Infant Feeding Record and Report

Introduction
The Infant Feeding Record11 is a sample form which can be used by hospitals to keep a record of key
data related to infant feeding practices for mother-baby pairs delivering in their maternity services.
The record is meant to be updated daily. One line of the record is to be used for each baby. When
changes or problems occur, the record can be updated. For example, the baby may be fully rooming-in
the first day but be separated for more than an hour the second day for a procedure, and this change
would be recorded when it happens. Guidelines for filling in the Infant Feeding Record are provided
on the page following and an “Infant Feeding Report” is presented for displaying the data in summary
form.
The data can be used to monitor how well the hospital is doing on key BFHI “Steps” such as Step 4
(early initiation), Step 6 (no supplementation), Step 7 (rooming-in), and Step 9 (no teats or pacifiers
for breastfeeding babies). The columns labelled “Any problems” and Action taken” have been
included to provide a simple way for staff to note any infant feeding problems and to record what was
done to solve them. Thus the Record can serve both as a general data-gathering tool and a form for
recording problems and actions taken to assist individual mother/baby pairs. The form can be adapted
so it is most useful for a particular hospital, given what other monitoring mechanisms are already in
place. For example, if problems and actions taken are already recorded in each mother’s chart or notes,
the columns used for this might be adjusted to record help with positioning and attachment (Step 5)
and/or whether follow-up information is provided at discharge (Step 10).
11
This form is adapted from “I.A. Infant feeding record” in Section II: BFHI Monitoring Tool, of the WHO/Wellstart document, BFHI:
Monitoring and Reassessment: Tools to Sustain Progress, Geneva, World Health Organization, 1999 (WHO/NHD99.2).
http://www.who.int/nut/publications.htm

Infant Feeding Record

Name of health facility: ________________________
[Record information daily or when changes or problems occur and at discharge. Use additional pages if needed] Recorder: __________________________
Baby’s Date of Type of Skin-to-skin Breast- Supplements 2/ How baby fed Baby’s location Any problems Actions taken Date of
ID delivery delivery contact and feeding Replacement feeds 3 1 = Breast 1 = Rooming-in5 related to discharge
1 = vag offer of BF 1 = Yes What Why 4 2 = Bottle 2 = Nursery/obs. positioning or
2 = C-sec help1 2 = No 0 = None 3 = Cup Room attachment or
w/o gen 1 = meets 1 = Water 4 = Other 3 = Special care infant feeding
3 = C-sec criterion 2 = Formula (spec.) unit
w/ gen 2 = does not 3 = Home prep
4 = Other (list) 4 = Other (list)
meet criterion
[see below.]
1. Skin-to-skin contact and offer of breastfeeding help: Mother and baby together skin-to-skin from within 5 minutes of birth or recovery for at least an hour and mother shown how to tell
when baby ready for breastfeeding and offered help if needed (unless delay in contact is justified).
2. Supplements: Any liquids/foods besides breast milk.
3. Replacement feeds: Feeding infants who are receiving no breast milk with a diet that provides the nutrients they need until the age when they can be fully fed on family foods.
4. Why: 1. Premature baby, 2. Baby with severe hypoglycaemia, 3. Baby with inborn error of metabolism, 4. Baby with acute water loss (i.e., phototherapy for jaundice),
5. Severe maternal illness, 6. Mother on medication, 7.Mother HIV positive and replacements feeds are AFASS, 8. Mother’s fully informed choice, 9. Other (specify):
5. Definition of rooming-in: Mother and baby stay in the same room 24 hours a day and not separated unless for justified reason.

Guidelines for filling in the Infant Feeding Record

The correct filling in and analysis of results of the infant feeding record are very important because the
record allows easy and simple monitoring of infant feeding and practices that promote optimal
feeding. These guidelines should be used to collect data on infant feeding by staff specifically assigned
and trained for this task. One entry should be made for each baby born at the hospital. The record may
be needed to be updated, if there are any changes in the baby’s status or practices before the baby is
discharged.
Name of health facility: Write down the name of the health facility being monitored.
Recorder(s): Write down the name of person(s) assigned to fill in the form.
Baby’s ID: Register the chart number assigned to the baby in the service/ward.
Date of delivery: Register day, month and year the baby was born.
Delivery type: Insert (1) for vaginal delivery, (2) for caesarean section without general anaesthesia, or
(3) for caesarean section with general anaesthesia.
Skin-to-skin contact and offer of BF help: Record (1) if mother and baby were together skin-to-skin
from within 5 minutes of birth (or the mother’s recovery from a C-section with general anaesthesia)
for at least an hour and the mother shown how to tell when her baby is ready for breastfeeding and
offered help if needed, or there were justified reasons for delayed or interrupted contact, or (2) if this
criterion was not met.
Breastfeeding: Record a (1) if yes, (2) if no. If mother starts breastfeeding but then stops, make a note
of this in this column.
Supplements: Feeding breastfeeding infants other liquids or foods. This is divided into two columns
including:
What?: Record (1) if the baby received water, (2) if the supplement was formula, (3) home prepared
formula, and (4) if the baby received something else, specifying what was given.
Why?: Write (1) if the reason is a premature baby (gestational week/weight), (2) if the baby is
severely hypoglycaemic, (3) if the baby has an inborn error of metabolism, (4) if the baby has an
acute water loss (i.e., photo therapy for jaundice) which cannot be corrected by frequent
breastfeeding, (5) if there is severe maternal illness, (6) if the mother is on medication, (7) mother
is HIV positive and replacement feeds are acceptable, feasible, affordable, sustainable and safe
(AFASS), (8) mother has made fully informed choice, (9) other (specify).
Replacement feeds: Feeding infants who are receiving no breast milk with a diet that provides the
nutrients they need until the age when they can be fully fed on family foods. The possible replacement
feeds and reasons are the same as listed above under supplements.
How baby fed: Record a (1) if the baby has been breastfed, (2) if the baby received a bottle, (3) if the
baby has been fed with a cup, and (4) if the baby has been fed using something else, and specify what.
Baby’s location: Write (1) if the baby is rooming-in (mother and baby stay in the same room 24 hours
a day (day and night) and not separated unless for justified reason, (2) if the baby is in a nursery or
well baby observation area, (3) if the baby is in a special care unit, (4) other (specify the place).
Any problems related to positioning or attachment or infant feeding: Briefly specify the problem(s).
Actions taken: This refers to the how the problem(s) have been addressed and what the results were.
Please summarize in a few words.
Date of discharge: Record day, month and year when the baby is discharged from the hospital.

