The assumptions on which educators based childbirth education principles were valid when psychoprophylactic birth became available. Yet, educators and health-care providers have changed their assumptions about birth as they have learned more from the midwifery model of care, how women
want to give birth, and how capable the body is to give birth. Educators' teaching must now emphasize the synchrony of hormones that facilitates birth, the Sphincter Law, and the sharing of woman-to-woman stories throughout the generations if birth is to be set in its rightful place—in
the hands of the mothers.
The Journal of Perinatal Education is the official journal of Lamaze International, whose mission is to promote, support, and protect natural, safe, and healthy birth through education and advocacy. The journal publishes peer-reviewed articles and evidence-based, practical resources that childbirth educators and other health care professionals can use to enhance the quality and effectiveness of their care or teaching to prepare expectant parents for birth.