Ip, Wan-YimWan-YimIpProf. TANG So Kum, CatherineCatherineProf. TANG So KumChung, Tony K. H.Tony K. H.Chung2021-12-062021-12-062006Ip, W. Y., & Tang, S. K. (29 May 2006). Application of self-efficacy theory in childbirth education. 1st Asian Cognitive Behavior Therapy (CBT) Conference, The Chinese University of Hong Kong, Hong Kong.http://hdl.handle.net/20.500.11861/6814https://acbta.org/wp-content/uploads/2021/02/first_asiancbt_conference_program_book.pdfOne of the critiques on the effect of childbirth education was a lack of theoretical approach in the design of educational programe. The theory of self-efficacy (Bandura, 1982, 1997) has widely been used as a framework to develop educational interventions in a variety of health promoting research. There are limited studies to explore self-efficacy theory within the context of clinical intervention in childbirth, despite the claims of importance. The researchers have recently applied the theory of self-efficacy (Bandura, 1989) in the development of educational programe to promote Hong Kong Chinese women’s confidence for coping with childbirth. The main goal of the educational intervention was to build and instill confidence in first-time pregnant women that they could successfully accomplish behaviours for coping with stress and pain in childbirth and fostering in them a sense of control over the labour process. A range of behavioural coping skills such as relaxation and breathing exercise to decrease anxiety, and cognitive coping strategies to enhance awareness of negative thoughts or distortions contributing distress in the first stage of labour were taught in the program. The self-efficacy theory (Bandura, 1986) is the conceptual framework guiding the overall design of the educational intervention. This theory draws attention to the need to consider both environmental stimuli and contingencies as well as goal setting, self-monitoring, efficacy manipulations in designing interventions. Two information conditions: outcome information and efficacy enhancing information became the focus of the intervention. That means enhancing motivation and being active in using coping skills to cope with childbirth were integrated into the intervention. The women who had attended the educational programme, as compared with those who had not, demonstrated higher perceived level of confidence for childbirth and greater performance of coping behaviours during labour. The details of the educational programe will be delineated and discussed.enConference Paper