Name of health facility:______________________

Period of data collection: ________ to _________
Reporter: _________________________________
Date of report: _____/_____/____
(day/month/year)
Summary infant feeding report

Enter the data for the current monitoring period from the “Infant feeding record” and calculate the
percentages for the indicators below. If the “Infant feeding record” has not been used but the hospital
entered data from some other source, indicate the source.
Type of data Number Percentage

Total number of babies discharged in the period of data collection:
Type of delivery:
Vaginal _____%
Caesarean section without general anaesthesia _____%
Caesarean section with general anaesthesia _____%
Skin-to-skin contact starting within 5 minutes of birth (or ability to _____%
respond) for at least an hour, with offer of breastfeeding help
Type of feeding: (Totals should equal 100%)
Exclusive breastfeeding (no supplements) _____%
Mixed feeding (breastfeeding and supplements) _____%
Replacement feeding (no breastfeeding, other liquids or foods _____%
given)
How babies are fed:
Breast _____%
Bottle _____%
Cup _____%
Other (please list) _____%
Babies’ location
Rooming/bedding-in _____%
Nursery/observation room _____%
Special care unit _____%
Other _____%
Types of problems related to positioning, attachment and/or infant
feeding (please summarize):
Data sources:
_______________________________________________________________________________
_______________________________________________________________________________

Annex 2: Staff Training Record and Report

Introduction
This form can be used for keeping records of infant feeding-related training for clinical staff
members who take care of mothers and/or infants. A record should also be kept of training for non-
clinical staff. Since this training will probably not be as extensive, a simpler form can be devised for
recording this information, with its format depending on what type of training is given.
The Staff Training Record covers four types of training that may be important for facilities
participating in the Baby-friendly Hospital Initiative. These include training on:
- Breastfeeding promotion and support
- Supporting the non-breastfeeding mother
- Mother friendly care
- HIV and infant feeding
The new Global Criteria for BFHI requires training on breastfeeding promotion and support for all
staff members who care for mothers and babies. They also require training on how to provide support
for mothers who are not breastfeeding, with sufficient staff receiving this training to ensure that the
needs of these mothers are met. Labour and delivery staff (and those likely to rotate into positions in
these units) should receive training related to mother-friendly labour and birthing practices, and other
staff should be oriented to these issues. Training on HIV and infant feeding is optional, depending on
whether national authorities responsible for BFHI have decided to include this component in the
Initiative. The number and types of staff that should receive training on HIV will depend on what staff
is needed to meet the needs of HIV positive pregnant women and mothers. Training on HIV and infant
feeding may adequately cover how to provide support for the non-breastfeeding mother. If so, the
facility may wish to combine the categories related to these two topics.
Two pages are provided for keeping a record on the training individual staff members have received
on the four topics listed earlier. The ID and/or name of each staff member can be listed in the first
column on the first page. The same ID and/or name would be transferred to the first column of the
second page and the record continued for listing information on training on mother-friendly care and
HIV and infant feeding. A page entitled Types and Content of Training related to Infant Feeding
has been included to allow staff keeping training records to list the courses, sessions and training
activities that are provided for facility staff, along with the content covered by each of them. If staff
members listed in the Staff Training Record receive the types of training listed, the ID number for the
course or other activity can simply be listed in the column asking for Course/Content, thus saving the
need to list content covered repeatedly.
Finally, a Summary Clinical Staff Training Report provides a format that can be used by the facility
to present statistics regarding the numbers and percentages of clinical staff that have received various
types of training. While all staff caring for mothers and babies should receive training on breastfeeding
promotion and support, the types and percentages of staff that should receive training on the other
topics, as mentioned earlier, will depend on the facilities’ needs.

Name of health facility: ______________________________

Name of data collector: ______________________________
Staff Training Record
Training on support for non-BF mother
Date Training on breastfeeding (BF)
ID/ Position/ (may be same as HIV and infant feeding
started Place of promotion and support
Name Profession training)
working assignment Total Hours
Total
Dates Course/Content1 hours clinical
Dates Session/Content 1 hours
1. List courses, training sessions, and types of on-the-job and clinical training or supervision and their content by number in the table on “Types and Content of Training”
and use the numbers as “keys” in the columns for “Content/course” for each type of training.

Name of health facility: ______________________________
Staff Training Record (page 2)

ID/Name Training on mother-friendly care practices Training on HIV and infant feeding (optional)
(List same as page 1) Dates Session/Content 1 Total hours Dates Session/Content 1 Total hours
1. List courses, training sessions, and types of on-the-job and clinical training or supervision and their content by number in the table on “Types and Content of
Training” and use the numbers as “keys” in the columns for “Content/course” for each type of training.

Guidelines for filling in the Clinical Staff Training Record

Instructions for completing this form are as follows:
Name: List the names of all clinical staff in the health facility that care for mothers and/or infants
(even those that may not have received any training).
Date started working: List the date (dd/mm/yyyy) that the staff member started working in the
facility in a position in which he/she had responsibility for caring for (or making decisions concerning)
mothers and/or infants.
Position: List title of position and also profession, if this is not evident from the title. Types of clinical
professions that should be included in this list include paediatricians, obstetricians, other physicians
(list type), nurses, midwives, nutritionists, dieticians, medical and nursing interns and students (if
involved in patient care), care attendants, etc. (the list will vary depending on the country and type of
health system).
Place of assignment: List place of primary assignment - for example, antenatal in-patient unit,
antenatal clinic, labour and delivery unit, postpartum unit or ward, etc.
Training information: For each type of training (breastfeeding promotion and support, support for
the non-breastfeeding mother, mother-friendly care, and HIV and infant feeding), list the dates any
training took place, the content/course, and total hours. For training on breastfeeding promotion and
support, both the total hours and the time included in those hours that was devoted to supervised
clinical experience should be listed. There may be more than one training listed for each staff member.
If no training has been received on particular subjects, leave those sections blank.
Content/Course: Training can include formal courses, individual sessions, and on-the-job training or
supervised experience. All of these types of training should be listed. In order to simplify the
completion of the Training Record, please list the names of courses or sessions that have been given to
several staff and their content in the table on “Types and Content of Training…” on the following
page, and use the numbers as “keys” to insert in the columns on “Course/Content” in the Training
Record.

Types and Content of Training related to Infant Feeding

Note: If the facility uses full content of standard WHO/UNICEF courses, it is only necessary to list the
course name.
ID for Course, session or training Content (topics covered)
training activity name
Training on breastfeeding promotion and support:
Training on support for non- breastfeeding mothers:
Training on mother-friendly care practices:
Training on HIV and infant feeding:
UNICEF/WHO BFHI Section 4: Hospital Self-Appraisal and Monitoring

2009
Name of health care facility: ______________________
Summary Clinical Staff Training Report

Type of data Number Percentage
Number of clinical staff that care for mothers and infants _____
Training on breastfeeding (BF) promotion and support
Number of clinical staff that have received at least 20 hours of _____

training on BF promotion and support
Number of staff that have receive at least 3 hours of supervised _____

clinical training, as part of the above training
Percentage of clinical staff fully trained on BF support and promotion _____%
Training on support for the non-breastfeeding (non-

BF) mother
Number of clinical staff that have received training covering required _____
content on support for the non-BF mother
Percentage of clinical staff fully trained to provide this support _____%
Training on mother-friendly care
Number of clinical staff that have received training covering essential _____
content related to mother-friendly care
Percentage of clinical staff fully trained to provide mother-friendly _____%

care and support
Training on HIV and infant feeding
Number of clinical staff that have received training covering essential _____
content on HIV and infant feeding
Percentage of clinical staff fully trained to provide support regarding _____%


Annex 3. BFHI monitoring tool

Introduction
Annex 3 provides a format for a simple set of record and material reviews and a questionnaire that can
be used with mothers at discharge. It also includes a “Summary of Results” grid that can be used to
tally results for all Ten Steps and other components of the BFHI being implemented by facilities. In
addition a follow-up questionnaire is provided to use to collect information on how the babies are
being fed several months after returning home.
The reviews focus on:
1) Gathering essential data to determine whether the hospital infant feeding policy is currently in
place and being followed and whether it provides needed guidance related to the Ten Steps,
adherence to the Code of Marketing of Breast-milk Substitutes, mother-friendly care, and HIV
and infant feeding.
2) A review of training materials and records to assure that an on-going, effective system is in
place for training new staff and providing periodic refresher courses for those still on the job.
3) An examination of receipted invoices and other records related to the purchase of breast-milk
substitutes and related supplies to assure that procedures are in compliance with the Code.
These reviews provide a simple mechanism for insuring that the health facility is adhering to Step 1
(policy), Step 2 (training) and the Code.
The use of a questionnaire with mothers just prior to discharge can be a cost-effective strategy for on-
going monitoring of whether a hospital is adhering to the remaining Steps and the components related
to support for non-breastfeeding babies, mother-friendly care and HIV and infant feeding.
Mothers can be requested to fill out written questionnaires at the time of discharge if mothers are well
enough schooled to complete them. The materials in this Annex include a description of how the
survey can be conducted, a letter to the mothers requesting their participation, and the instrument
itself, as well as a system for tallying and presenting the results. It asks mothers, for the most part, to
“tick” the answers that apply, and thus is easy to complete and analyse.
If literacy is a challenge, the questionnaire can be used as an interview form, with mothers asked the
questions orally at the time of discharge. If interviews are conducted, care should be taken, if at all
possible, to select interviewers not associated with the mothers’ care or the maternity services, so
respondents don’t feel pressured to provide a favourable assessment of the care they have received.
Since both completing the questionnaires or interviews and analyzing the results takes some time, both
for the mothers and the staff involved in the process, it may be useful to consider asking only a certain
number or percentage of the mothers to complete the forms, ideally selecting them on a random basis.
Another approach would be to collect the information only for a specific time period (such as a two-
week or month long period each year). The results can be easily tallied, using the summary sheets
provided, which are similar to those used in the assessment tool. It is important to insure that the data
is analyzed and reviewed in a timely manner, with results used to guide plans for any improvements
needed.
The follow-up questionnaire can be sent to mothers after they have returned home, to determine what
type of feeding practices they are currently using and whether they have received any help needed for
feeding problems. This short questionnaire uses the “24 hour recall” type questions recommended by
WHO and UNICEF. It is recommended that the questionnaires be sent when the babies are at a
specific age, such as 3 or 4 months, so the data can be compared across monitoring periods to ascertain
trends (the babies should be less than 5 months, so they would be at an age when many would be
expected to still be exclusively breastfeeding). Since the return rate for mailed questionnaires is often
low and, in some settings, mailing may not be a viable option, the monitoring team might consider
contacting mothers by phone (if widely accessible). If a large percentage of mothers return to the
facility when their infants reach a specific age for well-baby check-ups or routine care (such as
vaccinations), or home visits are scheduled for babies of a similar age (less than five months), this
could offer a good opportunity for conducting short interviews, using the questionnaire. It might be

2009
possible for surveyors to visit mothers in their homes specifically to conduct the interviews, but this
option could be quite expensive, unless done by volunteers or as a student project.
The results from this follow-up survey can provide useful feedback for the facility on what percentage
of the mothers surveyed follow the WHO recommendation to breastfeed exclusively for six months
and whether mothers are receiving the support they feel they need. If surveys are done periodically,
always measuring the feeding practices of mothers with babies of the same age, the hospital can
monitor trends over time. It would be useful to determine if mothers’ feeding practices improve if the
facility improves its implementation of the Ten Steps and thus its breastfeeding support. If exclusive
breastfeeding rates remain low the hospital should explore whether it can do more on Step 10, such as
fostering mother support groups and/or providing other facility and community services to assist
mothers with breastfeeding their infants after they return home.

Review of selected records and materials

Step 1: Policy Review
1.1 A review of the breastfeeding or infant feeding policy indicates that it

covers the following topics adequately:
The Ten Steps to Successful Breastfeeding (not only listing the
Steps but also giving appropriate policy guidance)
Covers all
The International Code of Marketing of Breast-milk Substitutes topics
and regulations the facility and staff need to follow to comply adequately: 1.1
A requirement that HIV-positive mothers receive counselling, Yes No
including information about the advantages and disadvantages of
various infant feeding options and specific guidance in selecting
the options likely to be suitable for their situations, supporting
them in their choices
1.2 Observations indicate that the policy is displayed in all appropriate Yes No 1.2
areas of the facility in appropriate languages:
1.3 Discussions with managers and staff indicate that staff is aware of the Yes No 1.3
policy and it is being appropriately implemented:
Step 2: Review of training materials and records
2.1 A review of the training curriculum, course outlines and attendance

sheets indicates that:
At least 80% of the clinical staff members responsible for the care
Complies with
of pregnant women, mothers and infants have been given training
both criteria: 2.1
of at least 20 hours in length
Yes No
The training includes at least 3 hours of supervised clinical
experience
2.2 The training curriculum or course outlines cover the following topics
adequately:
The Ten Steps to Successful Breastfeeding Covers all
Compliance with the Code topics
adequately: 2.2
Support for the non-breastfeeding mother
Yes No
2.3 Appropriate refresher training is provided for staff at least every two Yes No 2.3
years.
Code compliance: Review of records related to purchase of breast-milk substitutes
C.1 Records and receipts indicate that any breast-milk substitutes, including Yes No
special formulas and other feeding supplies used, are purchased by the
None
health care facility for the wholesale price or more used C.1
– Sources and dates of records and receipts reviewed:

______________________________________________________
______________________________________________________
_____________________________________________

2009
Questionnaire or interview for mothers at discharge

Introduction
The questionnaire12 that follows is an example of a form that can be used to gather feedback from
mothers concerning their experiences with both antenatal services and in the maternity ward, after
delivery.
Use of this questionnaire can be considered either for entire countries or for specific maternity
facilities. It is a very useful tool for on-going monitoring. Mothers can be asked to fill out the
questionnaires before they leave the hospital, placing them in envelopes and sealing them, so their
responses will be confidential. The questionnaires can be distributed during one specific period (for
example, during two weeks or a month, depending the census), or given to a certain number of
mothers to complete each month, selecting them on a random basis. The “Summary of Results” table
has space for recording the data from 30 respondents. This would be the minimum number
recommended. If it is feasible to do more, additional sheets can be used..
The questionnaire, if it can be filled out by the mothers themselves, is quite cost-effective because it
does not involve staff time in interviewing mothers. If the mothers can read, it should easy for them to
complete, as it involves “ticking” responses rather than writing them out. It would not be appropriate,
of course, in situations were many women have a low level of literacy. In situations where literacy is
poor, the questionnaire can be used as an interview schedule, with the questions posed orally. If this
approach is used, care should be taken, if at all feasible, to ensure that interviewers have not provided
care for the women being surveyed and are not associated with the maternity services in a way that
might influence mothers’ responses.
There are questions related to each of Steps 3 -10 and to compliance with the International Code of
Marketing of Breast-milk Substitutes, mother-friendly birthing practices, and support for non-
breastfeeding mothers, with optional questions on HIV and infant feeding. Since the questionnaire is
for mothers, it does not cover the policy (Step 1) or staff training (Step 2), These Steps are assessed by
the brief “Review of Selected Records and Materials” presented earlier.
Two questionnaires are provided, one for breastfeeding mothers and one for non-breastfeeding
mothers, with the mothers asked to choose whichever is appropriate. This eliminates the confusion of
too many “skip patterns”, as breastfeeding mothers would need to be asked to skip questions for those
who are not breastfeeding and visa versa. If feasible, the staff distributing the questionnaires or
conducting the interviews can ask the mother if she is breastfeeding at all and then give her or use the
appropriate questionnaire.
There are two items related to HIV and infant feeding in Question 3. If the BFHI program does not
cover this component, these two items can be deleted along with the Summary for “HIV and infant
feeding”.
If the results are to be analysed at the hospital, the last page (with the name and address of the mother)
can be kept separate so it is seen only by the staff who will do later follow-up. The staff or researchers
helping with the process can tally the results for each Step and component, using the “Summary of
Results” table. The bracketed numbers in the far right column of the questionnaire indicate where the
responses should be recorded. Some of the questions are for both breastfeeding and non-breastfeeding
mothers and thus appear in both questionnaires. Other questions are specific for either one or the other.
If a particular question is not posed for a specific respondent (for example, if she is NBF and the
question is only for BF mothers), the monitors should record her response as “O” (NBF). Any
response records as “O” either because the mother didn’t answer or it wasn’t an appropriate question
for her, should not be included in the tally.
If desired, a follow-up survey can be planned, contacting the mothers several months later, to
determine how they are currently feeding their babies (using the “24 hour recall”) and whether they
needed and were given any infant feeding support. A sample questionnaire that can be used for this
purpose is included after the discharge questionnaire (see the final paragraph of the introductory
section of the monitoring tool, earlier, for more discussion concerning the purpose of the follow-up
survey, how to administer it, and how results can be used).
12
This questionnaire is based on a questionnaire developed and used by the BFHI in Norway. It has been adapted substantially to reflect the
new BFHI Global Criteria, using questions similar to those in the revised assessment tool.

Dear mother,
We would be very grateful if you could find the time to answer these questions about the counselling
and support for feeding your baby that you have received at the hospital after the birth of your child.
(Our country or our hospital) has been implementing the Baby-friendly Hospital Initiative (BFHI) in
the past few years so that our mothers could receive improved help in feeding their babies. All staff
members have been offered training to enable them to give consistent and correct information about
how to best feed your baby.
It is important to see how the counselling is working and if mothers are getting the help that they need.
We would appreciate it if you could fill out this questionnaire, so we can find out what is working well
and what needs to get better. Please select either the questionnaire for “breastfeeding mothers” or for
“non-breastfeeding mothers”, depending on how you are feeding your baby.
The questionnaire is very easy to fill out, as it only involves ticking on various choices. Please feel
free to add your own comments. Answering the questionnaire is of course completely voluntary. All
forms will be kept confidential. The maternity staff at the hospital will not know what your answers
have been.
After you have completed the questionnaire, put your form in the envelope provided, seal it and hand
it in at the nurses’ station (or the box provided). The unopened envelopes will be sent to the
monitoring team. Later on our hospital will be told how it is doing, but in such a way that individual
mothers cannot be identified.
We would nonetheless ask you to list your name on a separate page at the end of the questionnaire that will
be kept confidential. The reason for this is that after several months our team would like to contact a
number of the mothers who answered the questions and find out how they got on with feeding their
babies. The last page of the form asks if you would agree to be contacted.
If you should forget to hand in your form or accidentally take it home with you, please send it to:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Thank you for your cooperation. We wish you best of luck to you and your child!
Regards,
(Team leader)

2009
Questionnaire for Breastfeeding Mother (# ___)

Hospital: _________________________________
Date questionnaire completed: ________________
Questions about experiences during pregnancy
1. How many antenatal visits did you make to this health facility for care before you gave
birth? _____ visits None (if none, go to question 4.)
2. During these visits did the staff discuss any of the following issues related to your labour [MF.1]
and birth: (tick if yes.)
That you could have companions of your choice with you during labour and birth
Alternatives for dealing with pain during labour and what is better for mothers and
babies
3. During these visits did the staff give you any information on the following topics:
(tick if yes.)
The importance of spending time skin-to-skin with your baby immediately after birth? [3.1]
The importance of having your baby with you in your room or bed 24 hours a day?
The risks of giving water, formula or other supplements to your baby in the first six
months if you are breastfeeding?
Whether a woman who is HIV-positive can pass the HIV infection to her baby? HIV.1
Why testing and counselling for HIV is important for pregnant women? HIV.2
Questions about the birth and the maternity period
4. Were you encouraged to walk and move about during labour? [MF.2]
Yes No [if “No”] Why not: _________________________________________

________________________________________________________________________
5. When was your child born? Date: _________ Approximate time: _________ [Gen.1]
What was your baby’s weight at birth:______ grams or ______ lbs
6. What type of delivery did you have: [Gen.2]

Normal (vaginal)
Caesarean section without general anaesthesia
Caesarean section with general anaesthesia
Other: (describe): _____________________________________________________
7. How are you feeding your baby? [Gen.3]

Breastfeeding exclusively
Both breastfeeding and feeding breast-milk substitutes
Feeding my baby breast-milk substitutes (not breastfeeding at all)
Other: (please describe): ________________________________________________
Note: If you are breastfeeding or both breastfeeding and feeding breast-milk substitutes,
please continue with this questionnaire. If you are not breastfeeding at all, please fill out
the other questionnaire for “Non-Breastfeeding Mother”.
8. How long after birth did you first hold your baby? [4.1]
Immediately Within five minutes Within half an hour Within an hour
As soon as I was able to respond (after C-section with general anaesthesia)
Other: (how long after birth?) ______ Can’t remember Have not held yet
[if you haven’t held your baby yet, go to Q13.]

9. How did you hold your baby, this first time? [4.2]
Skin-to-skin Wrapped without much skin contact
10. If it took more than five minutes after birth for you to hold your baby, what was the [4.3]
reason? ( There was not any delay.)
My baby needed help/observation
I had been given anaesthesia and wasn’t yet awake
I didn’t want to hold my baby or didn’t have the energy
I wasn’t given my baby this soon but do not know why
Other: ______________________________________________________________
11. For about how long did you hold your baby this first time? [4.4]
Less than 30 minutes 30 minutes to less than an hour
An hour or more Longer: ___ hours Can’t remember
12. During this first time your baby was with you did anyone on the staff encourage you to [4.5]
look for signs your baby was ready to feed and offer you help with breastfeeding?
Yes No
13. Did the staff offer you any help with breastfeeding since that first time? Yes No [5.1]
[if yes:] How long after birth was this help offered?
Within 6 hours of when your baby was born
More than 6 hours after the birth of your baby
14. Did the staff give you any help with positioning and attaching your baby for [5.2]
breastfeeding before discharge?
Yes No The staff offered help, but I didn’t need it.
15. a. Did the staff show you or give you information on how you could express your milk by [5.3]
hand? Yes No
b. Have you tried expressing your milk yourself? Yes No [5.4]
If yes, were you able to express your milk? Yes Partly No
16. Where was your baby while you were in the maternity services after giving birth? [7.1]
My baby was always with me both day and night
There were times my baby was not with me
If your baby was away at all, please describe where, why and for how long:
____________________________________________________________________
____________________________________________________________________
[Note: If your baby was cared for away from you during all or part of the night,
please mention that in your description above]
17. What advice have you been given about how often to feed your baby? [8.1]
No advice given
Every time my baby seems hungry (as often as he/she wants)
Every hour
Every 1-2 hours
Every 2-3 hours
Other (please tell us): __________________________________________________
18. What advice have you been given about how long your baby should suckle? [8.2]
No advice given
For a limited time If so, for how long? __________
For as long as my baby wants to
Other (please tell us): __________________________________________________

19. Has your baby been given anything other than breast milk since it was born? [6.1]
Yes No Don’t know [if “No” or “Don’t know”, go to Question 22]
If yes, what was given? [tick all that apply]
Infant formula
Water or sugar water
Other fluids (please tell us what):__________________________________________
Don’t know
20. If yes, why was your baby given the supplement(s)? [tick all that apply] [6.1
I requested it.
My doctor or other staff recommended the supplements, but didn’t say why.
My doctor or other staff recommended the supplements because (please say why):
____________________________________________________________________
Other (please tell us why):_______________________________________________
Don’t know
No supplements were given
21. If supplement(s) were given, were they fed by: Bottle with teat or nipple? Cup? [9.1]
Spoon? Other:____________________
Don’t know
22. Has your baby sucked on a pacifier (dummy or soother), as far as you know, while [9.2]
you’ve been in the maternity unit? Yes No
Don’t know
23. Have you been given any leaflets or supplies that promote breast-milk substitutes? [Code.2]
Yes No
What, if any, of the following have you received:
Leaflet from formula company promoting formula feeding or related supplies?
A gift or samples to take home, including formula, bottles, or other related supplies?
Other (please tell us what):_______________________________________________
24. Have you been given any suggestions by the staff about how or where to get help, if you [10.1]
have problems with feeding your baby after you return home?
Yes No
25. [If “Yes”:] What suggestions have you been given? [tick all that apply] [10.2]
– Get help from the hospital
Get help from a health professional
– Call a helpline
– Get help from a mother support group or a peer/lay counsellor
Get help from another community service
Thank you so much for answering all these questions!

If there is anything you want to know after filling in this form you can talk to one of the health care
staff members about it before you go home. By answering this questionnaire you are contributing to
making our maternity services better.

Questionnaire for Non-Breastfeeding Mother (#___)
Hospital: ______________________________
Date questionnaire completed: _____________
Questions about experiences during pregnancy
1. How many antenatal visits did you make to this health facility for care before you gave
birth? ___________ visits None [if none, go to question 4]
2. During these visits did the staff discuss any of the following issues related to your labour [MF.1]
and birth: (tick if yes)
That you could have companions of your choice with you during labour and birth
Alternatives for dealing with pain during labour and what is better for mothers and
babies
3. During these visits did the staff give you any information on the following topics:
[tick if yes]
The importance of spending time skin-to-skin with your baby immediately after birth? [3.1]
The importance of having your baby with you in your room or bed 24 hours a day?
The fact that a woman who is HIV-positive can pass the HIV infection to her baby? [HIV.1]
Why testing and counselling for HIV is important for pregnant women? [HIV.2]
Questions about the birth and the maternity period
4. Were you encouraged to walk and move about during labour? [MF.2]
Yes No [if “No”] Why not: __________________________________________

________________________________________________________________________
5. When was your child born? Date: _________ Approximate time: _________ [Gen.1]
What was your baby’s weight at birth:_____ grams or _____ lbs.
6. What type of delivery did you have: [Gen.2]

Normal (vaginal)
Caesarean section without general anaesthesia
Caesarean section with general anaesthesia
Other: (describe): ___________________
7. How are you feeding your baby? [Gen.3]

Feeding my baby breast-milk substitutes (not breastfeeding at all)
Both breastfeeding and feeding breast-milk substitutes
Breastfeeding exclusively
Other: (please describe): ________________________________________________
Note: If you are only feeding your baby breast-milk substitutes (not breastfeeding at all),
please continue with this questionnaire. If you are breastfeeding at all, please fill out the
other questionnaire, for “Breastfeeding Mother”.
8. How long after birth were you able to hold your baby? [4.1]
Immediately Within five minutes Within half an hour Within an hour
As soon as I was able to respond (after C-section with general anaesthesia)
Other: (how long after birth?) ______ Can’t remember Have not held yet

9. How did you hold your baby, this first time? [4.2]
Skin-to-skin Wrapped without much skin contact
10. If it took more than a few minutes before you held your baby after birth, what was the [4.3]
reason? ( There was not any delay.)
My baby needed help/observation
I had been given anaesthesia and wasn’t yet awake
I didn’t want to hold my baby or didn’t have the energy
I wasn’t given my baby this soon, but do not know why
Other: ________________________________________________________________
11. For about how long did you hold your baby this first time? [4.4]
Less than 30 minutes 30 minutes to less than an hour
An hour or more Longer: ___ hours Can’t remember
12. During this first time your baby was with you did anyone on the staff offer you help with [4.5]
breastfeeding, just in case you wanted to try?
Yes No
Staff didn’t ask, as they knew I was not planning to breastfeed
13. Where was your baby while you were in the maternity services after giving birth? [7.1]
My baby was always with me both day and night
There were times my baby was not with me
If your baby was away at all, please describe where, why and for how long:
____________________________________________________________________
____________________________________________________________________
[Note: If your baby was cared for during all or part of the night away from you, please
include that in your description above]
14. What has your baby been fed since it was born? [tick all that apply] [6.1]
Infant formula
Water or sugar water
Other fluids (please tell us what):__________________________________________
Don’t know
15. What is the reason your baby is being fed infant formula, rather than being breastfed? [6.1]
It was my choice of how I wanted to feed my baby
My doctor or other staff recommended I give infant formula but didn’t say why
My doctor or other staff recommended I give my baby infant formula
because (please describe why): ___________________________________________
Other reason (please tell us why):__________________________________________
16. Did anyone offer to show you how to prepare and give your baby’s feeds while you have [5.5]
been at the hospital after delivery?
Yes No
If yes, what type of advice were you given? [tick all that apply]
How to correctly make up my baby’s feeds
How to give the feeds
Practice in making up my baby’s feeds
How to mix and give feeds safely at home
Other advice: __________________________________________________________

17. Have you been given any leaflets or supplies that promote breast-milk-substitutes? [Code.2]
Yes No
What, if any, of the following have you received [tick all that apply]
Leaflet from formula company promoting formula feeding or related supplies
A gift or samples to take home, including formula, bottles, or other related supplies
18. Have you been given any suggestions by the staff about how or where to get help, if you [10.1]
have problems with feeding your baby after you return home?
Yes No
19. [If “Yes”] What suggestions have you been given? [tick all that apply] [10.2]
– Get help from the hospital
Get help from a health professional
– Call a helpline
– Get help from a mother support group or a peer/lay counsellor
Get help from another community service
Other (please tell us what): ______________________________________________
Thank you so much for answering all these questions!

If there is anything you want to know after filling in this form you can talk to one of the health care
staff members about it before you go home. By answering this questionnaire you are contributing to
making our maternity services better.

Separate page (to be kept confidential):
We would be very grateful if you would write your name and address below. There is a great need for
more knowledge about how routines and breastfeeding advice in the maternity period affect
breastfeeding later on. We are therefore planning to contact a number of mothers after a few months to
ask how you got on with breastfeeding. If you feel it is all right for us to contact you, please fill out the
rest of this form:
Your name: _________________________________________________________________________

Address: ___________________________________________________________________________
___________________________________________________________________________________
Phone number: ______________________________
Date of your baby’s birth: _____________________.
Thank you again!

BFHI Monitoring: Summary of Results
Health facility name and address: _________________________________________________________________________________________________

Dates of monitoring period: ____________________________________________________________________________________________________
Monitoring team members: ____________________________________________________________________________________________________
Step 1: Have a written breastfeeding policy that is routinely communicated to all health care staff.
1.1 A review of the breastfeeding or infant feeding policy indicates that it covers the following topics adequately:
The Ten Steps to Successful Breastfeeding (not only listing the Steps but also giving appropriate policy guidance) Covers all
The Code of Marketing of Breast-milk Substitutes and regulations the facility and staff need to follow to comply topics
adequately: 1.1
A requirement that HIV-positive mothers receive counselling, including information about the advantages and
disadvantages of various infant feeding options and specific guidance in selecting the options likely to be suitable for Yes No
their situations, supporting them in their choices
1.2 Observations indicate that the policy is displayed in all appropriate areas of the facility in appropriate languages: Yes No 1.2
1.3 Discussions with managers and staff indicate that staff is aware of the policy and it is being appropriately implemented: Yes No 1.3
Step 2: Train all health care staff in skills necessary to implement this policy.
2.1 A review of the training curriculum, course outlines and attendance sheets indicates that:
Complies with
At least 80% of the clinical staff members responsible for the care of pregnant women, mothers and infants have been
both 3 criteria: 2.1
given training of at least 20 hours in length, and
Yes No
The training includes at least 3 hours of supervised clinical experience.
2.2 The training curriculum or course outlines cover the following topics adequately: Covers all
The Ten Steps to Successful Breastfeeding Mother-friendly care topics
adequately: 2.2
The Code of Marketing of Breast-milk Substitutes HIV and infant feeding (optional)
Support for the non-breastfeeding mother Yes No
2.3 Appropriate refresher training is provided for staff at least every two years: Yes No 2.3

General information on mothers responding to the discharge questionnaire

G.1 The following mothers report that their babies weighed at least 1500 grams (or 3 lbs. 5 oz.) at birth:
[Y = yes, N = no, 0 = didn’t answer] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q5
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
G.2 The following mothers report that they gave birth vaginally, by Caesarean section without general anaesthesia, or by
Caesarean section with general anaesthesia: V: ___ out of
___ : ___%
[V = vaginal, C-WGA = C-section without general anaesthesia, C-GA = C-section with general anaesthesia, 0 = didn’t
answer] C-WGA: ___ out
of ___: ___% Q6
_____1 _____2 _____3 _____4 _____5 _____6 _____7 _____8 _____9 _____10
C-GA: ___ out
_____11 _____12 _____13 _____14 _____15 _____16 _____17 _____18 _____19 _____20
of ___: ___%
_____21 _____22 _____23 _____24 _____25 _____26 _____27 _____28 _____29 _____30
G.3 The following mothers report that they are breastfeeding exclusively, both breastfeeding and feeding breast-milk BF: ___ out of
substitutes (mixed feeding) or feeding breast-milk substitutes and not breastfeeding at all: ___ : ___%
[BF = breastfeeding exclusively, MF = mixed feeding, NBF = not breastfeeding, 0 = didn’t answer] MF: ___ out of
_____1 _____2 _____3 _____4 _____5 _____6 _____7 _____8 _____9 _____10 ___: ___% Q7
_____11 _____12 _____13 _____14 _____15 _____16 _____17 _____18 _____19 _____20 NBF: ___ out
_____21 _____22 _____23 _____24 _____25 _____26 _____27 _____28 _____29 _____30 of ___: ___%
Step 3: Inform all pregnant women about the benefits and management of breastfeeding.
3.1 The following mothers report that a staff member gave them information during their antenatal visits on at least two out
of the following three key topics – the importance of immediate skin-to-skin contact, 24-hour rooming-in, and the risks of
giving water, formula or other supplements in the first 6 months if breastfeeding: Total: ___ out
[Y = yes, N = no, 0 = didn’t answer or didn’t receive antenatal care] of ___: Q3
1 2 3 4 5 6 7 8 9 10 ___%
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

Step 4: Help mother initiate breastfeeding within a half-hour of birth. This Step is now interpreted as:
Place babies in skin-to-skin contact with their mothers immediately following birth for at least an hour. Encourage mothers to
recognize when their babies are ready to breastfeed and offer help if needed.
4.1 The following mothers report that they were able to hold their babies immediately or within five minutes of birth or as
soon as they were able to respond (in the case of Caesarean sections with general anaesthesia):
1 2 3 4 5 6 7 8 9 10 of ___: Q8
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
4.2 The following mothers report that they held their babies “skin-to-skin” that first time:
1 2 3 4 5 6 7 8 9 10 of ___: Q9
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
4.3 The following mothers report that there was no delay in holding their babies this first time or, if there was, it was for a
justified medical reason (child needed help/observation, mother recovering from anaesthesia, or other valid reason):
1 2 3 4 5 6 7 8 9 10 of ___: Q10
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
4.4 The following mothers report that they held their babies for an hour or more: [Y = yes, N = no, 0 = didn’t answer]
1 2 3 4 5 6 7 8 9 10 Total: ___ out
of ___: Q11
11 12 13 14 15 16 17 18 19 20
___%
21 22 23 24 25 26 27 28 29 30
4.5 The following mothers report that during the first time their babies were with them the staff encouraged them to look for
signs that their babies were ready to feed and offered help with breastfeeding: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q12
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30

Step 5: Show mothers how to breastfeed, and how to maintain lactation even if they should be separated
from their infants
5.1 The following breastfeeding mothers report that the staff helped them with breastfeeding again within 6 hours of
delivery: [Y = yes, N = no, 0 = didn’t answer or was NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q13
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
5.2 The following breastfeeding mothers report that the staff gave them help with positioning and attachment before
discharge: [Y = yes, N = no, 0 = didn’t answer or was NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q14
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
5.3 The following breastfeeding mothers report that the staff showed or gave them information on how to express milk by
hand: [Y = yes, N = no, 0 = didn’t answer or was NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q15a
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
5.4 The following breastfeeding mothers report that they had tried expressing milk themselves and were at least partially
successful: [Y = yes, N = no, 0 = didn’t answer or was NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q15b
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
5.5 The following non-breastfeeding mothers report that someone had offered to how them how to prepare and give their
baby’s feeds and that they were given at least two types of useful advice: [Y = yes, N = no, 0 = didn’t answer or was BF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q16
(NBF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30

Step 6: Give newborn infants no food or drink other than breast milk, unless medically indicated.
6.1 The following mothers report that their babies had been given nothing other than breast milk since they were born or, if Q19 &
so, it was for a medically justified reason: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out 20 (BF)
1 2 3 4 5 6 7 8 9 10 of ___: & Q14
11 12 13 14 15 16 17 18 19 20 ___% & 15
(NBF)
21 22 23 24 25 26 27 28 29 30
Step 7: Practice rooming-in – allow mothers and infants to remain together – 24 hours a day
7.1 The following mothers report that their babies were always with them both day and night or, if not, it was for a justified Q16
reason: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out (BF)
1 2 3 4 5 6 7 8 9 10 of ___: and
11 12 13 14 15 16 17 18 19 20 ___% Q13
21 22 23 24 25 26 27 28 29 30 (NBF)
Step 8: Encourage breastfeeding on demand

8.1 The following breastfeeding mothers report that they had been told to feed their babies whenever they seemed hungry:
[Y = yes, N = no, 0 = didn’t answer or NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q17
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
8.2 The following breastfeeding mothers report that they had been told that their babies should suckle for as long as they
wanted to: [Y = yes, N = no, 0 = didn’t answer or NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q18
11 12 13 14 15 16 17 18 19 20 (BF)
___%
21 22 23 24 25 26 27 28 29 30
Step 9: Give no artificial teats or pacifiers (also called dummies or soothers) to breastfeeding infants.
9.1 The following breastfeeding mothers report that their babies were not fed any fluids in bottles with teats, as far as they
knew: [Y = yes (not fed with bottles and teats), N = no, 0 = didn’t answer or NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q21
11 12 13 14 15 16 17 18 19 20 (BF)
___%
21 22 23 24 25 26 27 28 29 30

9.2 The following breastfeeding mothers report that their babies had not sucked on a pacifier, as far as they knew:
[Y = yes (had not sucked on a pacifiers, N = no, 0 = didn’t answer or NBF] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q22
(BF)
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
Step 10: Foster the establishment of breastfeeding support groups and refer mothers to them on discharge from the hospital or
clinic.
10.1 The following mothers report that they had been given suggestions about where to get help, if they had problems with Q24
feeding their babies after returning home: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out (BF)
1 2 3 4 5 6 7 8 9 10 of ___: and
11 12 13 14 15 16 17 18 19 20 ___% Q18
21 22 23 24 25 26 27 28 29 30 (NBF)
10.2 The following mothers are able to describe at least one useful appropriate suggestion for getting help with feeding Q25
problems on return home that they have been given by the staff: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out (BF)
1 2 3 4 5 6 7 8 9 10 of ___: and
11 12 13 14 15 16 17 18 19 20 ___% Q19
21 22 23 24 25 26 27 28 29 30 (NBF)
Code compliance
C.1 A review of records and receipts indicates that any breast-milk substitutes, including special formulas and other feeding Complies with
supplies, are purchased by the health care facility for the wholesale price or more: Code: C.1
Yes No No BMS used Yes No
C.2 The following mothers report that they have never received leaflets from formula companies promoting formula feeding
or gifts or samples that include formula, bottles or other related supplies: Q23
[Y = yes (never received), N = no, 0 = didn’t answer] Total: ___ out (BF)
of ___: and
1 2 3 4 5 6 7 8 9 10
___% Q17
11 12 13 14 15 16 17 18 19 20 (NBF)
21 22 23 24 25 26 27 28 29 30

MF.1 The following mothers report that during their antenatal visits staff told them that they could have companions during
labour and birth and what alternatives there were for dealing with pain and what was better for mothers and babies:
of ___: Q2
1 2 3 4 5 6 7 8 9 10
___%
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
MF.2 The following mothers report that they were encouraged to walk and move about during labour or that, if not, there was a
medical reason: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q4
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
HIV and infant feeding [option3wal, to include if covered by the Initiative]
HIV.1 The following mothers report that during their antenatal visits the staff gave them information on the fact that a woman
who is HIV positive can pass the HIV infection to her baby: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q3
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
HIV.2 The following mothers report that during their antenatal visits the staff gave them information on why testing and
counselling for HIV is important for pregnant women: [Y = yes, N = no, 0 = didn’t answer] Total: ___ out
1 2 3 4 5 6 7 8 9 10 of ___: Q3
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30

Scoring
For continued compliance with the Ten Steps and other BFHI components, the following responses are the minimum required:
Step 1: “Yes” for all items Step 8: 80% for both items
Step 2: “Yes” for all items Step 9: 80% for both items
Step 3: 70% Step 10: 80% for both items
Step 4: At least 80% on 3 items and 70% on 2 Code compliance: “Yes” and 80%
Step 5: At least 80% on 3 items and 50% on 2 Mother-friendly care: 70% for 1 item and 50% for the other
Step 6: 80% HIV and infant feeding: 70% for 1 item and 50% for the other
Step 7: 80%
Review of Monitoring Results and Recommendations
The health facility continues to fully comply with all Ten Steps and other BFHI components: Yes No
Achievements:
Improvements required:
Improvements suggested:

Follow-up Questionnaire for Mother (# ___)

Introduction: We would appreciate it very much if you would complete this brief follow-up
questionnaire about how you have been feeding your baby and what support you have received.
Your name will be kept confidential. Your responses will help the maternity staff give the best
services possible to mothers and babies in the future.
1. How old is your baby today? ____ months old F.1
What date was your baby born? _______/______/_______
Day Month Year
2. Since this time yesterday, has your baby been breastfed? Yes No F.2
3. Since this time yesterday, did your baby receive any of the following: F.3
[please tick all that apply]
Plain water
Sweetened or flavoured water
Fruit juice
Tea or an infusion
Infant formula
Tinned, powdered or fresh milk (cow, goat, etc.)
Other liquid
Solid or semi-solid food
Oral rehydration salts (ORS) solution
Vitamins, mineral supplements, medicine
Other (please tell us what):_________________________________________
_______________________________________________________________
Don’t know
4. [If you are breastfeeding] Since this time yesterday, did your baby drink anything F.4
from a bottle with a nipple/teat? Yes No Not breastfeeding
[if “Yes”] Please describe what: _______________________________________
__________________________________________________________________
5. Have you had any problems with feeding your baby for which help from the
hospital, clinic or a support group would have been useful? Yes No
[if “Yes”] Please describe what problems you had:
_________________________________________________________________
Did you get the help that you needed? Yes No F.6
[if “Yes”] Please describe what help you received:
_________________________________________________________________
Who provided you with this help? ______________________________________
Thank you very much for taking the time to answer these questions.

BFHI Monitoring: Summary of Results

from Follow-up Questionnaires
Health facility and address: ____________________________________________________________________________________________________

Dates of follow-up: __________________________________________________________________________________________________________
Follow-up team members: ___________________________________________________________________________________________
F.1. The mothers reported that their babies were the following ages (in months) 1.
Average age
_____1 _____.2 _____3 _____4 _____5 _____6 _____7 _____8 _____9 _____10
of babies:
_____11 _____12 _____13 _____14 _____15 _____16 _____17 _____18 _____19 _____20
_____months
_____21 _____22 _____23 _____24 _____25 _____26 _____27 _____28 _____29 _____30
F.2. The following mothers reported that their babies had been breastfed in the last 24 hours: 2.
1 2 3 4 5 6 7 8 9 10 of ___:
11 12 13 14 15 16 17 18 19 20 ___%
21 22 23 24 25 26 27 28 29 30
F.3. The following mothers reported that their babies had received nothing other than breast milk or vitamins, mineral 3.
supplements or medicine in the last 24 hours:
[Y = yes, received only breast milk, N = no, had received something other than breast milk, 0 = didn’t answer] Total: ___ out
of ___:
1 2 3 4 5 6 7 8 9 10
___%
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
F.4. The following breastfeeding mothers reported that their babies had not drunk anything from a bottle with a nipple or teat 4.
in the last 24 hours:
[Y = yes, if breastfeeding, had not drunk anything from a bottle with nipple, N = no, if breastfeeding, had drunk Total: ___ out
something from a bottle with a nipple, 0 = didn’t answer or not breastfed in the last 24 hours] of ___:
1 2 3 4 5 6 7 8 9 10 ___%
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

F.5 The following mothers reported that they had had problems with feeding their babies for which help from the hospital, a 6.5
clinic or support group would have been useful, and they got the help they needed from one of these sources.
[Y = they had problems and got the help needed from the hospital, a clinic or support group, Total: ___ out
N = they had problems but didn’t get the help they needed 0 = they didn’t have problems or didn’t answer] of ___:
1 2 3 4 5 6 7 8 9 10 ___%
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
Scoring
Note: The follow-up questionnaire is provided to give health facilities a tool for determining how well the mothers who have delivered in their
facilities are doing in feeding their babies on return home. BFHI does not have any criteria that need to be met once mothers and babies are
discharged. However, the information gathered can be very useful in helping the facility determine whether improvements are needed in infant
feeding practices and the support provided to mothers. If so, the facility should consider how it can strengthen its “Step 10” strategies and/or
collaborate with others to provide additional breastfeeding support at community level.
The following responses are optimal:

Q.1: The facility sent follow-up questionnaires to babies all approximately the same ages
Q.2: At least 80% “Yes”
Q.3: At least 80% received nothing other than breast milk besides vitamins, mineral supplements or medicines
Q.4: At least 80% of babies who are breastfed have not drunk anything from a bottle with a nipple/teat
Q.5: At least 80% of mothers who had problems with feeding got the help needed from the facility, a community clinic or a support group.
Review of Follow-up Results and Recommendations
Achievements:
Improvements recommended and possible strategies:


Annex 4: The BFHI Reassessment Tool and its possible use for monitoring
In some countries a decision may be taken to focus on an internal monitoring system as the sole means
for keeping track of the current status of facilities designated baby-friendly. External reassessment is
usually a more costly process than internal monitoring, as it involves the displacement and time of
external assessors. Internal monitoring, on the other hand, can be conducted by staff within the health
facility itself. While external assessment is the best strategy for assuring lack of bias, internal
monitoring can provide useful results, if the staff is motivated to give honest feedback. It is helpful if
internal monitors can be identified from departments within the facility un-related to those being
assessed, to help insure impartiality.
Section 5.3 of the BFHI documents discusses various strategies for reassessment and the key steps in
the reassessment process. It then presents the “BFHI Hospital Reassessment Tool”, which is a
condensed version of the BFHI Hospital External Monitoring Tool.
This tool could also be used for monitoring purposes. It is usually only available to UNICEF officers, the
national authorities responsible for BFHI, and assessors who will be involved in reassessment. However,
if internal monitoring will be the sole strategy, the UNICEF officer or national authority may decide to
make the reassessment tool available for use in the monitoring process.



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BABY-FRIENDLY HOSPITAL INITIATIVE

Revised, Updated and Expanded

Produced by the World Health Organization, UNICEF and Wellstart International.

1.Breast feeding. 2.Hospitals. 3.Maternal welfare. 4.Maternal health services. I.World

ISBN 978 92 4 159496 7 (v. 1) (NLM classification: WQ 27.1)

© World Health Organization and UNICEF 2009

Printed by the WHO Document Production Services, Geneva, Switzerland

Cover image “Maternity”, 1963.

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

The revised BFHI package includes:

Section 1: Background and Implementation, which provides guidance on the revised

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Sections 1 through 4 are available on the UNICEF website at

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

1.2 Hospital Level Implementation 23

1.3 The Global Criteria for the BFHI 31

1.4 Compliance with the International Code of Marketing of

1.5 Baby-friendly Expansion and Integration Possibilities 53

1.6 Resources, References and Websites

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Background Rationale for Revisions

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

In 2005, the fifteenth anniversary of the Innocenti Declaration, an assessment of

BFHI Section 1, Background and Implementation, presents a methodology for

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

TEN STEPS TO SUCCESSFUL BREASTFEEDING

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

The process of becoming a baby-friendly hospital is outlined in Section 1.2. In brief, it

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

- 1B. What is the role of the National Authority in relation to BFHI?

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

curricula, working with professional organizations to upgrade standards of

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

3. Encourage a professional organization or professional network to include BFHI in

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

National Criteria for Baby-friendly Community Designation

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Section 1.1 - Annex 1: Five Steps in Implementing BFHI at the

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Section 1.1 - Annex 2

Suggested questions for a rapid baseline country assessment,

Where there is already an active National Authority or BFHI programme, ensure

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

4. What training courses or curricula exist to train:

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

9. Do you know of any government, NGO or community entities involved in

UNICEF/WHO BFHI Section 1: Background and Implementation 2009

Section 1.1 - Annex 3

Excerpts from recent WHO, UNICEF, and other global publications

From UNICEF Press Release, September 2007

“Much of the progress reflected [reduction in number of child deaths from 13

From WHO Statement on Infant Feeding and HIV

“After 6 months, breastfeeding should be continued unless AFASS replacement

From Innocenti +15

"New scientific evidence and programmatic experience place child advocates in a